用儿童拍摄的照片写作和理论

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2022-02-16 DOI:10.1080/17457823.2022.2039258

Kristiina Eskelinen, Ulla-Maija Salo

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引用次数: 2

摘要

Jackson, A.， and L. Mazzei. 2012.利用数据进行理论思考[j]。定性研究中的理论思考:从多个角度看待数据。(伦敦:劳特利奇出版社)，我们探索我们的民族志视觉数据将如何被“思考”、“理论化”和语言化，使用诸如照片激发法、标点符号和决定性时刻等概念。当我们探索这些概念为我们的分析带来哪些新方面时，这些概念被“插入”到数据中。在我们的人种学数据中，孩子们在课后活动中拍摄了他们平常的下午。至于分析，我们的挑战是双重的:首先，一个人如何用语言来描述照片，其次，一个人如何写照片，特别是那些由儿童拍摄的照片。在Jackson和Mazzei之后，具体的概念被“捕获”，以帮助我们扩展我们的分析。

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Writing and theorising with photographs taken by children

ABSTRACT In this article, inspired by the idea of using data to think with theory [Jackson, A., and L. Mazzei. 2012. Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. London: Routledge], we explore how our ethnographic visual data will be ‘thought’, ‘theorised’ and verbalised using concepts such as the photo elicitation method, punctum and the decisive moment. These concepts are ‘plugged in’ to the data as we explore what new aspects the concepts produce for our analysis. In our ethnographic data, children photographed their ordinary afternoons during after-school activities. As to the analysis, our challenge is twofold: firstly, how does one verbalise photographs and, secondly, how can one write about photographs, specifically those taken by children. Following Jackson and Mazzei, the specific concepts were ‘arrested’ in order to help us extend our analysis.

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.