Oxford Ethnography and Education Conference 2016 … · Oxford Ethnography and Education Conference...

OxfordEthnographyandEducationConference

2016

Abstracts

JanusAaen,AarhusUniversity,Denmark

Exploringboredominhighereducation

Purpose;

ThepurposeofthepaperistoexploreboredomasaphenomenoninDanishhighereducation.Boredomisanissue,whichhasbeendiscussedwidelywithinmanyfieldsofresearch(Martin,Sadlo&Stew,2006;Svendsen,2005;Toohey2011),notleastwithineducationalresearch(Robinson,1975;Feldhusen&Kroll,1991;Mann&Robinson,2009).Thereishoweveralackofethnographicresearchonthephenomenonofboredomwithinhighereducation.Thus,thepaperaimstobridgethisgapwithanuancedinquiryintothephenomenonofboredomandthelivedexperiencesbystudentsinhighereducationconnectedtoit.

Design/methodology/approach;

Theinvestigationfocusesonthelivedexperiences(vanManen,2014)ofstudents.Regardingboredomasaphenomenoninit’sownright(Martin,Sadlo&Stew,2006),thestudydrawsonthenotionofremixmethods(Markham,2013)whichdenotesanexperimentalapproachtoethnography.‘Remix’inthiscaseimpliesthatalongwithtraditionalin-depthparticipantobservationandqualitativeinterviews,thedatasetalsoencompassesanalysisofculturalartifactssuchasonlinegroups,videos,pictures,internetmemesandradioshows.Furthermore,inthequestforamorefulfillingdescriptionofboredom,thepaperjuxtaposesandintertwinestheempiricalinquirieswithotherethnographicstudiesonboredom(DeLauri,2014;Orrantia2012;Jervisetal.,2003),thephilosophicalworksofLevinas(1978),Nietzsche(2012)andSvendsen(2005),andeducationalphilosophersFreire(2013),Barnett(2007)andBengtsen(2014).

Findings;

Inlinewithexistingresearch(Mann&Robinson,2009),thepaperarguesthatboredomcanbeviewednotastheresultofhavingnothingtodo,butratherofhavingnothingtodothatonelikes.Furthermore,thepaperproposesthatboredomisakeycomponentinanentanglementwithotherrelatedphenomenalikefatigue,disengagement,indifference,resignation,randomnessandexperiencesofirrelevanceoroverwhelmedness.ThisentanglementofexperiencesiscapturedandinvestigatedthroughthenotionofdarknessassuggestedbyBengtsen&Barnett(2015).Thestudyindicatesthatboredominfactisnotmerelyaproductofstudentdisinterestordislike,butratheraphenomenonemergingfromcomplexinterconnectionsbetweensocialstructures,personaldispositions,culturaldiscoursesandembodiedsensations.

Researchlimitations/implications(ifapplicable);

Thisstudyaimstoprovideagreatersensitivitytostudents’experiencesofboredomwithinhighereducationstudies.Thereis,however,aneedformoreresearchintothemanyrelated‘dark’experiencesineducationwithintheboredomentanglement.

Practicalimplications(ifapplicable);

Thestudyholdsthepotentialtoinformeducationaldesignprocessesandhelpdesignerstakeintoaccountthephenomenonofboredomamongstudents.

References

Barnett,R.(2007).AWilltoLearn:BeingaStudentinanAgeofUncertainty(1edition).Maidenhead:OpenUniversityPress.

Bengtsen,S.S.E.(2014).IntotheHeartofThings:DefrostingEducationalTheory.InP.Gibbs&R.Barnett(Eds.),ThinkingaboutHigherEducation(pp.175–191).SpringerInternationalPublishing.

Bengtsen,S.&Barnett,R.(inpress).ConfrontingtheDarkSideofHigherEducation.JournalofPhilosophyofEducation

DeLauri,A.(2014).Boredomandcrisisinthehumanitarianrealm.AnthropologyToday,30(6),23–25.

Feldhusen,J.F.,&Kroll,M.D.(1991).BoredomorChallengefortheAcademicallyTalentedinSchool.GiftedEducationInternational,7(2),80–81.

Freire,P.(2013).EducationforCriticalConsciousness(Reprintedition).London:BloomsburyAcademic.

Jervis,L.L.,Spicer,P.,&Manson,S.M.(2003).Boredom,“Trouble,”andtheRealitiesofPostcolonialReservationLife.Ethos,31(1),38–58.http://doi.org/10.1525/eth.2003.31.1.38

Lévinas,E.(1978).ExistenceandExistents.DuquesneUniversityPress.

Manen,M.van.(2014).PhenomenologyofPractice:Meaning-GivingMethodsinPhenomenologicalResearchandWriting.LeftCoastPress.

Mann,S.,&Robinson,A.(2009).Boredominthelecturetheatre:Aninvestigationintothecontributors,moderatorsandoutcomesofboredomamongstuniversitystudents.BritishEducationalResearchJournal,35(2),243–258.

Markham,A.(2013).Remixculture,remixmethods:Reframingqualitativeinquiryforsocialmediacontexts.InGlobaldimensionsofqualitativeinquiry(pp.63–81).WalnutCreek,CA:LeftCoastPress.

Martin,M.,Sadlo,G.,&Stew,G.(2006).Thephenomenonofboredom.QualitativeResearchinPsychology,3(3),193–211.

Nietzsche,F.(2012).TheGenealogyofMorals.CourierCorporation.

Orrantia,J.(2012).WheretheAirFeelsHeavy:BoredomandtheTexturesoftheAftermath.VisualAnthropologyReview,28(1),50–69.http://doi.org/10.1111/j.1548-7458.2012.01110.x

Robinson,W.P.(1975).BoredomatSchool.BritishJournalofEducationalPsychology,45(2),141–152.

Svendsen,L.(2005).APhilosophyofBoredom.ReaktionBooks.

Toohey,P.(2011).Boredom:ALivelyHistory.YaleUniversityPress.

YalızAkbaba,JohannesGutenberg-UniversityMainz,Germany

EthnicMinorityTeachers-Copingwithdoublebindingethnicityinschool

Purpose;

Usually,discoursesofmigrantsandforeigners childreninschoolinsinuateeducationalproblems,socialdeviancesandculturalincongruities(Hamburger,Mecheril).Thisstigma(Goffman)isinterestinglyreversedwhentalkingaboutethnicminorityteachers,discoursivelyproducedtobeasolutiontoeducationalinequalityinGermanschools.Thepaperanalysesthedouble-bind(Watzlawick)teachersarefacedwithwhenactingagainstthebackgroundofthisparadox:whiletheinterpellation(Althusser)callsthemtomakeuseofbeingaforeigner asanadvantage,actingasforeigners comeswithsubtleimpedimentsdisablingthemtousepotentialadvantages.


Thestudymethodologicallydrawsupontheestablishedtiesbetweenpracticetheory(Schatzki)anddiscourseanalysis(Foucault,Wrana,Reckwitz).Theethnicminorityteachersjobisentangledintwosociallyrelevantstructures,theoreticallyframedasfollows:first,ininstitutional(schoolasorganization)andpedagogical(teachingasprofession)structures(Vanderstraeten,Helsper).Second,withinthedispositiveofOtherness(Thomas-Olalde/Velho,Mecheril)asapowerfulframeofreference,teachershavetopositionthemselvesin.

Ethnographicaldatawasproducedduringatwo-year-periodoffieldobservation(Atkinson,Hammersley)inschoolsforthePhD-projectabout�EthnicMinorityTeachers-Copingwithdoublebindingethnicityinschool.DuringalternatingphasesoffieldobservationandtheoreticalreflectionsandcodinginthetraditionofGroundedTheory(Strauss/Corbin),theanalyticalfocussharpenedwithanemphasisonparadoxicaldemandsteachershavetodealwith.

Findings;

ThepaperrevealsageneralstructureofdoublebindsteachersmarkedasOthershavetocopewith.Itthenanalysesathicklydescribedsceneundertheperspectiveofaspecificdoublebindateacherisconfrontedwithwhilehavingtodealwithracismherself.Sheisimpededtoactagainstracistexperienceablackstudentisentangledin,becausehersayingsanddoingswillbeinterpretedagainstthebackgroundofbeingaffectedbyracismherself.Dealingwiththeissue,shewillforfeitpartsofhercapacitytoactandhencenotbeofanypedagogicalassistance;notdealingwiththeissue,sheretainshercapacitytoactbutwithoutassistingthestudent.


Withinanalysesofpowerstructuresandtheirmarginalizedsubjects,theresearcher�sprivilegedpositionconstitutesthemainresearchlimitations.Claimstospeakfor�theotheryieldwhatwascriticizedas Writingculture(Clifford)openingoutintothecrisisofrepresentation(Berg/Fuchs)andthequestionifthesubalterncanspeakatall(Spivak).Themajorlimitationofthestudyisthechallengehowtodepictmarginalization,exclusionandracismteachersface,whilesustainingtheperspectiveonsubjectscapableofarticulation(Hall)andonhegemonicordersbeingfluidandchangeable.


Aparadoxthatstructurallybindsteachersofcolor haspracticalimplicationsforteachertraininginmigrationsocieties.Powerstructuresmustbecriticallyanalyzed,andtheownpositioningwithinmajorityandminorityrelationsmustbereflected.

Socialimplications(ifapplicable);

Interviewswithethnicminorityteachersrevealtheseteacherstobespecificallysensitivetowardsinequalityinschool,aimingtoactivelypreventit(Georgi/Ackermann/Karaka�).Asthefindingsshow,theseintentionsarethwartedbystructuralimpedimentsbuiltonhegemonicorders.Oneoftheseorderscanbenamedracism.Theproblemabout�talking(andnottalking)aboutraceatwork,discussedastheColorBind(Foldy/Buckley),isforthewhitetobeafraidofunintendedlydiscriminatingagainstpeople�ofcolor�andforpeopleofcolortobesubjectofdiscriminationonceagain.Socialimplicationsthusinvolvetoenhancecompetenciestotalkaboutraceandracismatworkwhenevernottalkingaboutitwilleffectagency.

DeborahAlbon,LondonMetropolitanUniversity;AnetteHellman,UniversityofGothenburg

Ofroutineconsideration:‘Civilising’children’sbodiesviafoodeventsinSwedishandEnglishearlychildhoodsettings

Purpose

InspiredinitiallybytheworkofElias(1994)on‘civilisingprocesses’,thispaperdrawsonaprojectinwhichanEnglishandaSwedishresearcherexamineethnographicdataonmealtimesfromtwooftheirrespectivestudiescarriedoutinearlychildhood(EC)settings.Despitethedifferingcontexts,thedatashowmarkedsimilarityinthewaychildren’sbodiesbecomesubjectto‘civilising’duringfoodeventssuchasmealtimes.

Thepapercontendsthatmealtimesaretimesofthedaywhenyoungchildren’sbodiesaresubjecttoahighdegreeofdiscipliningwhencomparedtothe‘free’playelementsoftheday(Ben-Ari,1997).Underpinningthisisapervasiveconstructionofchildren’sbodiesas‘unruly’(Grosz,1994),inneedof‘civilising’andbringingundercontrol.Andthisconstructionimpactsonhoweducatorsare‘expected’tomanagemealtimesintheirsettings.Althoughthereispre-occupationwithnutritionatthecurrenttimeacrossbothcountries,anareawhichhasreceivedlessattentionisthepracticesemployedatmealtimeswhichserveto‘overcivilise’children’sbodies.Ourstudiessetouttoaddressthis.

AlthoughtheoreticallywedrawupontheworkofElias,ouranalysisaimstobuildonhisworkinanumberofways:wewishtohighlightthegenerationalinequalitiesinherentintheideaof‘civilisingprocesses’andfurthertothis,wewishtohighlightyoungchildrenasagenticinnegotiating,subvertingandenforcingmealtime‘rules’.

Design/methodology/approach

Thepresentarticledrawsondatafromtwoethnographicstudies.TheSwedishstudywasundertakeninfourSwedishECsettingswithchildrenagedfromone-fiveyearsofageandtheEnglishstudyinvolveddatacollectioninfourEnglishECsettingswithchildrenagedfrom6months-5years.Bothprojectsinvolvedparticipantobservationofmealtimesaswellasinterviewsandinformalconversationswitheducatorsandchildren.Thedatafromtheindividualprojectswereinitiallycollectedandanalyzedseparately.

Weconsidercollectiveandmeta-ethnographytobeafruitfulpointofdepartureforthepresentpaper(c.f.Beachetal.,2013).Theanalysiswhichformsthebasisofthispaperisbasedonacollectiveprocesswherewejointlyreadthroughourfieldnotes(c.f.Gordonetal.2006)andidentifiedcommonpatternsinordertounderstandtheprocesseswherebychildren’sbodiesbecome‘civilised’viamealtimesinSwedishandEnglishECsettings.

Findings;

Culturalrulesaroundwhatiseaten,howitiseatenandhowthebodyshould‘perform’inspaceandtimeareevidentinthedata.Insharingdataacrosstwoprojectsouranalysisdemonstratesvariouswaysinwhichchildren’sbodiescometobesubjectto‘civilisingprocesses’inECsettingsandpointstochildren‘becoming’‘Swedish’or‘English’viamealtimes.However,ourdataalsopointstomyriadwaysinwhichchildrennegotiate,subvert,andenforcethese‘rules’.


Themainintentionhereisnottomakeacomparisonbetweentwocountries,butrathertoexplorehowglobaldiscoursesaboutchildren,foodandeatingmanifestlocallyinECsettingsinSwedenandEngland.Hence,ouranalyticfocusisonglocalmeanings(Robertson,2012)relatingtoyoungchildren’sbodiesandhowtheycometobe‘civilised’viamealtimesinECeducation.

Implicationsforpractice

Wearguethatattendingtopracticesaroundmealtimesoffersanespeciallyinterestingfocusthroughwhichtoexamineadult-childrelationsandthekindsof‘rules’deemed‘appropriate’foryoungchildrentoinculcate.Wecallforaconceptof‘reflectivecare’andtheneedtoaffordroutinessuchasthosepertainingtomealtimescarefulconsideration.

References:

Beach,D.,Dovemark,M.,Schwartz,A.&Öhrn,E.(2013).Complexitiesandcontradictionsofeducationalinclusion.Ameta-ethnographicanalysis.NordicStudiesinEducation,4,254-268.

Ben-Ari,E.(1997).BodyProjectsinJapaneseChildcare:Culture,OrganizationandEmotionsinaPreschool.Richmond:CurzonPress.

Elias,N.(1994).TheCivilizingProcess.Oxford:Blackwell.

Gordon,T.,Hynninen,P.,Metso,T.,Palmu,T.,&Tolonen,T.(2006).Collectiveethnography,jointexperiencesandindividualpathways.NordiskPedagogik,26(1),3-15.

Grosz,E.(1994).VolatileBodies:TowardaCorporealFeminism.Bloomington:IndianaUniversityPress.

Robertson,Roland(2012).‘Globalisationorglocalisation?’.JournalofInternationalCommunication,18(2),191-208.

CharityAnderson,TheUniversityofChicago

AnExaminationofLow-IncomeAdultStudents’ExperiencesintheClementeCourseintheHumanities

Purpose

Low-incomeadultsareincreasinglytargetedforvocationaltrainingandbasiceducationcourses,whichareoftendubiouslymarketedaspathwaysoutofpovertyandintojobs(Mattson,2002).TheBardCollegeClementeCourseintheHumanities(Clemente)haslittleincommonwiththemarket-drivenideologythatundergirdsmostadultlearningtoday;instead,itisbuiltonthebeliefthatliberaleducationcanofferstudentsthepossibilityofpersonalchangebyfosteringcriticalreflection(Zwerling,1992).At30independently-runsitesacrosstheUS,Clementeprovidessociallyandeconomicallymarginalizedadultsafree,two-semester,college-creditbearingcourseinartandAmericanhistory,literature,andphilosophy.Requirementsforpotentialstudentsarefew;theymust(1)be≥18yearsold,(2)liveinahouseholdwithanincome≤150%oftheFederalPovertyLevel,and(3)beabletoreadatabloidnewspaper.

Thistwo-year,multi-siteethnographyaimstoanswer:(1)Howdolow-income,historicallymarginalizedadultschangeordevelop,ifatall,throughtheirparticipationinClemente?(1a)Whatistherelationship,ifany,betweenstudents’courseparticipationandtheirengagementascitizensand,whereapplicable,asparents?(2)Whatprogrammaticpracticesorfeaturesaremostmeaningfultoparticipants,andhowdothosepracticesorfeaturesoperate?


Thisprojecttakesagroundedtheoryapproachtodatacollectionandanalysis.Dataareprimarilygatheredthroughfieldwork;namely:(1)Participantobservationoftwocoursesites:Chicago,IL(2014-2015)andNewYorkCity,NY(2015-2016).(2)Informalconversationsandsemi-structured,in-depthinterviewswithstudents,graduates,drop-outs,andstaffinChicagoandNewYorkCity.(3)Telephoneinterviewswithstudents,graduates,drop-outs,andstaffatotherUScoursesites.(4)FocusgroupswithcoursedirectorsfromsitesacrosstheUS.Alltold,datawillinclude~400hoursofparticipantobservationduringclasses,fieldtrips,facultymeetings,tutoringsessions,andotheractivities,aswellasinterviewswithstudentsandstaff(n≅100).

Findings

DatacollectionwillbecompleteinJune2016,howeverpreliminaryfindingsrevealnearlyallstudentsreportthatClementewasapersonallytransformativeexperience.Theycometoseethemselvesascapableintellectuals,thinkmorecritically,interactmorepositivelywiththeirchildren,setgoalsforthemselves,accessthehumanitiesintheircommunities(e.g.,patronizemuseumsandlibraries;attendlectures),andexpressasenseofbelonginginenvironmentsthatbeforeseemedoff-limits.Theyreportfeelingmoreconfident,gainingaclearersenseofdirectionfortheirlives,findingnewjobs,returningtoschool,andjoiningcommunitygroups–allofwhichmayspurstudentstomorefullyparticipateintheeconomicandpoliticalaspectsoftheircommunities.

Researchlimitations

Apotentialweaknessofallqualitativeresearchisthattheresearchercanneverbeabsolutelycertainthatparticipants’wordsandactionshavebeenaccuratelyinterpreted;thisisbecausecommunicationisinherentlyimperfect,butalsobecausetheresearchercanneverfullyescapeherownsubjectivityandbiases.Reactivityandresearcherbiasthereforeposethreatstovalidity.Additionally,whileeveryefforthasbeenmadetointerviewstudentswhodidnotcompletethecourse,thenatureoflow-incomeadults’livescoupledwiththeshameofdroppingoutmakeformerstudentsbothdifficulttolocateandunlikelytoconsenttoaninterview.Thesampleisthereforeskewedtowardcurrentstudentsandgraduates.

Practicalandsocialimplications

Thisstudyseekstoaddtoourknowledgeofhowtobetterengagedisenfranchisedadultsasdemocraticcitizensandparents;itseekstoexaminehowrigorouseducationalopportunity–notremedialorcompensatoryprograms–mightactasanimpetusforpersonaltransformationandconsciousness-raisingamongthehistoricallymarginalized.Betterunderstandingstudents’experiencesmaychallengelong-heldassumptionsaboutwhoiscapableanddeservingofintellectualchallenge.Furthermore,humanitieseducationisinastateofcontraction.Thiscanbeseenasacrisisforeducationanddemocracy,asliberaleducationcultivatescitizens’abilitytothinkcriticallyandindependentlyandtoempathizewithothers–outcomesparticularlysalientfordisenfranchisedadultsandcommunities(Nussbaum,2010;Shorris,2000).Foreducators,serviceproviders,andcommunity-basedinstitutions,theresultsofthisstudyilluminatewaystobetterengageaseeminglydisengagedpopulation.Freehumanitiesprogramsmayfunctionasapositiveinterventionforadultswhoarevulnerable,oppressed,andlivinginpoverty.

ElenaBañares-Marivela,ColegioNuestraSeñoradelasMaravillas;LauraRayón-Rumayo,UniversidaddeAlcalá

UsingiPadsinacooperativelearningapproach:Implicationsinthestudents’self-regulationprocesses.

Purpose;

ThemainaimofthisongoingethnographicpieceofresearchistostudyhowtheiPadcontributestothedevelopmentofthecooperativelearning(CL)methodologicalapproach,particularlytotheenrichmentofthemetacognitionasanessentialelementofthisapproach.WewouldliketoanalyzetheimpactofthismobiletechnologyintheEnglishasaforeignlanguage(EFL)classroomthroughthestudents’multimodalnarrativeproductionsandunderstanditscontributiontothedevelopmentofatypeoflearningbasedonthemetacognitionasamultimodalnarrativeprocess.WewouldalsoliketoinvestigatetheroleoftheiPadinthedevelopmentofthestudents’self-regulationlearningprocesses.

Therearetwoelementsofreferencekeyinthepresentpieceofresearch:(a)theroleoftheiPadasasocioculturalresourcemediatinginthestudents’actions-themultimodalwaysofnarratinginparticular-,and(b)theself-regulationofthepupils’learningprocessesasanactionmediatedbythisresource.

Examplesofexperiencesusingmobiletechnologieswhichstudytheprocessesoflearninggeneratedbytheminschoolcontextsarestillscarce.Forthisreason,itisimportanttoexploreandanalysedidacticproposalswhichincorporateformativetasksintheclassroomusingtheiPad,suchasthiscase.

Methodology:

ThepresentpieceofresearchisanurbanschoolethnographyinaprivateschoolinMadrid(Spain)withsecondarystudents(10thgrade)intheEFLclassroom.TheyworkunderaCLapproachwithiPadsina1:1format.

Thedevelopmentofthepresentethnographyfollowstwogroupsofstudents.Twogroupswereselectedbecausetheethnographicprocessofbuildingknowledgeisbasedoncontrast(Velasco&DíazdeRada,2009).Thiswillallowustostudytheresultsofthesameactionsindifferentanduniquecontextswithinthesameschool.Inthisway,wewillbeabletoobservediscrepanciesandsimilaritiesbymeansoftheteacher/researcher’sfieldworkandparticipantobservation,whichwillvalidatetheprocessofanalysisandinterpretationofdata(Goetz&Lecompte,1998).

Participantobservation,questionnaires,interviewsandvideorecordingswillbethestrategiesandtechniquesusedtocollectinformation.ThesedatacollectiontechniqueswillguaranteethevalidationfromtheETICperspective,theresearcher’sview.However,theEMICperspective–thenativeview-isforemostinthisresearch.Thestudents’ownproductionswillbesubjecttoelicitationprocesses,morespecificallytothemeaningsthestudentsgranttoimagesoranyotherwayofmultimodalrepresentation,suchasvideo,voice,music,etc.torepresentandcommunicatetheirprocessesofself-regulation.Thekeyfactoristakingintoaccountthattheaccesstoaseriesofdatashouldnecessarilybedevelopedfromelicitationprocessestorespectthenative’spointofview,crucialinvisualanthropology(Banks&Zeitlyn,2015).Thiswayofworkingwillcontributetostrengthenthetriangulationofdatafromathirdpointofview.

Findings:

ThefindingsofthepresentresearchwillhelptoimproveEFLclassroomsworkingwithiPadswithinaCLapproach.Itwillalsocontributetothedevelopmentoftechnologicallyintelligentclassrooms,aswellasunderstandtheusesandwaysoflearninggeneratedbythem.WeunderstandthatanotherimportantcontributionofthisresearchistodiscriminatewhichusesofthebinomialCL+iPadarerelevantandvaluableforthestudents.

Researchlimitations:

Animportantprocessinthedevelopmentofthisethnographywillbetheprocessofestrangement,vitaltoobtainourobjectives:everydaylifebecomesstrange.Itshouldbetakenintoaccounttheresearchercombinesbothrolesinthesameperson:teacherofEnglishandresearcher.Datacollectionandclassrecordingswillbeanalyzedbyanexternalperson,amemberoftheIMECAgrouptoguaranteetheauthenticityoftheanalysisofdata.

References:

Banks,M.&Zeitlyn,D.(2015).Visualmethodsinsocialresearch.London:Sage.

Buckingham,D.(2013).Mediaeducation:Literacy,learningandcontemporaryculture.Cambridge:Polity.

Goetz,J.P.&Lecompte,M.D.(1998).Etnografíaydiseñocualitativoeninvestigacióneducativa.Madrid:Morata.

Rose,G.(2012).VisualMethodologies.London:Sage.

Velasco,H.&DíazdeRada,A.(1997).Lalógicadelainvestigaciónetnográfica.Madrid:Trotta.

KittiBaracsi,UniversityofPécs(Hungary)

Romachildrenandyouthintheembraceofpolicies

Purpose;

TheresearchfocusesonthediscursiveandregulativeeffectofRomaeducational(andnot)policiesonthelivedexperiencesandstrategiesofRomastudentsandtheotheractorsofeducation(students,teachers,families,NGOs,etc.)ontheurbanmarginsofNaples(Italy)andPécs(Hungary).

Ononehand,itfocusesonthenarrativesandstrategiesofRomachildrenandyouthwholiveinurbanperipheriesandtriestounderstandtheeffectofRomapoliciesonthem(alwaysinrelationtootherpolicies).Ontheotherhand,itlooksatthewaylocalactorsofeducationalcontextsrespondto,resistto,redesignoradapttothesepoliciesintheireverydaylife.Thepaperdeconstructs‘culture’and‘integration’andconnectedtermsregardingRomastudent’seducation.


Anethnographicfieldworkhasbeencarriedoutintheselectedneighborhoodssince2011.(PreliminaryfindingsattheOEC2012andananalysisofaneducationalproject’sexperiencewrittentogetherwithalocalactivisthavebeenpresentedattheOEC2013).Theresearchitselfisanengagedethnographywithstrongelementsofcollaborativeresearch.Themeaningofcollaborationitselfhasbeendefinedinseveraldifferentwayssince2011,includingcollaborativeresearchmethodsintheclassroom,schoolandafterschoolactivities.

Findings;

Whentalkingaboutthe“Romaquestion”,identity,culture,integrationandseveralothercategoriesemergebothinpolicydiscoursesandineverydayconversationsbetweenteachersoractivists.Theanalysisoftheappropriationoftheseterms,theirconnectiontolocalexperiences,contextsandowncompetencesoflocalactors,canhelpustounderstandtheprocessesinwhichimportantscientificcategoriesthatwereborntointerpretcomplexitybecomeinstrumentsofsustainingorevencreatingdiscriminativepracticeswhentheyencounterthelackofinstruments,resources,thedifferentinterestsandinnerandexternalpressuresonlocallevel.ThecaseofeducationandRomastudentsthereforeoffersawiderangeofpossibilitiestoanalyzehowcategoriesrelatedtocultureandintegrationgetsenseinlocaldiscoursesandstrategies,e.g.:’earlyschoolleaving’,’earlymarriage’,’segregation’,’disadvantages’,’poverty’.


ThewaywespeakaboutRomaandthewaytheyareapproachedthrough‘policies’seemtosharestronghistoricalrootswithinEurope,moreoverintheeraofEUlevelRomastrategyandEU-levelnetworkingregardingRomaissues,itisnotsurprisingthatbothinacademiaandpolicy-makingcertaintermshavean‘internationalcareer.’Still,doingacomparisonbasedontwolocalcasestudies,andlookingforthetracesofpolicy(andscientific)-categoriesinpracticeimpliesseveralrisks.InmypaperIamgoingtoreflectindetailontheseconcerns.Similarly,Iwillengagecriticallywithmypositionasaresearcherandmyinvolvement.Moreover,thecollaborationitselfneedstoinvolveaverystrongreflectiononthepower

structuresanddiscriminationandputstheresearcherunderacontinuouspressuretorevisethechoicesofcollaboration.

Whilecollaborationmeansalsosharingdetailedinformationabouttheresearchpurposes,constructingquestionstogether,oneofmystrongestconcernsishowmuchdothescopeonRomastudentscausedistortions:leadstheactorseithertohideoreventhecontrary:tooverrepresent‘Romaissues’.

Practicalimplications(ifapplicable)andSocialimplications(ifapplicable);

Studyingsidebysidewiththedifferentactors,inthisresearchmeantcreatingspacesofcollaborationforcollectingdataandanalyzingit.Itbroughtupinformation,perspectivesandinterpretationsthatusuallyremainhidden,oftensimplybybreakingtheeverydayroutineandintroducingnewchannelsandinstrumentsofinteraction.Itcanbeinterpretedasawayofmakingpoliticalcertainissuesonlocallevelbyhighlightingthemandprovokingcriticalreflectiononthembythelocalactorsthemselves,forwhichIwillgiveconcreteexamplesinmypaper.Ontheotherhand,itcanoffersomepreciousin-depthinformationabouttheimplementationofpoliciesonlocallevel,thereforetosomeextentcanbegeneralizedtoawiderpublic,includingeducationalprofessionalsandpolicy-makers.

RuthBarley-SheffieldHallamUniversity;LisaRussell-TheUniversityofHuddersfield

Ethnography:morethanthewrittenfieldnote

Purpose;

Distinctfromotherqualitativeapproachesduetoitsuniquefocus,processandoutput(Wolcott1999)ethnographyisoneofthemostamenableresearchmethodologiesandresearchproductswithineducationalresearch;itisalsooneofthemostcontested.Therearecontinualdebatesabouthoweducationalethnographiesshouldbeconductedandpresented(Walford,2008).Recentdeliberationsencouragetheuseofvisualresearchmethods,participatorytechniquesandcreativemeansofgatheringdata.Thispaperarguesthatwhiletheimportanceofthetraditionalwrittenfieldnoteremainsasameansofgathering,interpretingandpresentingethnographicdata,othermethodologiesandproductsofferexcitingadditionstotheabsoluteneedto‘hangaround’and‘spendtime’inthefieldtoinductivelyexploretheeverydaylifeofparticipantsinoneormorespheres.Thedepthandinsightthatobservationaldatacanmaketoanethnographicstudyisdifficulttogainviaotherresearchmethods(Seymour-Smith1986).However,ethnography’smulti-methodapproachtoresearchmeansthatwhileobservationisausefultoolthatalwaysfeatureintheethnography’sarmoury,itisonlyoneofthemanytoolsthatanethnographerhasattheirdisposal.Visual,andparticipatory,methodsareincreasinglybecomingaprevalentfeatureofethnography,especiallywhenresearchingwithyoungpeopleandchildrenandisthoughttobeausefultool,whenreflexivelyimplemented,tounearthchildren’s‘voice’(ClarkandMoss2001;Coates2004).


Dataisdrawnfromtwoethnographiesconductedbytheauthors.Thefirstdrawsontwostagesofalongitudinalethnographywithamulti-ethnicschoolintheNorthofEnglandandincorporatestwoperiodsoffieldworkwiththesamegroupofchildrenwhentheywereintheirReceptionyear(Barley,2014)andthenagaininYear4.Basedonthepedagogicalprinciplesof‘sustainedsharedthinking’(Siraj-BlatchfordandSylva2004:6)childrencollaborativelydesignedresearchactivitieswhichwereusedtoinitiateresearchconversations.Thesedatawerethencollaborativelyanalysedalongsidemoretraditionalhand-writtenfieldnotes.

TheseconddrawsonaLeverhulmeTrustFunded3yearethnographythatexploredtheexperiencesofNEETyoungpeopleinNorthernEngland(Simmons,ThompsonandRussell2014).Whilstthemaincorpusofdataincludedparticipantobservationhand-writtenfieldnotesinthetraditionalsense,lifecyclemapsandphotographsalsowereutilisedasawayofengagingthese‘hard-to-reach’youthandpresentingtheirvoice.

Findings;

Thispaperarguesthatwhenethnographersopentheirmindstotheplethoraofresearchmethodologiesavailabletothemintheirtoolkit,richandvaliddataensuesinthemostunexpectedanddelightfulways.Thispaperhighlightsthatusingvisualandparticipatorymethodsasawayofelicitingdatacanwhenanalysedalongsideethnographicobservationsproducerichandnuanceddatathatallowsethnographerstoaccessyoungpeopleandchildren'svoices.Bycreatingvisualparticipatorydata,inthisway,participantsareabletoinfluencethecourseofastudyastheirpositionwithintheresearchprojectshiftsreducingpowerdifferentialsbetweentheethnographerandparticipants.

References;

Barley,R.(2014)IdentityandSocialInteractioninamulti-ethnicclassroom.London,TufnellPress.

Clark,A.andMoss,P.(2001).Listeningtoyoungchildren:Themosaicapproach.

London,NationalChildren’sBureau.

Coates,E.(2004).'Iforgotthesky!'Children'sstoriescontainedwithintheirdrawings.In:Lewis,realityofresearchwithchildrenandyoungpeople.London,Sage,5-26.

Seymour-Smith,C.(1986).PalgravedictionaryofAnthropology.Basingstoke,PalgraveMacmillan.

Siraj-Blatchford,I.andSylva,K.(2004).ResearchingpedagogyinEnglishpreschools.

BritishEducationalResearchJournal,30(5),713-730.

Simmons,R.,Thompson,R.andRussell,L.(2014)Education,WorkandSocialChange:YoungPeopleandMarginalisationinPost-IndustrialBritain.:PalgraveMacmillan.ISBN9781137335920

Walford,G.(2008)Howtodoeducationalethnography.London,TufnellPress.

NamritaBatra,OpenUniversity,MiltonKeynes,UK

Beingaparticipantinchildren’slives:ReflectionsfromanethnographicstudyonliteracypracticesinanIndianvillage

Purpose;Ethnographersbecomeapartofthelivesofthepeopletheywishtolearnabout.Thenatureofthisparticipantobservationvariesfromonestudytoanotherandisguidedbybothresearchaimsandpracticalconsiderations.Atthesametime,ethnographersareencouragedtomaintainamarginalroleintheirresearchsettingsinordertogaininsiderinsightintoparticipantlivesandalsominimizedangersofover-rapport(AtkinsonandHammersley,2007).

Thispaperdiscussesthemethodologicalimplicationsofdoingparticipantobservationwith10-yearoldchildreninaresourcepoor,ruralsettinginIndia.Whiletheintentionbehindadvocatingamarginalroleoftheresearchercanbeappreciated,Ifindthatthereisaneedtoreconceptualise‘marginality’whenresearchingwithchildren.Aresearcherwhoenterschildren’shomes,playgrounds,neighbourhood,andclassrooms,showinginterestinthe‘ordinariness’oftheirlives,anddoesnotlabelwhatchildrenareuptoas‘nothing’or‘amerewasteoftime’cannot,butexpectchildrentoreciprocatewiththesameinterestandcuriosity.Insuchasituation,theresearcherbecomesimportanttothechildrenandispreventedfrombeinga‘flyonthewall’.Tofurtherelucidatemypoint,IwillalsodiscusshowIbecamean‘insider’totheirlives:thelearningsandthechallengesthisinvolved,andalsohowmy‘outsider’identitywasnotalwaysanimpediment?

Design/methodology/approach;ThepaperdrawsonastudywhichexplorestherelationshipbetweenhomeandschoolliteracypracticesofchildreninavillageinIndia.Themethodsincludeparticipantobservationinunstructuredhomesettings,whereboundariesbetweenthehomeandtheneighbourhoodarenotclearlydefined,aswellasinstructuredschoolsettings.Theyalsoincludespontaneous,informalconversationswithparentsandchildrenandmorestructuredinterviewswithteachers.Children’swrittenworkatschoolandthe‘toys’theybuiltathomehavealsobeenutilized.

Backgroundtothestudy:Literacyisnolongersimplyviewedasasetofneutral,decontextualizedcognitiveskillsbutasasetofpracticeswhicharesituatedwithinsocial,cultural,historicalandpoliticalcontexts(Gee,2012).ResearchfromIndiafocusesonliteracywithintheschool(e.g.Dyer,2008).Furthermore,thisresearchengageswithteacher’sbeliefsandpracticesaboutliteracy,andthechild’sexperiencesandpointofviewshaverarelybeenexplored.Empiricalevidencealsosuggeststhatteachersdonotviewchildrenascapableoflearningsincetheyfeeltheycomefromdeficientbackgrounds.

Researchwhichhasfocusedonhomeliteracypracticesofchildrenfrommarginalisedcontexts,inthedevelopedworld,hasprovidedalternateviewsofchildren’scapabilityandliteracylearningandemphasisedthatwhatchildrendowithinhomesandinthecommunitycanprovideteacherswith‘‘fundsofknowledge’’(Moll,Amanti,NeffandGonzalez,1992)fortheirclassrooms.

Thisstudy,thus,exploresbothhomeandschoolliteracypracticesofchildreninavillageinIndiaandasksthefollowingquestions:

WhatistherelationshipbetweenthehomeandschoolliteracypracticesofchildreninruralIndia?

• Whatisthenatureofhomeandschoolliteracypractices?

• Whatisthenatureofdiscoursesthatshapethehomeandschoolliteracypractices?

• Isthereaninterplaybetweenhomeandschoolliteracypractices,andifso,whatformdoesittake?

Atkinson,P.,&Hammersley,M.(2007).Ethnography:Principlesinpractice.UK:Routledge.

Dyer,C.(2008).EarlyyearsliteracyinIndianurbanschools:Structural,socialandpedagogicalissues.Language&Education:AnInternationalJournal,22(5),237-253.

Gee,J.P.(2012).Sociallinguisticsandliteracies:Ideologyindiscourses(4thed.).London:Routledge.

Moll,L.C.,Amanti,C.,Neff,D.,&Gonzalez,N.(1992).Fundsofknowledgeforteaching:Usingaqualitativeapproachtoconnecthomesandclassrooms.TheoryIntoPractice,31(2),132-141.

DennisBeach,UniversityofGothenburg;AlpeshMaisuria,UniversityofEastLondon

TheConceptualizationofEthnographicExplanatoryCritiqueanditsusesforEmpiricalRealityResearch

WhenMarxsetouttoportraycapitalistsocietyinitstotalityandintermsitsfundamentalnature,itwasaconsciousacttobeginwithananalysisofcommodities,foratthisstageinhistorytherewasnoproblemthatdidnotfundamentallyleadbacktothe‘mystification’ofcommodity-structure,wherewhatwasarelationbetweenpeopletookonthecharacterofathingandacquired‘aphantomobjectivity’andanautonomythatconcealedeverytraceofitsfundamentalnature.AccordingtoMarx:Acommodityisamysteriousthingbecauseinittheobjectivecharacterstampedupontheproductoflabourappearsasasocialrelationexistingbetweentheproductsoflabour.‘Adefinitesocialrelationbetweenmenassumes,intheireyes,thefantasticformofarelationbetweenthings.’(Marx,CapitalI,p.72.).Theveryspecialcommoditywasthatoflabourpower.Throughthiscommoditytheproductivepowersoflabourappearasthecreativepowerofcapital.Thispaperexploresthevalueandpossibilitiesofethnographyinrelationtothesekindsofmystification.Wehavechosenthenameethnographicexplanatorycritiqueforthismethod.Itinvolvestheidentification,theorization,explanationandcriticismofthemechanismsinsocietythatgeneratetheconditionsforsocio-culturaltendenciesthatshapeconsciousness,ideologyandirrationalanddiscriminatingpractices.Itisaboutunmaskinghowparticularculturalformsofunderstandingandpracticeevolveandmaterialiseandthereisacommitmenttotrytoenhancethecapacitiespeopletoquestionandbreakfreefromtheconditionsthatpreventtheirhumanflourishing.ThemethodofethnographicexplanatorycritiquedrawsinthiseffortfromthephilosophyofCriticalRealism,asweseektoestablishthemethodofethnographytoidentifytheculturalmanifestationsinobscuringmaterialsocialrelations,thewaystheyoperate,theeffectstheyhaveandhowtheymaybeundone.Mechanismsinthiscontextaredeepunobservablecausalstructures,reasonsorbeliefsystemsthathavethepowertogeneratetendenciesforqualitativechangestoconsciousnesswithimplicationsforactioninthelivedworld(Maisuria,2015).Identifyingthesemechanismsleadstoalevelofanalysis,whichentailstentativelyspeculatingonboththeactuallevelofrealitywheretendenciesarecreatedandmaterialempiricalrealityforthepurposeofestablishing(bydiscoveringandexploring)atentativeheuristictheoryandrevolutionarystrategyscholarship(Maisuria,2015).InlinewithMarx’s(1943)critiqueofphilosophyandscience,theaimisnotonlytodescribeafieldofplay,itisalsotodevelopunderstandingsaboutmanifestationsofmechanismsinempiricalreality–putanotherwaythisistheconcernwiththerulesofthegameathand.Theultimatechallengeistohelpchangeunderstandingsofthegameandhowandinwhoseinterestsitiscurrentlyplayed,inaquesttowardfullerhumanpossibilitiesforall(Beach,2010).AsMarxwrote:'Theinternalobstaclesseemalmostgreaterthanexternaldifficulties.Foreventhoughthequestion"wherefrom?"presentsnoproblems,thequestion"whereto?"isarichsourceofconfusion.Notonlyhasuniversalanarchybrokenoutamongthereformers,butalsoeveryindividualmustadmit(thattheyhave)nopreciseideaaboutwhatoughttohappen.However,thisverydefectturnstotheadvantageofthenewmovement,foritmeansthatwedonotanticipatetheworldwithourdogmasbutinsteadattempttodiscoverthenewworldthroughthecritiqueoftheold.Hithertophilosophershaveleftthekeystoallriddlesintheirdesks,andthestupid,uninitiatedworldhadonlytowaitaroundfortheroastedpigeonsofabsolutesciencetoflyintoitsopenmouth.'

TakingMarx’scue,ethnographicexplanatorycritiqueusesethnographytotrytoexplainhowcommonsensetheoryandpracticesaremadetoseembothplausibleandcredibleinaparticularsocio-culturalcontext(Maisuria,2015).Itisamethodforbeingscientificallycriticaltowardcommonsensethatmanifestsasconsciousnessthatseemsrationalbutisantitheticaltofullerhumanflourishing.Commonsenseisbotharesourceandpotentialstrategiccontextbymeansofwhich,intheGramsciansense,arulingclassareabletomaintaintheirdominanthegemony.Ethnographicexplanatorycritiqueisdesignedtograsptheconditionsthatmakeitpossibleforthestatusquotobeexistentandforconstructingresistancethatiseffectiveforchange.Drawingfromourempiricalresearch,wewillarguethatethnographicexplanatorycritiquecanplayanimportantroleforpoliticalresearch,activismandtheorybuilding.

GeorgRißler,PädagogischeHochschuleFreiburg;Dr.MartinBittner,NinaBlasse,NoraWeuster,Europa-UniversitätFlensburg

Materializingaspokenworld–MaterialandpracticeturninEthnography

Purpose

Inthispaperweshallarguethat–givenrecenttransformationsinsocialtheorythathighlightthesignificanceofthematerialturn–anethnographyofeducationneedstobroadenitsperspectivebysystematicallytakingmaterialityintoaccount.Therefore,inconsiderationofvariouspositionswithineducationalethnography,ourpurposeistobringtogetherdifferentperspectivesonmateriality.Foralongtimematerialityandnotablymaterialculturehasdisappearedfromethnography.Recentlyandinthecontextofasocalled“practiceturn”(Schatzkietal.2001)theinterestinmaterialityincreases.Therefore,thedemandforresearchactivitiestohighlightthephysicalorderinsucheducationalfieldsastheschool(Kalthoff2014;Röhl2012)isincreasing.Practicetheory–understoodasalabelembracingdiverseauthors(cf.Reckwitz2002)–amongstotherthingsenforcesaconsiderableshiftinitsperspectiveonobjects,thingsandmaterialartefactscomparedtootherversionsofsocialandculturaltheories(e.g.textualism,mentalism(cf.Reckwitz2000).Practicetheoriesstronglystressanargumentofmateriality(cf.Reckwitz2008),oraparadigmofthings(cf.Hillebrandt2015)andthusarguethecaseforrefocussingmateriality(cf.Reckwitz2005)bytreating“materialityaspartofsociety”(Schatzki2010:123).

Itmayseemtrivialbutpracticetheorieshighlightthatmoreorlesseverypracticedealswithsomematerialentityoranother,thatmostpracticeswouldnotevenexistoratleastchangetheirshapeandtexture“withoutmaterialitiesofthesortstheydealwith”(Schatzki2012:16).ThequotefromTheodoreR.Schatzkihighlightstheshiftinperspective:ratherthanmereobjectsofknowledgethingsarefirstandforemostthingstodealwithinpractices.Practicetheorythereforeunderliestheconstitutivepartofthings,artefactsandthematerialineducationalpractices.Takingthisconfigurationalpartofthingsasgiven,weproposeamaterializationofethnography.WetherebysupporttheclaimofHammersleyandAtkinsonthat“weneedtogiveequallyappropriateattentiontothings”and“ifwewanttomakesenseofmanysocialworlds,weoughttotakeaccountofhowtheyarephysicallyconstituted”(Hammersley&Atkinson2010:135)onthebasisofthepracticetheoreticalargumentofmateriality.Inparticular,webuildonSchatzkisversionofatheoryofsocialpractices(cf.Schatzki1996)andhisconceptionofpractice-arrangementbundles(cf.Schatzki2002).

Sincepraxeologyisnotmerelyatheoreticalperspectivebutalsoaresearchprogram(cf.Reckwitz2003),theconceptofbundlesinherentlyexpandsobservationandtheempirical/analyticaldescriptionofpracticesasahabitualized,tacit,implicitknowledge.Evenmore,theconceptofbundleswidens(otherpraxeological)conceptspredominantlycentredaroundknowledgeandinteraction(e.g.apraxeologischeWissenssoziologieanditsdocumentarymethod(cf.Bohnsack2008)).

Usingempiricalexamplesfromdifferentresearchprojectsinthefieldofeducation,wewillpresenta‘praxeography’(cf.Schmidt2012)thatenhancesthematerialandfocusesonthepubliccarryingoutofpracticeswithandamidmaterialobjects.Toemphasizethismethodologicalposition,thefocusoftheanalysislaysonphysicalartefactsthatcanbeclassifiedas‚thingsofbehaviour’ineducationalsettings:forexamplethe‚cautioncards’,the‚trafficlightofwarning’orthe‚cleanslate’.Whiledisciplinationintraditionalsettingsoflessonsareprimarilybasedonspokenwords,itseemstogetmorecomplexinnon-traditional

settingscharacterizedas´open´.Thedidacticaldemandfororientationonthesubjectandself-monitoring–thathasbroughtupaself-governmentalityinschooleducation–introducesnewmaterialitiesinschoolwhichunfoldamanifoldofeffects.Wewillanalysetheseartefacts,these‚thingsofbehaviour’,searchingforthematerialisedprogramofpractice/actionthatisincorporatedintheartefacts.

Findings

Ourpaperemphasizesthepraxeologicalargumentthatifwewanttounderstandsocialworldsweneedtotakematerialityintoaccount.Hencewebringforwardtheargumentthatmaterializingethnographyofeducationisvitaltofullycapturewhatisgoingonineducationalsettings.

Researchlimitations/implications

Whilebothclassicandmostcontemporaryethnographiesofeducationpredominantlydisregardmaterialityandcenterattentiononthespokenworld–i.e.language,face-to-faceinteractions,communication,andthesymbolicdimension–thispaperattempstogaindeeperinsightsintoeducationalpracticesbyhighlightingmaterialityasacrucialdimension.

Bohnsack,Ralf(2008).RekonstruktiveSozialforschung.EinführunginqualitativeMethoden.

Opladen:Budrich.

Hammersley,Martyn;Atkinson,Paul(2010):Ethnography.Principlesinpractice.London,NewYork:

Routledge.

Hillebrandt,Frank(2015):WasistderGegenstandeinerSoziologiederPraxis?In:FrankaSchäfer,

AnnaDanielundFrankHillebrandt(Hg.):MethodeneinerSoziologiederPraxis.Bielefeld:transcript,

S.15–36.

Kalthoff,Herbert(2014):EthnographischeBildungsforschungRevisited.In:AnjaTervooren,Nicolas

Engel,MichaelGöhlich,IngridMietheundSabineReh(Hg.):EthnographieundDifferenzin

pädagogischenFeldern.InternationaleEntwicklungenerziehungswissenschaftlicherForschung.

Bielefeld:transcript,S.97–116.

Reckwitz,Andreas(2000):DieTransformationderKulturtheorien.ZurEntwicklungeines

Theorieprogramms.1.Aufl.Weilerswist:VelbrückWissenschaft.

Reckwitz,Andreas(2008):PraktikenundDiskurse.Einesozialtheoretischeund

methodologischeRelation.In:HerbertKalthoff(Hg.):TheoretischeEmpirie.ZurRelevanzqualitativer

Forschung.FrankfurtamMain:Suhrkamp,S.188–209

Reckwitz,Andreas(2005):KulturelleDifferenzenauspraxeologischerPerspektive:Kulturelle

GlobalisierungjenseitsvonModernisierungstheorieundKulturessentialismus.In:IljaSrubar,

JoachimRennundUlrichWenzel(Hg.):Kulturenvergleichen.Sozial-undkulturwissenschaftliche

GrundlagenundKontroversen.Wiesbaden:VSVerlagfürSozialwissenschaften,S.92–111.

Reckwitz,Andreas(2003):GrundelementeeinerTheoriesozialerPraktiken.Einesozialtheoretische

Perspektive.In:ZeitschriftfürSoziologie32(4),S.282–301.

Reckwitz,A.(2002):TowardaTheoryofSocialPractices:ADevelopmentinCulturalistTheorizing.In:

EuropeanJournalofSocialTheory5(2),S.243–263.

Roehl,Tobias(2012):Disassemblingtheclassroom–anethnographicapproachtothematerialityof

education.In:EthnographyandEducation7(1),S.109–126.

Schatzki,TheodoreR.(2002):Thesiteofthesocial.Aphilosophicalaccountoftheconstitutionof

sociallifeandchange.UniversityPark:PennsylvaniaStateUniversityPress.

Schatzki,TheodoreR.(1996):Socialpractices.AWittgensteinianapproachtohumanactivityandthe

social.NewYork:CambridgeUniversityPress.

Schatzki,TheodoreR.;Knorr-Cetina,K.;Savigny,Eikevon(Hg.)(2001):Thepracticeturnin

contemporarytheory.London,NewYork:Routledge.

Schatzki,TheodoreR.(2012):APrimeronPractices.TheoryandResearch.In:Joy

Higgs,Barnett,Roland,StephanBillet,MaggieHutchingsundFranziskaTrede(Hg.):Practice-based

education.Perspectivesandstrategies.Rotterdam,Boston:SensePublishers(Practice,education,

workandsociety,6),S.13–26.

Schatzki,TheodoreR.(2010):MaterialityandSocialLife.In:NatureandCulture5(2),S.123–149.

Schmidt,Robert(2012):SoziologiederPraktiken.KonzeptionelleStudienundempirischeAnalysen.

Berlin:Suhrkamp.

KarenBorgnakke,UniversityofCopenhagen

Ethnographicmappingthecontinuumofprofessionallearning

Purpose;

Mappingtheprofession-orientedlearningcontextusingethnographicapproachestheprojectwillexplorethelearningcontextandanalyzetheconflictbetweenscholasticandpracticelearning.


ConceptualizedasaprofessionallearningcontextboththescholasticandtheclinicalpracticecontextsareplaceforongoingfieldworkandforcasestudiescarriedoutinhealtheducationatUniversitycollegesandatuniversities.Focusfortheethnographicstudiesisstrategiesfororganizationalandpedagogicaldevelopmentinthedifferentlearningcontextscalledthescholastic,theprofessionorientedandtheacademiclearningcontext(Borgnakke2010).

Usingethnographicapproachestoexplorethelearningcontextconceptsofscholasticandpracticelearningandanalysisofformalandnon-formallearningsituationsareplacedinthecenterofresearchreflections.

Concerningtheethnographicprinciple“followingthefieldofpractice”therelationbetweenfield,contextandtheongoinglearningprocessisstrengthenedthoughstillrelatedtotheclassicethnographicapproach(Marcus1995;Hammersley2006,Borgnakke2013,2015).Inresearchterms‘followingthefield’thereformeansfollowingtheinterventionandthecontinuumofprofessionallearningthroughscholasticandprofessionalpracticalsettingstracingtheflowsoflearningactivitiesandsituations.

Theempiricalphasesintheprojectarecharacterizedbycomprehensivecrosscasesandcrosscontextualfieldresearchwheretheethnographicstrategiesaredevelopedcloselyrelatedtothepracticallearningcontextandresearchininnovativehighereducation(Borgnakke2010,2013a+b).Thestrengthisthatobservations,interviewsandmaterial/productcollectionscovertheteachingandlearningpracticeandtheorganizationallevels.

Intermsoftheorytheprojectisanchoredinavarietyoflearningtheoriesconceptualizingthespectrafromthelearningstudenttothelearningorganization.

Onthisbackgroundthepaperwillmapthecharacteristiclearningactivities,reflecttheirlearningvalueandclarifytherelationtotheoreticalconceptsoflearninginprofessionalpractices(Argyris,Schøn,Benner,Dreyfus,Lave,Wenger).

Coveringthespectraofprofessionallearningsituationstheempiricalanalyseswillfocuson:studentfocusedresources,simultations,roleplay,TheStandardizedPatienttothestudents’participativeintegrationinhealthcareteamsandintheclinicalpractice.

Findings;

Closetoformerempiricalfindingsandcurrentcasestudiesineducationatuniversityanduniversitycolleges(Borgnakke2004,2005,2011,2012,2014,2015)thepaperwillexemplifythechiefthemesintheprofession-orientedcontextanddiscourseonInterprofessionalality(TheIP-discourse)asIPLearningPathwayandInterprofessionalHealthTeamDevelopment

intheHealthSciencesEducation.Mappingthespectraofprofessionallearningtheempiricalcollectionandfindingswillfocus:thecourse,activitiesandmilestonesintheprocess.

Theperspectiveforthispaperistosharpentheempiricalanalyticaloverviewandcloseupanalysisofinvolvedactivities,conceptsandmodelsofprofession-orientedlearning.Theanalysisofempiricalmaterialsfromcasestudieswillexemplifythecontinuuminprofessionallearningandexemplifystrategiesandimpactonmilestonesintheprocessoflearning.

References

Borgnakke,K.(2004)EthnographicStudiesandAnalysisofaRecurrentTheme:“learningbydoing”,EuropeanEducationalResearchJournal,Theme:EthnographyofEducationinaEuropeanEducationalResearcherPerspective,Vol.3,No.3,www.wwwords.co.uk/EERJ.Borgnakke,K.(2005)Læringsdiskurserogpraktikker,AkademiskForlag.Borgnakke,K.(2010)Étudesethnographiquesdepédagogieetd'apprentissage:Défispostmodernes,RevueEuropéenned'Ethnographiedel'Education,SEE.2010/78:243-260.Borgnakke,K.(2011)Etuniversiteteretsted,derforskerialtundtagenisigselvogsinegenvirksomhed.InstitutforMedier,ErkendelseogFormidling,KøbenhavnsUniversitet.Borgnakke,K.2013b.EthnographyonIT-basedlearningcontexts:Amatterofblendedmethodologyandblendedlearning.InE-Book:RethinkingEducationalEthnography:Researchingon-linecommunitiesandinteractions.eds.HernándezHernández,F.,Fendler,R.,&SanchoGil,J.M.Barcelona:UniversitatdeBarcelona.http://hdl.handle.net/2445/44009Exploringthelearningcontextinshiftsbetweenonlineandofflinelearning,specialissueseds.Borgnakke,K.(2015)Seminar.net.InternationalJournalofMedia,Technology&LifelongLearningwww.seminar.net

CarolB.Brandt,TempleUniversity,PhiladelphiaPA,USA;andWesleyShumar,DrexelUniversity,PhiladelphiaPA,USA

Culturalprocessanddiscoursepracticesinanonlinemathematicsprofessionallearningcommunity

Purpose;

Forthepasttwentyyears,ProfessionalLearningCommunities(PLCs)havebeenpromotedinteachereducationasameanstoimprovetheintegrationofresearchintopractice,transformingpedagogy,andthus,advancingstudentperformance(Hargreaves,2007).Yet,muchoftheemphasisonPLChasbeenonteacheragency,effectivementoring,theroleofcoaches,andtheself-efficacyofteacherparticipation.ThisviewofPLCsispronetoneoliberalappropriationswhereteacheragencyisseenasveryindividualandissuesofscalearenottakenintoconsideration(Gershon,2011).Evenwhenthefocusturnstowardsteacherpracticesanddiscourse(e.g.,Ball&Cohen,1999),thesestudiesavoidexaminingPLCsasaculturalprocess.ItshouldcomeasnosurprisethatteacherscontinuallyfindthemselvesboundupinanendlessblamegamewheretheyshoulderalltheresponsibilityforthesuccessorfailureofthePLC.

ThispaperaimstorethinkapproachestostudyingandunderstandingculturalprocessinPLCswithparticularemphasisonthosePLCsthatexistviasocialmediaandonlineinteractions.Previousexperiencewithonlineandface-to-face(f2f)professionaldevelopmenthastaughtusthatthemosteffectivewaytobuildaPLCisnotinatop-downmanner,butratherthroughgradualparticipationinmutuallymeaningfulprofessionalpractice(Renninger&Shumar,2002).Asteacherstakeupthetoolsofdigitalmediaandcontributetoeachother’sknowledge,howdoweasanthropologistscaptureandanalysetheirpractices?Inwhatwaysdowemakesenseofthesepracticesgiventhelargereconomicandpoliticalcontextofpubliceducation?Inthispaper,weofferinsightsintoouremergingunderstandingofculturalprocessesthroughtheanalysisofdigitalmediaaswellastraditionalethnographicfieldmethods.


ThisresearchdrawsupondatacollectedfromateacherprofessionaldevelopmentprogramintheUnitedStates,EnCoMPASS(EmergingCommunitiesforMathematicalPracticesandAssessment).Thisfour-yearprogramwasinitiatedtocultivateanonlinecommunityamongmathematicsteacherstoencouragedeepmathematicaldiscussionsaroundstudentthinkingandlearning.Increatingandsupportingahybridcommunityofmathematicseducators,awiderangeofopportunitiesforinteraction,socialmedia,andtechnologicaltoolswereemployedtosupportcommunicationonline.EnCOMPASScommunitymembersuseddigitalmedia(Twitterandblogs),GoogleHangouts,electronicemaillists,shortcoursesthroughanonlinelearningplatform(BlackboardLearn),andf2fsummerworkshops(four-day)toengageteachersintakingtheirstudents’mathematicalproblemsolvingstrategiesseriously.

ParticipantsintheEnCOMPASSprogramwereinvitedtoapplyasfellows,basedontheirpreviousexperiencewithanonlinemathteachingorganization,TheMathForum(www.mathforum.org).Todate,31mathematicsteachersfromacrosstheUSareEnCOMPASSfellowswhohaveattendedatleastoneoftwosummerworkshopsin2013and2014.Another15teachershavejoinedthecommunityasnewmembers,enrollinginshortcourses,orattendingthesummerworkshopsasonlineparticipants.

Findings;

Throughtheanalysisofdigitalnetworks,discourseinblogsandTweets,discussionboards,andvideoinonlinechats,wearebeginningtograspthewebofsupportandculturalnormssharedamongtheseteachersandtheprojectstaff.Byengagingteachersinmathproblemsolvingactivitiesandrelateddiscussionsontheirstudents’problemsolvingstrategies,teacherslearnedtoengageinamorespecializeddiscoursearound“knowingandwondering,”governedbyasetofnormsinthe

mathematicsteachercommunity,therebyestablishingasharedculture.Participationinthatculturenotonlyfosteredknowledgebuilding,italsoadvanceddifferentmentalhabits,creatingadynamiccommunity(vanEs,2012).Yet,wecouldseehowthiscommunityoverlappedwithandsharedmembershipwithotherdynamiconlinePLCs.Itsboundarieswereporousandmovementbetweengroupswasfluid.Ourresearchpushedustoquestionhowtodefineitsbordersandtounderstandtheimpactoftheeconomicandpoliticalrealitiesofteachers’lives.


AsSchlager&Fusco(2003)note,understandinghowtonurtureandsustainthrivingonlinePLCrequiresstudyingstructuresandpracticeswithagoalofforgingstrongerrelationshipsamongeducationpractitioners.“Inpursuingtheirinterestintheirdomain,membersengageinjointactivitiesanddiscussions,helpeachother,andshareinformation.Theybuildrelationshipsthatenablethemtolearnfromeachother;theycareabouttheirstandingwitheachother”(Wenger-Trayner,E.&Wenger-Trayner,B.,2015).Yet,howwegatherdatatowardthisendcanpointtoexpandinganunderstandingofthelargerculturalcontextandprocesses,ratherthanasimplisticexplanationrootedinindividualism.

References:

Ball,D.L.,&Cohen,D.K.(1999).Developingpractice,developingpractitioners:Towardapractice-basedtheoryofprofessionaleducation.InL.Darling-Hammond&G.Sykes(Eds.),Teachingasthelearningprofession:Handbookofpolicyandpractice(pp.3–32).SanFrancisco,CA:Jossey-Bass

Gershon,I.(2011).NeoliberalAgency.CurrentAnthropology,52(4),537-555.StableURL:http://www.jstor.org/stable/10.1086/660866Accessed:28/10/201118:10.

HargreavesA.(2007).Sustainableprofessionallearningcommunities.InL.Stoll,K.S.Louis(Eds.),Professionallearningcommunities:Divergence,depthanddilemmas,Sustainableprofessionallearningcommunities(pp.181-196).OpenUniversityPress:Berkshire,UK.

Renninger,K.A.&Shumar,W.(2002).Communitybuildingwithandforteachers:TheMathForumasaresourceforteacherprofessionaldevelopment,inA.RenningerandW.Shumar,(Eds.)Buildingvirtualcommunities:Learningandchangeincyberspace,pp.60-95.CambridgeUniversityPress:NewYork.

Schlager,M.S.,&Fusco,J.(2003).Teacherprofessionaldevelopment,technology,andcommunitiesofpractice:Areweputtingthecartbeforethehorse?.Theinformationsociety,19(3),203-220.

vanEs,E.A.(2012).Examiningthedevelopmentofateacherlearningcommunity:Thecaseofavideoclub.TeachingandTeacherEducation,28(2),182-192.

Wenger-Trayner,E.&Wenger-Trayner,B.(2015).Introductiontocommunitiesofpractice.http://wenger-trayner.com/introduction-to-communities-of-practice/.AccessedJuly15,2015.

KarinBräuandLauraFuhrmann,JohannesGutenberg-UniversitätMainz

Constructionofachievement-relateddifferencesinhomeworksituations

Purpose;

PraxeologicalEducationresearch(Schatzki1996)showsthatacademicachievementisaconstructthatiscreatedintheclassroomasaresultofsocialpracticesandattributionsmadetothestakeholders.Studentsareininteractionscontinuouslyallocatedindiverselevelsofperformanceduetotheseattributions.Thisleadstoasystemofdifferenceswhichissteadilysolidifying(Rabensteinetal.2013;Kalthoff2000;Zaborowski,Meier&Breidenstein2011).

Itisknownthatachievementattributionsareinfluencedsignificantlybysocioculturaldifferencesthatprevailbetweenthestudents(Mehan2012;Bernstein2000).Inthisregard,homeworkplaysanimportantroleasalinkbetweenschoolandthedomesticenvironmentashomeworkisperformedoutsidetheclassroomandallowstheinvolvementofparentsorsupervisors.Byreintegratinghomeworkintotheclassroomitistransferredseamlesslyintotheacademicachievementsystemwhichmayallowsocialinequalitytobetransferreddirectlyintotheclassroom.

Forthesereasons,ourquestioniswhetherhomeworkintheclassroomparticularlygeneratesachievement-relateddifferencesand,ifyes,howthisdoingachievementoccurs.Theresultsaresupposedtoofferinformationonthespecificsystemofdifferencesthatiscreatedbyhomeworkpracticesintheclassroom.


Inordertoidentifythepracticeswhichconstructacademicachievementandsolidifyunequalitywechoseanethnographicalaccesstotheclassroomwithparticipantobservation.Wedidnotobservethemakingofhomeworkathome,butonlythepracticesintheclassroom.Thedatawereobtainedindifferentschoolswithdifferentteachersinseveralsubjectsingrades5to12tofindawidevarietyofpracticesregardedtohomework.Theparticipantobservationfocusedonallsituationsintheclassroomrelatedtohomework,includinghomeworkinstruction,homeworkassignment,homeworkreviewanddiscussion.

Findings;

Theethnographicalprojectisnotyetcompleted.Nevertheless,resultsarebeginningtoemerge.Itbecomesapparentthatteachersdonotreflexivelydefusethediversesupportingmechanisms,whichcomeintousewhenworkingonhomeworkinadomesticenvironmentevenwhenthesecomeupdirectlyinclass.Academicachievementremainssubjecttocertainattributionsevenifunequalassistanceinregardtohomeworkisexpressedexplicitly.Thisleadstothereinforcementofsocialunequality.

Furthermore,itisshownthatteachersfeelpressuredtointegrateassignedhomeworkinthefollowingclassevenwhenitisnotsuitedwithregardstocontentordidactically.Thestudents’effortwithhomeworkimplicatesthattheyareinterestedinhavingtheirhomeworkvalidatedandreviewedbytheteacher.Inourpaperwewillshowhowtheresultingpressureonteachersispassedontothestudentsasapressuretoperform.Itdemonstratesthat

homeworkeffectivelyproducespracticesthatarerelatedtoachievementandthereforeproduceinequality.


Thisstudycouldprovideargumentsfortheabolitionofhomework,whichhasbeendiscussedlatelyinGermanyinthecontextofthedebateofall-dayschools(Dürr&Merk2013).Thefirstresultsofthestudyshowthatclassroompracticesrelatedtohomeworkreproduceandevenaccentuatedifferencesinachievement.Theshiftofhomeworkintoschool(homeworkdoneundersupervision)doesnotseemtochangemuchinthedifferencesofachievement,sincetheclassroompracticesofevaluatingachievementduringthereviewofhomeworkhavenotchanged.Inthisrespect,anargumentcanbemadeinfavoroftheabolitionofhomework.

Bernstein,Basil(2000):Pedagogy,SymbolicControl,andIdentity.Theory,Research,Critic.Lanham:Rowman&Littlefield.

Dürr,Rolf&Merk,Samuel(2013):Hausaufgaben?EineKontroverse.In:Pädagogik3:22-23.

Kalthoff,Herbert(2000):„Wunderbar,richtig“.ZurPraxismündlichenBewertensimUnterricht.In:ZeitschriftfürErziehungswissenschaft3:429-446.

Mehan,Hugh(2012):Understandinginequalityinschools.Thecontributionofinterpretativestudies.In:Bauer,Ullrich(Hrsg.);Bittlingmayer,UweH.(Hrsg.)&Scherr,Albert(Hrsg.):HandbuchBildungs-undErziehungssoziologie.Wiesbaden:SpringerVS:261-282.

Rabenstein,Kerstinetal.(2013):EthnographiepädagogischerDifferenzordnungen.MethodologischeProblemeeinerethnographischenErforschungdersozialselektivenHerstellungvonSchulerfolgimUnterricht.In:ZeitschriftfürErziehungswissenschaft59:668-690.

Schatzki,Th.R.(1996):SocialPractices.AWittgensteinianApproachtoHumanActivityandtheSocial.Cambridge:CambridgeUniversityPress.

Zaborowski,KatrinUlrike;Meier,Michael&Breidenstein,Georg(2011):LeistungsbewertungundUnterricht.EthnographischeStudienzurBewertungspraxisinGymnasiumundSekundarschule.Wiesbaden:VS.

MarinaCamargo-Abello,UniversidaddelaSabana,ColombiaandAlba-LucyGuerrero,PontificiaUniversidadJaveriana,Colombia

ACOMPARATIVEETHNOGRAPHYOFTEACHER´SEXPERIENCESINEARLYCHILDHOODEDUCATIONINSTITUTIONSINCOLOMBIA

TheColombianeducationalsystemisstructuredbylevels:earlychildhoodeducation,primaryeducation,secondaryeducationanduniversity.Thecurrentchildhoodnationalpolicyhasdeterminedthatitiscompulsorytohaveatleastoneyearofearlychildhoodeducationforchildrenaged6years.Respondingtothiscondition,publicschoolshaveincorporatedintoelementaryschoolthelevelofearlychildhoodeducationaimedtopreparechildrenforcompulsoryschoolingthatinvolvetraininginbasicacademiceducationalskillsrequiredtoperformsuccessfullyinthecurrenteducationalsystem.Traditionally,thischildcarewasprovidedbytheColombiaFamilyWelfareInstitute(ICBF).TheEducationalcenterscalledCommunityWelfareHomessupportedbyICBFhavechangedovertheyearsfromaconceptionofassistancetoaconceptionofeducation.ThisprocesshasgeneratedcontradictionsinprogramsandactionsoftraditionalCommunityWelfareHomesconfrontedwiththeneweducationalgoals.

Asaconsequence,thereisatensionbetweentheearlychildhoodeducationprovidedbythecommunitywelfarehomesandschools.Theearlychildhoodlevelofferedinformalschoolshasaclearidentificationwithcompulsoryprimaryeducationwhilethecommunitywelfarehomeshavecommunityemphases.Inthispaperwewanttounderstandteachers‘experiencesinbothCommunityWelfareHomesandschools,andhowchildrenareincludedinthesetwodifferenteducationalcontexts.Thisstudyevidencethatteachersdonotsimplyreproducetheinstitutionaldiscoursesfromeducationalinstitutions,insteadteachersfightagainstearlychildhoodschoolingpoliticsandinstitutionalization.

Teachers‘experiencesleadustoreflectonthewaysinwhichtheyincludechildrenintheeducationalcontext.Byanalyzingtheeducationalstrategiesdesignedandimplementedbyteachersintheirdailyroutinesandthemeaningtheyassignstothesestrategies,weestablishedthatteacherscreatenewformsofrelatingwithchildrenthatresistthehegemonicapproachesofearlychildhoodeducation.Furthermore,byusinginnovativeandsituatedpedagogicaltools,teacherscontributetotheconfigurationofchildrennewsubjectivities.Teachersproposesituationsinwhichchildrenlearn,amongotherthings,toproposeinitiatives,tocarryoutprojects,toactontheircuriosity,imaginationandcreativityandtogetinvolvedinissuesofcommonconcern,careandresponsibilityforthemselvesandtheothers(Bertolini,2011).

Theoreticallywedrawonliteratureonearlychildhoodeducationorientedtodevelopmentandthewaymeaningsofeducationaresociallyconstructed(Rogoff2003,Myers,2008,Moss,2008).Wewillalsoconsiderthenotionsofexperience(BárcenayMèlich,2001;Derrida,1977;Larrosa2001)andthenotionofresistance(Giroux,1990;Scott,2000).

AboutthenotionofexperiencewedrawonBárcenaandMèlich(2001)ideaofeducationasanethicaleventthatisshapedinaunrepeatableanduniqueexperiencebetweenteacherandstudent.Inthisrelationshipitisessentialtobeopentotheothers,acceptthemandcommittothem.

"Aneventthatbyitsverynatureisanirruptionoftheunexpectedandextraordinaryitis,ontheonehand,whatmakeusthink;notsomethingaboutwhichwethinkabout,butwhatgivesustheopportunitytothinkwhathappenedwithnewthinking,newcategoriesandanewlanguage.Secondly,aneventisnotthatuponwhichweexperience,butwhattheexperince

meantous,becauseitissomethingthathappenstousandtransformus.Finally,aneventiswhatbreaksthecontinuityofourstoryandofthetimewelived."(Bárcena,2003:85-86).

Regardingthenotionofresistancewehintatthewaysearlychildhoodeducationteachershandletheirworkwithineducationalinstitutions,resistingestablishedroutinesinrelationtotime,space,activitiesandmaterialsbyproposingstrategiesmoreresponsivetochildren´sneeds.

Theresistanceimplyteachersacommitmentswithliberatingandemancipatorypedagogies,whichcorrespondtoaneducationforamoreequitable,egalitariananddemocraticsociety(Bourdieu,1993;Freire,1970,2001;Giroux,1990,1998).Thisisapedagogyorientedtosocialchangeandacriticallearningthattakesintoaccounttheexperiences,narrativesandbiographiesofstudentswhileviewingtheschooltimesandspacesasplacesofresistanceandpossibility.

Methods:

Fromanethnographicperspectivethestudyfocusesonteachers’experiencesandhowchildrenareincludedinsixearlychildhoodeducationalinstitutions.Theethnographicfieldworkimpliedacloseengagementduringtheencounterswithteachers.Byemployingvarioustechniquesandstrategiesthatincludesparticipantobservation,focusgroupinterviewswithteachersandparents,andtheanalysisofmultipleartifactswewereabletoengageindifferentstylesoflearningandunderstanding,acquiringdiscursiveandpracticalknowledgeofteacher´seducationalexperiences.Thedatawascollectedinthreecommunitywelfarehomesandthreeschoolstocompareteachers‘experiencesbetweenthevariousformsofchildcareprovidedinColombia.

Contribution:

Thestudyisexpectedtoderiveknowledgeabouttheactionsproposedandimplementedbyeducatorsinearlychildhoodeducationthatfacilitateorhinderchildrenlearningexperiencestobuildtheirsubjectivities,andtocontributetotheirdevelopmentasautonomous,creativeandsocialsubjects.

Byshowingthewayteachersresistpracticesthathavebeeninstitutionalizedintheschoolingcultureinordertoproposemorecreativeandcontextualizedstrategies,thestudywillalsoreflectonthewayinwhichearlychildhoodeducationalinstitutionsorientedbyuniversalgoalsmaybetransformedinspacesmoreresponsivetotheparticularitiesoftheircontextsandtheirchildren.Inthesameway,weaimtochallengetheideathatinitialeducationrelatejustwithsubjectcontentsandplansthatregulatetimesandspaces.Teachersinthisstudyfindwaystoresistthesenotionsandinsteadproposestrategiesthatrespondtothesensesofearlychildhoodeducationsuchasplaying,exploringtheenvironment,artandliterature.Inthissense,theinterventionofthelearningtimesandspacesrespondtotheneedsandrhythmsofchildren.

REFERENCES:

Bárcena,F.(2009).Aprendicesdeltiempo.Laeducaciónentregeneraciones.RevistaTodavía,BuenosAires,núm.21,may.,pp.6-9.

Bárcena,Fernando.(2003).Eldeliriodelaspalabras.Barcelona:Herder.

BárcenaF.,MelichJ.C.(2000)Laeducacióncomoacontecimientoético:Natalidad,narraciónyhospitalidad.Barcelona:EdicionesPaidósIbéricaS.A.

Bertolini,M.(2011)Hacíaotrosmodosdepensarlaeducacióninfantil:Laposibilidaddeuna(otra)pedagogíadelaescucha,delaespera,delquizás…UniversitatdeBarcelona:XIICongresoInternacionaldeTeoríadelaEducación.

Bourdieu.P.(1993).Lareproducción.Madrid:Gedisa,1993.

CentreofExcellenceforEarlyChildhoodDevelopment(2007).EncyclopediaonEarlyChildhoodDevelopment.http://www.child-encyclopedia.com/EN-CA/school-transition.

ComisiónIntersectorialparalaAtenciónIntegralalaPrimeraInfancia.(2013).EstrategiaDeCeroASiempre.Fundamentospolíticos,técnicosydegestión.Bogotá,D.C:ImprentaNacional.

Cullen,C.(2008)Perfilesético-políticosdelaeducación.BuenosAires:Paidos

Derrida,1977.Ciertaposibilidadimposiblededecirelacontecimiento.Retrievedonfebruary2,2016:http://culturapublicaygratuita.blogspot.com.co/2009/04/cierta-posibilidad-imposible-de-decir.html

Freire,P.(2001).Laeducacióncomoprácticadelalibertad”.México:SigloXXIeditores.

Freire,P.(1970).Pedagogíadeloprimido.México:SigloXXI.

GimenoSacristán,J.(2003).Elalumnocomoinvención.Madrid:Morata.

Giroux,H.(1998).“Estudiosculturales,pedagogíacríticayDemocraciaRadical”.EditorialPopular.

Giroux,H.(1990).Losprofesorescomointelectuales.Haciaunapedagogíacríticadelaprendizaje.Barcelona:Paidós.

Moss,P.(2008).“WhatFuturefortheRelationshipbetweenEarlyChildhoodEducationandCareandCompulsorySchooling”ResearchinComparativeandInternationalEducation,Vol.3,No.3.www.wwwords.co.uk/RCIE.

Rogoff,B.(2003).TheCulturalNatureofHumanDevelopment.Oxford:OxfordUniversityPress.

Scott,J.(2000)Losdominadosyelartedelaresistencia.México:EdicionesEra.

Skliar,C.(2010)Lossentidosimplicadosenelestar-juntosdelaeducación.RevistaEducaciónyPedagogía,vol.22.56,p.101-111

MajAsplundCarlssonandJohannesLunneblad,GothenburgUniversity

Girlsdon’tfight!Immigrantboysdiscussingpopularculturewiththeirteacher.

Recently,anumberofeventsinSwedenandelsewhere,havecausedadebateontheissueofyoungimmigrantmenandtherelationtonon-immigrantyoungwomen,intermsofsexualharassment,genderequityandappropriatebehaviourinpublicplaces.Inconnectionwiththis,we,asresearchers,returnedtothematerialproducedduringan18monthsethnographicstudy,severalyearsago.TheoverallobjectiveoftheresearchprojectwastostudyteachinginthesubjectofSwedishasfirstlanguagein5thgradeattwocompulsoryschoolswithchildrenaged10-12,inacitycentrearea.Therecurringnegotiationofgenderandethnicityintheclassroomwasthemainfocusduringthefieldwork.Fieldworkwasconductedinformalsettings,suchaslessons,andteacherteammeetingsandininformalsettings,suchasthehallwaysandtheschoollibrary,theplaygroundandintheneighborhood.Additionaldatasourcesconsistofschedules,policydocuments,artefacts,etc.(Burgess,1984;Hammersley&Atkinson1995;Thomas,1993).

Sincewespentoneyearandahalfinoneparticularclassroomofelevenyearolds,thematerialcontainsmanyepisodesfromclassroomtalksanddialogues.Thispresentationfocussesmainlyononeofthemanylessons,wherefictionalliterature,children’sbooks,werereadanddiscussedinsocalledbooktalks(Chambers,1985).Inourpaper,oneparticularfieldnote,audiorecordedandtranscribedverbatim,isscrutinizedindetail,asitishighlightingapartofthelargerethnographicenquiry.Thetheoreticalframeworkusedfortheanalysisleansongenderstudies,postcolonialtheory,andthehithertolessusedconceptofaetonormativity.

Oneparticulardialoguebetweenteacherandchildrenisstudiedindetailinordertothrowlightonhowstructuresofgender,ethnicityandagecomeintoplayaspartofaneverydaytalkaboutachildren’snovel.Thus,thetalkaboutaneventinthenovel,issubsequentlytransformedintoageneraltalkaboutgender,behaviourandnormativity.Theconversationbetweenchildrenandteacherchangesasamoreprincipaldiscussiontakesplaceastowhethergirlsfightlikeboysdo,ordifferentlyandwhattheargumentsareforsimilarityordifference.Thus,theinstructionaldiscourseinordertoachieveanenhancedproficiencyinreadingcannotbeseparatedfrombutisimbeddedintheregulativediscourse(Bernstein,1996).

Onlyonedialogueisstudiedandthefindingsarebasedonlesssubstantialdata.Thus,thevalueoftheanalysisislimitedalthoughweclaimthattheconsequencesofthedialogueandtheclassroomdiscoursemightbefurtherdiscussedinlightofrecentevents,regardinggender,ethnicityandviolence.

Somepracticalimplicationsmightbetodiscussandtoshowhowcomplexsituationsmightormightnotbehandledintheclassroom,howpowerisexertedandhowpowerrelationsmightbemorecomplicatedthanwhatfirstbecomesobvious.

Somesocialimplicationsmightentailadiscussionofhoweverydaysexismisexpressedintheencounterbetweenteacherandboysinthemultiethnicclassroom.Here,issuesofgender,ethnicityandage(maturity)arecenteredonaminortopicexpressedinachildren’sbook.

References

Bernstein,B.(1996).Pedagogy,symboliccontrolandidentity:theory,research,critique.London:TaylorandFrancis.

Burgess,R.G.1984.Inthefield:anintroductiontofieldresearch.London:Allen&Unwin.

Chambers,Aidan1985.Booktalk:occasionalwritingonliteratureandchildren.London:Bodley

Hammersley,MartynandPAtkinson.1995.Ethnography:principlesinpractice.London.Routledge.

Thomas,J.1993.Doingcriticalethnography.NewburyPark:Sage.

BarbaraDennisandChristinaHuf

Childrenasresearchers?Methodologicalconsiderationsonparticipationinthecontextofchildhoodstudies

Forresearcherswhoengageinsocialstudiesofchildhood,ethnographyisregardedasanidealmethodforapproachingchildren´sperspective.AlisonJames(2005)evenclaimsthatthesocialstudyofchildhood,hasonlybeenmadepossiblethroughtheuseofethnographicapproaches.Incontrasttotraditionalethnographicroleswhereresearchersendeavortobecomeparticipantsinthesite,participatorytechniquesaimedanincludingchildrenintheethnographicprocessarebeinghighlyrecommendedinchildhoodstudies.Participatorytechniquesarelaudedtohavetheepistemiologicaladvantagetoaccesstheperspectivesofthechildrenbeingresearchedratherthantopresenttheperspectiveoftheadultresearcher(seeGallacher&Gallagher2010,499).Childrenarenotonlyconsideredascompetentinterpretersofthesocialworld,butalsoasexpertsofthemselves,whoseexpertisemaynolongerbesubordinatedtotheresearcher’sperspectivesonchildren´sdailypractices.AlongwithGallacherandGallagher(2010),wewouldliketoquestionsomeofthetaken-for-grantedassumptionsofcontemporaryparticipatoryethnographicapproachesinchildhodstudiesincludingtheassumptionsofvoiceandempowermentasnecessaryoutcomes.

Asethnographers,whohavealongstandingexperiencesindoingethnographichresearchinchildhoodinstitutions,wewouldliketoraisecriticialquestionsontheadvocacyofparticipatorytechniques.Wewillfocusourcritiqueona)methodologicalimplicationsofthedominanceofrelyingonparticipatorytechniquesforchildreninethnographicresearch,andb)ontologicalimplicationsonconceptualisingchildhoodandthegenerationalorderandpowerrelationsbetweenchildrenandadults.Drawingonexamplesofourownwork,weseektoreconceptualisetheroleoftheethnographicresearcherasthepersonwhonotonlyhastoco-constructhisorherroleinthecontextofthechildren´sworlds,butwhoalsohastocreativelydealwithinsecurity,falliablityandthefeelingofincompetence.

MargaretEisenhartandErinAllama;UniversityofColoradoBoulderUSA

TextMessagingintheSchoolLivesofAmericanHighSchoolGirls

Purpose;Digitaltechnologiesopennewwindowsforethnographicexplorationsofculturalexperiences.Inthispaper,weexaminetextmessagingamongacademicallytalentedgirlsofcoloratthreeU.S.urbanhighschools.Textingintroducedanewcommunicationmodalityintothegirls’livesandcreatedaspacefornewdiscoursesmediatingtheirparticipationinschool.Ateachschool,distincttextingdiscoursesemerged--withimplicationsforethnographicstudiesofdiscourseandofyoungpeople’scommitmentstoschooling.

Design/methodology/approach;Drawingontheoriesofdiscourse(Baron2008,Fairclough2003,Gee2008),textmessagingwaspartoflarge3-yearethnographicstudyofhowtheideaofpursuingscienceortechnologyfitintothecontextofhigh-achievinggirls’lives.Sixty-eightgirlsandtheirfamiliesfromthreeurbanhighschoolsinoneU.S.cityagreedtoparticipate.Thestudyfollowedthegirlsfromthebeginningofgrade10throughgrade12(2006-2009).Allthegirlswereidentifiedas“high-achieving”inmathandscienceattheendofgrade9.

Multiplemethodsofdatacollectionwereused--participantobservations,open-endedinterviews,andsurveyswithgirlsandfamilymembers,andcollectionofthegirls’BlackBerrymessages.EachparticipantwasgivenaBlackBerrysmartphoneinmid-2007--atatimewhentextingbegantoexplodeasamediumofcommunicationintheU.S.(Baron2008,Traugott,Joos,LingandQian2006).Formostofthegirls,theBlackBerrywastheirfirstmobilephone;forallofthem,itwastheirfirstsmartphone.The68girlsincludedamajoritylivinginhigh-povertyhouseholdsandself-identifiedasMexican-AmericanorAfrican-American.

Withthegirls’andtheirparents’permission,wecapturedallthetextmessagestheyexchangedwitheachotherandtheresearchersoveran18-monthperiodandsavedthemtoasecureserver.ConsistentwithU.S.humansubjectsrequirements,weexplainedtothegirlsandtheirparentsthattheBlackBerrymessageswouldberead,saved,andusedbyresearchers.Wepromisedconfidentialityexceptwhenharmmightoccur.Inpreparingfordataanalysis,wereplacedallpropernamesandotheridentifiers,anderasedallpictures.TheBlackberrymessages(104,026totalmessages)wereanalyzedintwoways:quantitativelyusingacomputerprogram,E-DataViewer,tocountexchangesandfollowmessagethreadsintheirnaturalorder;andqualitativelytoidentifythemesanddevelopinterpretations.

Findings;Inthispaper,welookspecificallyathowthegirls(1groupateachof3schools)usedtextingtocommunicateaboutschool.Wefoundthattheirtextmessagingwashighlysocialandfulloffun.Itcontainedhumor,laughter,tabootopics,in-groupexpressions,puns,teasing,unorthodoxspellingandgrammar,emoticons,and“reduplicatedpunctuation”[!!!](Thurlow2014).Buttextingwasnotonlyfunandinventive:Textingalsodidsocialandculturalworkthatmediatedthegirls’relationshipstoschoolinimportantways.Forallthegirls,textingbecameanewmodalityfor“doingschool.”Further,ateachschool,thediscourseproducedintextingwasdistinct,thusrevealing“regional”differencesinhowtextingmediatedrelationshipstoschoolandintheimplicationsforthegirls’futurelives.

Implications;Whileteentextingisfrequentlytrivialized,especiallywithrespecttoschooling,wefoundthegirls’textingdiscoursetobeanimportantindicatoroftheirrelationshiptoschool.Textingcreatedanewspaceinwhich,ateachschool,itbecameeasiertocommunicateaboutsomethingsthanothers.Forexample,atoneschool,girlstextedalmostconstantlyaboutthegratuitousworkloadofclasses,andtheyrarelysaidanythingpositiveabouttheirschoolexperience.Atanotherschool,theytextedmostlyaboutschoolassignmentsand

helpedeachotherwithhomeworkproblems.Atthethird,textingwasusedforplayamongpeers.Wearguethattextingdiscourse,onceestablished,affectedthe“game”ofschoolingbyintensifyingparticularlocalstancestowardschoolingandobscuringorcrowdingoutothers.Accesstotextmessagesofferedaglimpseofthegirls’experiencesnotusuallyavailabletoethnographers,andthefindings,togetherwiththosefromthelargerethnography,helpedtoclarifyconnectionsbetweenschoolsocialorganization,classroominteractions,andstudentoutcomes.

Anita Eriksson University of Borås; Dennis Beach University of Borås, University ofGothenburg;Ann-KatrinSvenssonUniversityofBorås

Preschool teacher professionalism and education reform: An ethnographic analysis of theresponses,consequencesandimplicationsofarecenteducationreforminSweden

PurposeRecently European education systems have undergone similar major reforms (Beach, 2010) withsimilar consequences for teachers and teacher-professionalism (Beach, 2008) and ethnographywasidentified early as an important research tool for examining these changes (e.g. Ball, 1994). Thedialectics of local and global processes (Arnove, 2013), the institutionalisation of internationalinfluence(Samoff,2003)andthetensionsofcentralisationanddecentralisation(Bray,2013)haveallbeengivenattention.Thepresentpaperiswritteninrelationtoeachofthem.

The paper has been composed within a research project about education reform processes in theSwedishpreschoolsectorfollowingthe2010revisionoftheNationalSchoolLaw(SFS2010:800)andtheintroductionofanewpreschoolcurriculum(Skolverket,2010)thattogetheroutlinedanexpandedrangeofprofessionalresponsibilities.Thepaperdealswithquestionsaboutwhathappenedwhenthischange was interpreted and implemented at the local preschool level in different preschools. Itspurpose is to demonstrate something of how the education reforms have been interpreted andenacted.Hasthespaceforprofessionalautonomybeenwidened,howisthisvisibleinpractice,whataretheimplicationsofthis.Theanalysishasbeeninformedprimarilybyeducationsociologicaltheory(Bernstein,1995,2000,2003)andprofessionstheory(Abbott,2010;Freidson,2001,Svensson,2011).

Design/methodlogy/approachData have been produced through ethnographic participant observation, field conversations, andinterviewswithpreschool staff at fourpreschools in fourdifferentSwedishmunicipalities.Betweenfourandsixmonthsofresearchertimewasspentateachpreschool.Tworesearcherswereinvolved,oneateachoftwosites.Thedailyprofessionalactivitiesoffourpreschoolteamswerecloselyfollowedin all aspects of their professional activities and intra- and inter-group correspondence andcommunication.Nationalpolicydocumentshavealsobeenscrutinized,ashavethosethathavebeendevelopedlocally,andfieldconversationsandinterviewshavebeenconductedwiththeheadsofthepreschools, preschool teachers and child-care workers. This broad register of data production isbroadlyconsistentwithdescriptionsofethnographicmethodsineducation(Walford,2008)andpolicyethnography (Jeffrey et al, 2006). The use of theory in interpretation has been informed byWillis(2000)andWillisandTrondman(2000).

FindingsThepreliminaryanalysis suggests that thepolicydiscourseaboutpreschool teacher responsibilitieshasbeenrecognisedandistalkedaboutasinfluentialonpractices.Insomesitesitissaidtohavebeenactive in the transformation of everyday working relations and activities, and there is also someobservational evidence of this. Differences in the changes across the sites in terms of enhancedautonomy and responsibility were also found, with implications of developments for an emergentprofessional identity. The occurrences of continuity and comparability of development across siteswill be considered, as will the effects of locally significance contingent circumstances on reformprocesses.

Researchlimitations/implicationsThe research has allowed us to identify new developments and continuities of practice across anumber of different sites, responding therefore to the call to broaden ethnographic work and itsanalyticaloutcomesandgeneralizationpossibilities.Newconceptualisationsofprofessionalismhave

emergedatboththelocalgovernmentandindividualpreschoollevels.Localgovernmentshavechosendifferentstrategiesforpolicyrevisionswhichinturnhasaffectedhowthepreschoolstafftalkaboutanddeveloppreschoolteacherprofessionalresponsibilitiesandpreschoolteacherprofessionalism.

PracticalimplicationsWeanticipatebeingabletomakecontributionstoknowledgeabouttheinternecinecharacteristicsofpolicynegotiationandenactmentandthedevelopmentofprofessionalidentityandprofessionalizationatthecurrentglobalmoment.

SocialimplicationsPreschooleducationisinternationallyhighlightedasveryimportantinthedevelopmentoftheskillsandcompetencesforaneffectiveknowledgeeconomyandknowledgesocieties.Thedevelopmentofprofessionalautonomyandstatusisimportantinrelationtosuchdevelopments.Althoughwearenotspecificallyresearchingtheeffectsofpreschoolinvolvementonknowledgeskillswearelookingatsomeofthedynamicsinvolvedintheemergenceofprofessionalismintermsoftherecognitionofhighereducationandthespacegiventoverticallyand/vshorizontallydevelopedandcommunicatedknowledgeincurriculumactivitiesandeverydayedu-carepractices.

VerónicaFernándezCaruncho,UniversityUNED,Madrid(Spain)

Ethnographymethodswithchildren

Purpose

Thispaperfocusesonthechallengesofdoingethnographicresearchwithchildren.Forthispurpose,thepaperoutlinesthefieldworkcarriedoutinaGermanalldayschoolabouttheintegrationofscholarswithmigrantbackground.

Thestudywasconductedinaprimaryalldayschoolwithchildrenfromsecondandthirdclass.However,thetargetgroupwasnotonlycomposedofscholars,butalsoofotheractors,suchasparents,teachersandotherschoolstaff.Workingwithadultsandchildrentogether,Irealizedthatsomemethodsthatwereusefultogatherinformationfromadultsdidn’tworkaswellwithchildren.Thatiswhyduringthestudysomeethnographicalmethodswereadaptedtobeabletobetterunderstandthechildren’sperspectives(Cappello,2005).Forexample,whileteachersspokeduringtheinterviewsaboutacaseofmobbingbetweenscholars,thistopicwasnotmentionedbythechildren.Thisexamplewasoneofthetopics,thatledmetomodifysomeofthemethodsusedinordertogathermoreinformationfromscholarsandtogettoknowtheirpointofview.Thatiswhythispaperwillpresentthechallengesexperiencedbyworkingwithchildren,aswellasthemethodsandstrategiesusedduringthisresearch.

Methodology

Theresearchwascarriedoutwithethnographicalmethods:participantobservation,spontaneousdialogues,interviews,lifestories,photos,drawingsandanalysisofdocuments.

Einarsdóttir(2007)defendstheadvantagesofgroupinterviewswithchildren,thustheyareusedtobetogetherinagroup;thatiswhyduringthefieldworkagroupinterviewwascarriedout.Thegroupinterviewwasdividedintothreephases,withasimilarmethodology:First,closed-endedquestionsweremade,sothateveryscholarcouldgivehisorheropinionaboutit.Afterwardsadiscussiontookplaceaboutthetopic.Inordertokeepthescholars’attentionduringthegroupinterviewandencouragethemtoactivelyparticipatesome“games”wereincluded.Scholars,forexample,shouldplacethemselvesalongaropewithsmileys(ahappyone,aneutraloneandasadone)indicatingtheiropinionaboutthequestionmadeorvotingwitha“smileycard”(againthreepossibilities:happy,neutralorsad).Thethirdandlastphaseofthegroupinterviewwasanexercise,thatallowedthechildrentogivetheiropinionanonymously.Afterwardsanopendiscussionwasheldabouttheresults.

Regardingtheindividualinterviewswithscholars,thesewerecarriedoutwithhelpofdrawings.Inafirststepchildrendescribedseveraldrawingsthatrepresentedsituationsintheschoolandinasecondsteptheresearcheraskedquestionsaboutthesituationdescribedbytheindividualchild.Thefirstinterpretationanddescriptionofthedrawingsallowedtoleadtheconversationtotheparticularcaseoftheschoolandthepersonalsituationofthescholar,makingthemmoreperceptiveandtalkativeaboutthesesubjects.

Additionalaspectssuchastheuseofrewardswhenworkingwithchildren(FineandSandstrom,1988)ortheroleoftheadultresearcherwerealsoanalyzedandareapartofthestudy.

Findings

TheGermanalldayschoolhappenedtobeanexceptionalplacetodoethnographicresearchwithchildren,thankstoitslessformalcharacterthantraditionalschools.Takinginto

considerationtheremarksofCappello(2005)whoaffirmsthatwhenworkingwithchildrenweneedtousemethodsappropriatetothem,themethodologyusedduringthisfieldresearchwasadapted,sothatwecouldgetmorerelevantinformationfromtherespondents.

Thankstothedrawingswecouldcollectmorepreciseinformationaboutconflictsandproblems,aboutwhichchildrenwouldnotwanttospeakbefore,evenduringinformalconversationsorwhileplaying.Inthesamevein,includinggamesinthegroupinterviewencouragedscholarstoactivelyandlivelyparticipate.

References

Cappello,M.(2005).PhotoInterviews:ElicitingDatathroughConversationswithChildren.FieldMethods,17,170-182.

Einarsdóttir,J.(2007).Researchwithchildren:methodologicalandethicalchallenges.EuropeanEarlyChildhoodEducationResearchJournal,15(2),197-211.

Fine,G.A.andSandstrom,K.L.(1988).Knowingchildren.ParticipantObservationwithMinors.QualitativeResearchMethods,15.London:SAGE.

SallyCampbellGalman,UniversityofMassachusetts

‘Improper’children,pregnantboysandgoodmagic:Genderandpowerinpreschooldramaticandpopularplay

Thepurposeofthisethnographicstudywastoexplorehowchildrencreatedandenactedgenderedrolesindramaticplaysettings,includingfreeplayaswellasmorestructured‘dramatimestories’(Paley,2004).Thispaperexamineshowpowerisexercisedinbothtypesofdramaticplay,andhowchildrentakeon,disruptandresisttheprescribedgenderrolesputforwardbypopularculturenarrativesandthekinderculturewritlarge.Theappearanceofalternativerolesanddisruptivegamesappearasbothafunctionofchildren’spracticesofculturalproductionaswellasteachers’intervention,orlackthereof.Thepaperconcludeswithadiscussionofthemethodologicalconcernsaroundstudyingchildren’splaynarrativesandtheimportanceofprotectedunstructureddramaticplayperiodsinearlychildhoodsettings


Theanalysespresentedinthispaperarefromthefirstthreeyears(2012-2015)ofanongoingethnographicprojectatadiverse,ruralpreschoolintheNortheasternUnitedStates.Thedatawerecollectedprimarilythoughparticipantobservationduringeachmorning’sfreeplayperiod,approximatelyfourhoursperweekforanoveralltotalofapproximately500hoursofobservationatthesiteduringthattimeperiod.Ilocatemyapproachintheinterpretivetraditionoftheethnographyofchildhood(D’Amato1988;Leavitt1994)thatpositionschildren’scultureandchildhoodas‘anindependentplacewithitsownfolklore,rituals,rulesandnormativeconstraints...withinasystemthatisunfamiliarto[adults]andthereforetoberevealedthroughresearch’(James,JenksandProut1998/2012,29).AsJamesandcolleaguesdescribe,thisorientationtowardchildrenandtheirculture(s)canaffirmchildren’sagency,intentionalityand‘providethetribesofchildhood...withthestatusofsocialworlds’ensuring‘thatsuchaformofchildlifecanbegintoreceivedetailedannotation’(29-30).ThepaperincludesdiscussionofresearcherrolestrategiessuchasMandell’s(1988)‘leastadult’configuration,adoptedwithmodificationsforthisstudy,andtheassociatedproblemsforthepreschoolethnographer.

Findings;

Thegamesandrolescreatedaspartoftheunstructureddramaticplaybothintroducedwhatteachersconsideredproblematictropesfromthekinderculture,aswellaschallengedmanyofthesebyexpandingplayrolesandpossibilitiesthroughnonsensegames,likethe‘pregnantboys’.Thesegames,whilechallengingtoteachers,infactexpandedtheavailabilityanddimensionsofgenderedrolesavailableforallpre-schoolers.Meanwhile,theplaynarrativescreatedinthe‘dramatimestory’exerciseswerelessdialogic,butalsolesssubjecttoteacherinterventionwhen‘improper’(Jones,Holmes,MacRae&MacLure,2010)popculturethemescametothefore.Findingssupportchildren’sagentive,activeinterpretationandre-interpretationofeventhemostproblematicpopularculturethemesandpromotethevalueofunstructureddramaticplay.Further,findingssupportDyson’s(1995)andCorsaro’s(2003)assertionsthatchildrendonotmindlesslyreproducepop/kinderculturethemes,butratheragentivelyandpurposefullycuratethesenarrativesforproductiveplay.


Asnotedabove,theproblemofresearcherroleinpreschoolethnographyhasnotbeensufficientlyaddressed,thoughMandell’sstrategyofoccupyingthepositionof“leastadult”maybethemostpractical.However,thequestionoftherealitiesofadultresponsibility,evenfortheresearcher,isunresolvedbythisandothermodelsofgenderedroles.Ascircumstancesinthisstudycontextreveal,therearetimesandconditionsunderwhichtheresearchermustchooseinterventionovertheethnographicidentity.Thatthisissuewasunresolvedremainsapointofdebate,andastudylimitation.

Implications:

ConsideringthatthemodernversionofBettelheim’s(1972)problematicbutnecessaryfairytalemayarguablybethe‘banal,superfluous,distastefulandplebeian’(Henward,2015,p377)popularchildren’smedia,banishedfrommanypreschoolsettings,teachersandotherswhoworkwithandcareforchildrenshouldreflectcriticallyupontheadultistnormsimplicitinthecensorialimpulse.Bylimitingchildren’splayintheseways,teachersultimatelylimittheplaypalettetoconformwiththeirowncherubic,middleclasschildhoodideal,tothedetrimentoftherealchildrenintheirmidst.

Bettelheim,B.1972.TheUsesofEnchantment:TheMeaningandImportanceofFairyTales.NewYork:VintageBooks

Corsaro,W. A. 2003.We’re Friends, Right? Inside Kids’ Culture.Washington, DC: JosephHenryPress.

D’Amato, J.1988. ‘“Acting’:HawaiianChildren’sResistancetoTeachers.”TheElementarySchoolJournal,88,529-544.

Dyson, A. H. 1995. “Writing Children: Reinventing the Development of Childhood Literacy.”WrittenCommunication,12,3-46.

Henward,A.2015.“‘Shedon’tknowIgotit.Youain’tgonnatellher,areyou?’PopularCultureasResistanceinAmericanPreschools.”Anthropology&EducationQuarterly,46(3),208-223.

James,A.,C.Jenks,andA.Prout.1998/2012.Theorizingchildhood.Cambridge:PolityPress.

Jones,L.,R.Holmes,C.MacRae,andM.MacLure,2010.“ImproperChildren.”InN.Yelland(Ed.),Contemporary Perspectives on Early Childhood Education. p. 177-191. New York, NY: OpenUniversityPress.

Leavitt,R.L.1994.PowerandEmotioninInfant-ToddlerDayCare.Albany,NY:SUNYPress.

Mandell,1988.“TheLeastAdultRoleinStudyingChildren.JournalofContemporaryEthnography.”16(4),433-467.

Paley,V.G.2004.AChild’sWork:TheImportanceofFantasyPlay.Chicago:UniversityofChicagoPress.

RuthTrinidadGalván,UniversityofNewMexico

Counter-migrationand(re)incorporationtoMexicansociety:IdeologiesofchildrenreturneestoMexicanschoolsandtheirparents

Purpose

TheabsenceofimmigrationreformintheUnitedStatesisgeneratingareturnmigrationphenomenoninmanysendingcommunitiesacrossLatinAmericaandtheworld(Hammond1999;Masferrer,Passel&Pederzini2012;Tsuda2009).WiththesigningandimplementationofthePatriotActin2001,greaternumbersofimmigrantsvoluntarilyreturnorareforcedtoreturntotheircountryoforigin.Mexico’sproximitytotheUnitedStatessuggestsMexicantransmigrationandcounter-migrationarelikelyhigherthanwithotherLatinAmericancountries.Giventhesehighlevelsofcounter-migration,re-incorporationofco-nationalstotheircommunitiesoforiginsincreasesininterestandneed.Thisisespeciallythecasewiththe(re)incorporationofchildrenreturneestotheMexicanschoolsystem(Sánchez&Zúñiga2010;Zúñiga&Hamann2008).FormanyofthesechildrenthisistheirfirstschoolingexperienceinMexicowithnopriorunderstandingorcommandoftheSpanishlanguage.Forothers,itisare-incorporationtoanenvironmentnowforeigntothem(Hamann,Zuñiga&SánchezGarcía2006).Althoughafewstudiesexistthatexaminethe(re)incorporationofreturneechildrentoMexicanpublicschools,theyareprimarilylarge-scalestudiesandquantitativeinnature(Hamann,Zuñiga&SánchezGarcía2010).Thisstudyfillsthisgapthroughanin-depthethnographicanalysisofreturneechildren’sandtheirparents’understandingoftheir(re)integrationintotheirMexicanpublicschoolclassrooms.

ResearchDesign

Iutilizedacriticalethnographicapproachtoexaminetheculturaldynamicsofmigration,student/parentideologiesandschooling(Carspecken1996;Fairclough2010;Madison2005;Wodak&Meyer2009).Datawascollectedfromstudents,teachersandparentsthroughtheuseofparticipant-observation;semi-structuredinterviews;photovoice;andadiscursiveanalysisofschooltextbooksandcurriculum(Savin-Baden&Major2013).Studentsusedphotographytonarratetheirideasandviewsontheirreturnmigrationandtransitiontotheirnewenvironments,especiallyschool.Thestudyaddressesthefollowingquestions:Whatideologiesinformreturneefamilies’,andchildreninparticular,(re)incorporationtotheirnativecommunityinMexico?HowarereturneechildrenwhoreceivedmostoftheirschoolingintheUnitedStatesincorporatedintoMexicanschools?andWhatcurricularandculturalmodificationsdoteachersmaketoaddressthespecificneedsofthisstudentpopulation?

Findings

InitialfindingssuggeststudentsholdtransborderandflexibleideologiesofbelongingthatinmanyinstancesgocountertoboththeMexicanandU.S.nation-state(Zúñiga,Hamann,&SánchezGarcía2008).Instudents’interviewsandphotovoiceprojectstheyrevealedagenuinesenseofbelongingandsharedcitizenshipwithbothplacesandspaces.WhiletheirparentsweremorelikelytodiscussthebarriersthatstudentsencounterinboththeU.S.andMexicanschools,studentsexpressedthepositive,butdifferingexperiencesoflivingintwoplaces.Whenaskedwhatfacilitatedormademoredifficulttheirincorporationintoeithercountry,languagedifferenceswerethemostcommonresponse.Whileampleresearchexists

aboutlinguisticdifferencesthatexistintheUnitedStatesaboutimmigrantMexicanstudentsthatsuggestthisisthebiggestbarrierstudentsmustclear,itwassurprisingtohearstudentsandparentsmakethesamecasefortheirincorporationintoMexicansociety(Hamann,Zuñiga&SánchezGarcía2010).StudentsfullcommandoftheSpanishlanguageandknowledgeofthehistoryofMexicowerebyfarthemostdifficultissuestoovercome.

TeachersandtheHistorycurriculum[justtonameone],ontheotherhand,hadverydefiniteandnarrowviewsofcitizenshipandbelonging.Manyteachers,forinstance,defined“Mexican”studentsasthoseborninMexicoandwhowerefluentSpanishspeakerseventhoughreturneestudentswereclearlyofMexicandescent.Students’transborderandtransnationalidentitiesweremanytimesinvisibletotheschoolunlessissuesoflanguagewereattheforefront.

PracticalImplications

TheeducationcomponentandanalysisofthecurriculumhasapplicabilitytoreceivingcommunitiesinMexicoandtheUnitedStateswherereturneeorimmigrantstudentsare(re)incorporatedintoschoolsregularly.Researchfindingsincluderecommendationstobothschoolsystemsonpracticalwaysofeasingthe(re)incorporationofstudents,especiallyintheareasoflanguageacquisition,makinghistoricalconnectionsacrosscountries,andattendingtoissuesofcitizenshipandequity.

Samina Hadi-Tabassum, Northern Illinois University

The growing Hispanic population in the United States has dramatically transformed student

demographics within the public education system. Over the past two decades, the largest percentage

of racial integration in the United States includes Black and Hispanic integration, while the smallest

increase has been in White and Hispanic integration (Orfield, 2003). Hispanic school children have

a greater likelihood of interacting with Black school children than they do with White school

children due to racial segregation (Fairlie, 2012).

This paper presents a rich ethnographic study over five years of a majority minority school

district located in a predominantly Black suburb outside of Chicago that is now becoming

predominantly Hispanic. The research study initially examined the complex, multi-layered

sociolinguistic and sociocultural world of Black and Hispanic adolescents in three schools in which

the demographics shifted the most, specifically, the study examined the contact zones in which the

Black and Hispanic youth socialize. However, over time, the study moved to examine the racial,

cultural and linguistic dynamics within the broader school community and addressed topics such as

violence and crime and power and politics. Our data include extensive interviews with students,

teachers, parents, community members and other administrators; field observation data in

classrooms and schools; and document analysis from formal and informal school meetings in

district meetings and village meetings.

Conclusions from the study support earlier research on the linguistic dexterity, language

crossing, and language sharing of Black-Brown youth in majority minority school communities

(Paris, 2012). The tri-racial geography of the school setting led some social actors to display

behaviors and actions that were hybrid in nature, and therefore, a third space was created within the

school in which students from both racial groups came together in unison. Some of the Black

students displayed cultural competency by stating openly their desire to learn Spanish and to even

use the Spanish they knew in front of their Hispanic peers, by creating a tight social network of

friends in which there was a racial balance, by dating outside of their race, etc. Therefore, the

cultural straddlers anchored themselves in the Hispanic community but also developed strategies to

subvert themselves from being excluded entirely from the greater Black majority. In some ways,

they moved beyond the double consciousness and double voicing of Black students navigating a

White-Black landscape and found themselves instead in a trivariate of sorts navigating between

Standard English, the Black dialect and Spanish (Kinloch, 2010).

The Hispanic cultural straddlers displayed their cultural competency around hip-hop culture,

the Black dialect and challenging normative notions of hair and skin color. Yet, they did not

identify with the Black culture for the sake of identity politics, unlike South Asians who may

identify with the Black minority in America due to a political identity aligned with combating

racism (Sharma, 2010). The Hispanic students also did not identify with Black culture for the sake

of increasing one’s masculinity or for becoming fascinated by the exotic Other, unlike White males

who consume Black culture as a form of social capital (Rose, 1994). Rather, Hispanic students both

challenged and reinforced notions of difference and division between and amongst their Black

peers—los morenos—by becoming both a part of but also apart from Black America.

LilaLeTrividicHarrache,UniversityofRennes

“Pupilswithbackground”asapublicactioncategory.AnethnographyofprofessionalusesinFrenchuppersecondaryeducation

Purpose;Althoughithasclaimedtobe“indifferenttodifferences”(Bourdieu1966)inordertoprotecttheequalityofopportunitiesforallpupils,theFrencheducationsystemisacademically(andsocially)unequalandfaintlycohesive(Dubet,Duru-Bellat,etVérétout2010).Itseeksasaprioritythetransmissionofknowledgeratherthantheexpressionofpupils’subjectivitiesandtheconstructionofrelationshipsofproximitybetweenadultsandyoungsters.

However,inthecontextofadeclineofthevaluesofuniversalismandrationalitythatusedtostructuretheuppersecondaryschoolsystem,andofagrowingrequirementtopersonalisepublicservicesandcounterearlyschoolleaving,uppersecondaryschoolsareincreasinglyaskedtotakeintoaccountpupilsas“wholepersons”.Treatingpupilsasindividualsimpliestoconsidertheirpersonalhistory,identityandsubjectivity,beyondthesocialroleofpupilwhichisstrictlyacademic.Buthowdouppersecondaryschoolprofessionalsmanagetotreatpupilsasindividuals?Whoarethepupilslookedatassuchandwhy?Towhatextentdoesitcontributetoreshapetheinstitution?

Inthispresentation,Iproposeareflectiononaparticularcategoryofpupilscalled“pupilswithbackground”bysomeuppersecondaryschoolprofessionals.“Background”isaeuphemisedwaytorefertodifficultlivedexperiences(social,familial,biographicalandacademic)thatprofessionalsinterpretasimpedimentsforacademicsuccessand/orasexplanationsforanti-academicbehaviours.ThispresentationaimstoanalyseboththeconstructionofthecategoryandthetreatmentofthelabelledpupilsinaFrenchuppersecondaryschool.Iwilldiscussthewaysinwhichthetreatmentofthoselabelledpupilsinvolvesanemotionallabourthatseekstoshiftpupils’relationshiptotheeducationsystem.

Design/methodology/approach;ThispresentationisgroundedonpartofthedatacollectedinmyPhDresearchinpoliticalscience.ThepresentationdrawsonafivemonthsdiscontinueobservationinaFrenchuppersecondaryschool(mainlyshadowingtheschoollifestaff,(Wolcott2003))andnarrativeinterviewswiththestaff(teachers,administrationstaff,schoollifestaff,cleaningstaff.N=35).

Findings;Generallyengagedinacademicfailuretrajectories(withindominatedacademicstreams),thosepupilschallengeasystemthatkeptexcludingandhumiliatingthem.Inreactiontothat,professionalseitherkeepexcludingthem,orintendtounderstandthembetter(investingtheirpersonal“background”)andtobuildapositiverelationshipwiththem.Bydoingso,theytendtotemporarilyreducethesymbolicviolenceoftheschoolsystem(BourdieuetPasseron1970)uponthoseparticularpupils.

Nevertheless,Iwillshowhowthisspecificlabouronpupils’emotionsseekstocontributetoconformingthemtoamoreconventionalpupilrole(loweringanti-academicbehavioursforinstance),thatis,tomore“reasonable”(sociallyacceptable)behaviours.

Besides,thislabourmustbescrutinisedthroughtheprismoforganisationalbehaviours:caringfor“pupilswithbackground”canbeseenasawayforprofessionalstopreventanegativeimpactonthe“schoolclimate”.Generatingapositiveschoolclimatecanformausefuladvantageinthecontextoflocalcompetitionbetweenschoolstorecruitpupils.

Bourdieu,Pierre.1966.«L’écoleconservatrice.Lesinégalitésdevantl’écoleetdevantlaculture».Revuefrançaisedesociologie7(3):325‑47.

Bourdieu,Pierre,etJean-ClaudePasseron.1970.Lareproduction:élémentspourunethéoriedusystèmed’enseignement.Paris,France:leséd.deMinuit,impr.1970.

Dubet,François.2002.Ledéclindel’institution.1vol.L’Epreuvedesfaits,ISSN0750-5078.Paris,France:ÉditionsduSeuil.

Dubet,François,MarieDuru-Bellat,etAntoineVérétout.2010.Lessociétésetleurécole:emprisedudiplômeetcohésionsociale.1vol.Paris,France:éditionsduSeuil.

Wolcott,HarryF.2003.TheManinthePrincipal’sOffice:AnEthnography.RowmanAltamira.

DrYvonneHill,BishopGrossetesteUniversity,Lincoln

Doing,undoingandredoing:afeministethnographyofmentoringtraineeteachers


ThispaperpresentsafiveyearethnographicprojectchartingtheinteractionsbetweenonementorandtentraineeteachersduringtheschoolplacementphaseofinitialteachereducationinEngland.Thestudyadoptedafeministapproachtoexaminetheeffectsof‘professional’discourseinframingteachingasamasculinistculturalprojectwithinschools.ByadoptingacasestudyapproachtotheteachingofAdvancedLevelSociology,theresearchexaminesthepotentialformaintainingafeministcriticalpedagogyinteachingsocialscienceandquestionsthepropensityforteachers’criticalengagementwiththestate.

Findings;

Thefindingsofthestudyexplicatedthedevelopingrelationshipbetweenthementorandtraineeteachers;itinterrogatedassumptionsaround‘professionalism’andquestionedemergingformsofreactiveandactiveconfigurationsofbeingandbecomingateacherinEngland.TheinitialstudyexaminedthecumulativeeffectsofculturaltextinconstitutingadiscoursearoundteachersandteachingbytakingaviewofthewaysinwhichTVrecruitmentadvertisements,codesofvaluesandprofessionalstandardsaffectthepeopleatthecentreofeducationasaculturalproject.Thispaperrepresentsaretrospectiveviewofteacherdevelopmentatthebeginningofthetwenty-firstcenturyandsignpostscurrentworkbeingproposedtochartdevelopmentsoverthepastfifteenyears.

Researchlimitations/implications;

Thelimitationsoftheworkmaybeseenintheauto/ethnographicapproachwithamicroscopicfocusononeteacherandherinteractionwithaseriesof(ten)traineeteachers.Aspartofaprofessionaldoctorateineducation,thestudyarguesthatthepositioningoftheauthorallowsanintimate‘insiderview’ofteacheridentityandteacherpracticethatexplicatesanalternativeconceptualframeworkfromafeministperspective.Theimplicationsofethnographiesthataccountforteachers’subjectknowledge,autobiography,emotivesocialrelationshipsandimportantlyhowtheycriticallypositionthemselveswithintheneoliberalstatearesignificantbecauseitexplainshowteachersmakemeaningwithintheirpersonalandprofessionalcontext.

Thelandscapeforinitialteachereducationhaschangedprofoundlyinthepastfiveyearsandthispapertracestheinceptionofthenewpublicmanagementofteacher‘professionalism’andthemanipulationofteachers’identitythroughdiscourse.Thediscoursehasshifteditsfocusawayfromtheprofessionalismofteachersandteachingtothelearningagendawithadrivetoestablishwhatconstituteslearning,standards,targetsandstudentprogress.

Practicalimplications;

Thepracticalimplicationsforconsideringthedoing,undoingandredoingofteacheridentityisinbringingdifferentframesofanalysisforunderstandingeverydaylifeinschools.TheteachereducationprocessinEnglandandtheinteractionbetweenmentorandtraineeallowsteachersinthelocalandinternationalcontexttorecognisethemechanismoftheneoliberalstateinshapingteachers’complianceandresistancethrough‘principledinfidelity’inresistingeducationasanauditedmasculinistproject.

Socialimplications;

Thesocialimplicationsofthispaperaretoofferalternativeconceptualframeworksforexaminingthewaysthatteachers’identitiesareframedbythediscourseoftheneoliberalstate.Itcontributesaanethnographicfeministperspectivetocountermuchofthemalestreamliteraturethatfailstoaccountforgenderedidentitiesbeinggeneratedthroughtheinterfaceofpersonalvaluesandtheprescribed‘professional’discourseintheEnglisheducationsystem.

SamHillyard(DurhamUniversity)andMikeWard(OpenUniversity)

Spatialsense:theorisingstudentencounterswithmisrecognition

Purpose;

Thepaperseekstoadvancetheoreticalunderstandingsoftheimpactofspaceuponidentitybyexploringcurrentandpreviousstudentexperiencesinsideoneeducationalsystem(aneliteUKhighereducationinstituion(HEI)).Spaceisunderstoodinbothlocationalandananalyticsense–asencountersthatconstitutenavigationalmoments(GaleandParker)andfields(Bourdieu).Thisapproachisappliedtostudenttransitionandidentityformationatuniversity.Acaseismadethatbothmodels(navigationalmomentsandfield)neglectthepotencyofagencyandspace.


Thedataconsistsofadozeninterviews,withalumniallwithunusualbackgroundsorwhowerethefirstintheirfamiliestogotouniversity.Thesearesitiatedandunderstoodwithinaninstitutionalethnography(IE),afterBurgess’(1984:15)notionof‘macrolevelethnographies’moresothanSmith’sIE(2005).ThepaperthereforesituatestheHEI‘beyondtheschoolgates’andwithinitsregional,globalandhistoricalcontexts,specificallywithinitsrapidexpansioninthepost-warperiod.

Theanalysissituatesactorswithinthis,butattendstotheir(a)definitionsofthesituation(Thomas/Goffman)and(b)studentcareerpathways(doxaortopology,afterBourdieuandLury).Thetypesofstudentdiscussedinthepaperreachacrossgraduatesfromthe1960stothe2000sandacrosssubjectmatters.Observationsrelatetoavarietyofcollegespatialenvironments.

Findings;

Inthispaper,bothspace(theco-location‘encounter’)anditsinterpretativepossibilitiesisstressed(forbothcreditinganddiscreditingidentityperformances).Allintervieweesdiscussmakingsenseofencountering‘misrecognition’,butalsoitsrecognitionandallgraduatedsuccessfully(withoneexception).Manyarenowsuccessfulacademics.Thepaperalsofurtherstressesthe‘future’interpretativeworkin-progressandexaminesthedisruptivepotentialofencountersforthoseacquiring(butwhopreviouslylacked)doxa/topologicalmaps.DoxaisBourdieu’snotionofthedominantdefintionofthesituation.Ineducationalcontexts,thishasbeenreadasthemisrecognitionofclassinequalitiesinoperation(James2015).Expressly,thispursuestheaestheticpossibilitiesofspaceforgeneratingequality(Dikeç2015,GaleandParker2015)inthisone,educationaldomain.Whattransitionsinidentitytakeplaceandwhataremosteffectiveforstudentsacquiringtheabilitytocrossfields/conceptalisereasonablepossibilties?Howdoesspacecontrainorenablethis?


Therearetemporallimitationstothedataset,inthesensethatitcapturesperiodoftimefromthe1960stothe2000andviaretrospectiveinterviewsandphotoelicitation/documentaryanalysis.Tocounterthis,theinstitutionissituatedwithinitspresent-dayconfigurationandcircumstances.


IntheUKcontext,theOfficeforFairAccess(OFFA)imposesexpectationsofWPuponHEIsandincreasinglyattentionhasbeenplaceduponpre-HEIapplication.However,thispaperfollowsthenegativeordeviantcase(Strong1988)and,too,GaleandParker’s(2015)leadtolookathowcohortsanticipatedtheirfuturepossibilitiesanddesires.FromDikeç(2015)thepaperalsoaddsafocusuponhowspaceandhowtheneglectedsituationinvolvesidentityformation–namelyencounterswithmisrecognition.


Aspiration,misrecognitionandinequalitiesofaccesstoHigherEducatonhaveallbeendiscussedintermsofvariouscapitals,ofeconomics,politicsandculture.Thispaperseekstoaddspaceasbothlocationanditsanalyticalvalueforunderstandingwhatare,ultimately,thesegregatingprocessesofglobalcapitalism.

YukiImoto

RevisitingInternationalPreschoolsinJapan:reflectionsontheevolvementoftheselfandthefieldinethnographicresearch

Purpose;

Theaimofthispaperistoreflectonthechangingnatureofthefieldofthe“internationalpreschool”.IconductedanthropologicalfieldworkasapreschoolassistantinTokyoin2007(seeImoto2011),butnowfindmyselfreturningtothefieldin2016–withagrowinginterestin“re-inscribing”.Ireflectonhowtheinterpretationandanalysisofthefieldhaschangedinrelationtothechangingstatusandperspectivesoftheresearcher,aswellasinrelationtothechangingsocio-economiccontextofJapaneseeducation.


Sincesubmittingmydoctoralthesison“InternationalPreschoolsinJapan:AStudyoftheOrganizationofDiversity”,7yearshavepassed.Inthoseyears,myapproachtoethnographicresearchhasevolvedtoincorporateamoresensitizedawarenessofmyownsubjectivitiesintheprocessofconstructinganethnographictext.Thefeltneedtoweaveinmoreof“myownstories”intothetextisthestartingpointforthispaper.Thepaperthusincorporatesanautoethnographicapproach,aswellasmakingreferenceto(andaddinganothercomparativeperspectiveto)Tobinet.al’s2009workthatconsiderstheextenttowhichglobalizingforcesareaffectinginstitutionsofsocializationatthelocallevels.

Findings;

1. Themeaningofinternationalpreschooleducation

In2009,Iarguedthatcertainhigh-incomeJapaneseparentsinTokyosendtheirchildrentointernationalpreschoolstoconsumeitsauraof“internationalism”andtofulfilltheirwishofprovidingnative-likeEnglishlanguageskillsfortheirchild—butthatthestrongpressurestoreceivea“compulsoryeducation”intheJapanesesystemandtoretaintheirJapaneselanguageabilitymeantthatafterthepreschoollevel,mostwouldoptforthe“Japanese”ratherthanthe“international”route.

In2016,changestothistrendcanbeobserved.ThereisagrowingacceptanceofJapaneseinternationalschoolchildren(i.e.childrenwhoattendinternationalschoolsevenafterthepreschoollevel)inJapan;muchofitisduetothesettingupofnewentrancequotasforsuchchildreninprivatejuniorandseniorhighschoolsaswellasuniversities.Thereisaconvergenceoftheschools’needstokeepupstudentnumbersagainstthebackdropofadecliningyouthpopulation,andtherisingneoliberaldiscourseof“gurobarujinzai(globalhumanresources)”

Preschoolsareaccordinglyexpandingtheirrolesandmeanings–providing“homeworksupport”servicesforinternationalschoolchildren,aswellasafterschoolEnglishclassesforthelocalJapaneseschoolchildren.

2. Mychangingperspectivesandrelationtothefield

ItislikelythatbeingbasedintheUKasastudentledmetogainastrongersenseofJapaneseidentity,andaffectedmycriticalportrayaloftheinternationalpreschoolwhenwritingmydoctoratethesis.NowbasedinJapan,Ihavemoreawarenessinpositivelyhighlightingmyin-betweennessandhybridity–andofthoseIencounteredinthefield.Ratherthancritiqueand

analyse,Ifindmyselfasking,howcanIcollaborate,andhowcanIredefine–bothmyselfandthefield?

ReflectingonwhyIstartedthisresearchinthefirstplace,Iseehowmuchitrelatestomyquesttomakesenseofmyownearlychildhoodeducation,andmyrelationshipwithmymother.The“internationalpreschool”inJapanwasinfactnota“native”fieldforanativeanthropologist,butwasforeignandcounterintuitivetomyownvaluesofpreschoolandearlychildhoodlanguageeducation.Theintra-culturalcomparativelens-ofaJapanesefemaleraisedinamiddleclassfamilythatholdsastrongidentitybasedon“Japanese”privateschooling–remainedunexplored.Now,however,ItakeamorecriticalanddistancedperspectiveontheculturalstructuresandclassidealsthatIhadbeensocializedinto.Ifeelthenecessityofre-inscribingthiscultureofJapaneseprivateschoolingthatdistinctlydefinestheclassidentityofaminorityoftheJapanesemiddleclass(includingmyfamilymembers)intotheethnographicnarrativeandanalysisofitscounterpart–theinternationalpreschool.

BobJeffrey,ExeterUniversity

Thesignificanceofinformalandformallearningandotherrelatedfactorstothesurvivalofthevillagepub

Purpose/aim(s):

Pubsaregenerallyunderthreatasupto3pubsareclosingperweeknationallyandfortheruralvillagepubstheclosureoftheironeandonlypubcanbeasignificantlosstocommunityactivity.However,thevillagepubstillhasaroletoplayinactingasaplaceforsocialinteractionacrossclasses,enrichingsociallifewithamixofevents,promotingcharitiesandinsomecaseshostinglocalpublicservicessuchasashopandpostoffice.Somewouldalsoarguethattheyhaveaculturalvaluerepresentingsomethingauthenticandtraditionalinthefaceofpowerfulcommercialpressurestowardsstandardisationandclonedpubs.Theyarealsoinmanycasescommunityhubs,offeringaspacewherelocalpeoplecanmeetandsocialise:asoneofourintervieweesdescribedit,‘aplacewhereacommunitycanbounceoffitself’.Theyareperceivedbythepublictobeanimportantplacewherepeoplefromdifferentbackgroundscanmeetandinteract.Theyalsoprovideasafeenvironmentforyoungpeoplewhobehavebetterinruralareasbecausetheyareknownlocallyandtheymimictheirelders.Theyalsofeelsaferandhaveastrongsenseofplace.

Wewillfocusonlivesofthosewhoownandmanagethesepubs:theirvalues;connectionstotheircustomersandthecommunities;thecopingstrategiestheyusetomanagedifficulttimesandtheinfluenceoftheroleofpubmanagerontheirfamilyandpersonallife.Inparticularwewillinvestigatethenatureofinformallearningthattakesplaceinapubenvironmentforthosemanagingthemandalsobetweencustomersandinparticularhowthepubcanbeseenasaresourceforthelocalcommunitytofindartisans,artists,mechanics,academics,designersandtheroleofthepubindevelopingprojectsinthecommunityormoredistancedenvironments.Inadditionweareinterestedinanymoreformaleducationalaspectswithwhichthepubengages.Wearealsointerested,inparticular,withtheperspectivesofwomeninthisfieldaswebelievethesemaywellhavebeenoverlookedinrecentyears.

Methods:

Methods

Wewilluseethnographicmethodstakingplaceoveratleastayear.Ethnographicmethodsincludethecollectionof:

• regularrecordedconversationswithowners/managersofthevillagepubsandwithotherrelevantpersonsconnectedtothepubincludingcustomersifappropriate

• fieldnoteswrittenbytheresearcherdocumentingthelifeofthepubanditseventsandusingtheseasdataforfurtherconversationswiththerelevantpeopleandindescriptiveaccountsofthelifeofthepub.

• documentsrelatingtothelifeofthepubincludingphotographs

Thisethnographicresearchwilltaketookcognisanceofthestructuralinfluencesinsituationsandthedilemmas,tensionsandconstraintsunderwhichpubmanagersworkandthewaytheymanageandcopewiththeirsituations.Tounderstandthecomplexitiesofwhatishappeningweneedtoemployaqualitativeapproach,which‘capturesandrecordsthevoicesoflivedexperience…contextualisesexperience…goesbeyondmerefactandsurface

appearances…presentsdetails,context,emotion,andthewebsofsocialrelationshipsthatjoinpersonstooneanother’(Denzin,1989,p.83).

Findings:

NoneYet

ResearchLimitations/Implications

Isocialiseatoneofthepubsandsometimesattheotherssofamiliarityisanissue.Itisassumedthatallpublicationswillbeavailabletoparticipantssoethicalissuesinvolved.InitiallysingledescriptionsofeachofthepubswillbeforwardedtocountyCAMRAmagazineforconsiderationandpossiblytothenationalCAMRAnewspaper.Thesedescriptionsrelatingtothepubs’attemptstomaintaintheirexistenceinthelocalcommunityandanyrelevantaspectsofthepublifewillbeavailabletothepubmanagerspriortopublicationandanyrelevantpersonidentifiedinthearticles.Otherpossibleoutletsincludelocalmagazinesbutthisisnotthemainfocusforpublication.MoreacademicarticlesusingthecombineddatafromthepubswillinitiallybeincludedinanannualethnographyconferenceinSeptember2015andintimetheywillbesubmittedtorelevantacademicjournals.Inthelongtermabookmaybeproducedincorporatingalltheanalysisoftheresearchcarriedoutandattemptswillbemadetoanonomisethepubs.

PracticalLimitations

Ditto

Socialimplications

Participantsmaywellrecogniseother’scontributionssomoreethicalconsiderationsandmypersonalrelationsmaybedamaged.

Somereferencetoalltheimplicationsmaybemadeinthepaper.

DanijelaJerotijevic

Culturalcapitalandacademicsuccess.

Purpose;

ThepaperisbasedontheethnographicfieldresearchprovidedincentralSerbiain2014and2015.Thisresearchwaspartofbroaderprojectfocusedoncomparisonofeducationalpracticesinthreeculturalenvironments–Serbia,BosniaandSlovakia.Authorwillpresentfindingsfromherownresearch,however,incontextoftheproject.Thebasicpresumptionisthatacademicsuccessofchildrenishighlyinfluencedbyfamilybackgroundanditssocio-economicstatus.Theaimwastoverifyiftheculture–specificeducativepracticesusedinthefamilieswithdifferentlevelofculturalcapitalwouldbereflectedinchildren´sacademicsuccessandeventually,intheirfutureambitions.

Theculturalcapitalwasoperationalizedaccordingtotheachievededucationofparents,ownershipofbooksandotherculturalartefactsandaccordingtotheattendanceofculturalevents(Bourdieu,1986).Educationalpracticeswerestudiedethnographicallyinthefamilyhomes.

Itisnotanewfindingthatpupilsfromthelowersocialclassareoftenlesssuccessfulintheschool.Somesociologistsconsiderschoolstobeinstitutionsdirectlyenablingthereproductionofsocialinequalitiesbasedonselection.Thosestudents,whoseparentsintensivelyco-operatewiththeschool,meettheteachers‘wishes(Bourdieu&Passeron,1977).PracticesusedbythoseparentscallBourdieuandPasseron„pedagogicaction“andthelong-lifehabitoftheirexercitationis,accordingtothem,thepartofparents‘culturalcapital.Childrenfromthesefamiliesareconsideredtobe„talented“pupilsandtheyareoftenfavoritedbyteachers.Duringtheschooling,theirpositionisfurtherimproved.Wemayobserveherethestronginfluenceofparentaleducation:Parentswithhighereducationusuallyworkwiththeirpedagogicactioninaccordancewithschool.Ontheotherhand,workingclassparentsofteninfluencetheirchildrenintheoppositeway(Bourdieu&Passeron,1977).

Exceptthistheoreticalexpectation,authoralsoreflectedthespecificsituationinwhichchildren(families)thatwerepartoftheresearch,havebeenliving.Childrenwerebetween10and15yearsold,thereforetheirparentsweregrowingupandlaterestablishedfamiliesduringthenineties,whenSerbiawasinvolvedinthreewarconflicts.SocialandeconomicsituationinSerbiaisstillfarfromstableandmany,especiallyyoungpeople,areleavingthecountry.Howthisinstabilityandinsecuresocialvaluesinfluenceparents–childrenrelationshipsandmessagesthatparentsaresendingtotheirchildren(concerningvalueoftheeducationandotherimportantquestions)?InmypresentationsIwilltrytoanswerthosequestions.


Theresearchwasbasedonqualitativemethods:in-depthinterviewswithfamilymembers(bothchildrenandparents)andobservingfamilyrelationsanddailylifeintheirhomes.Thequestionsaboutparents’background,theiracademicsuccess,familylife,finishededucation,practicesforpreparingfortheschooletc.wereasked.Childrenwereinterviewedwithoutparentsbeingpresentandtheywereaskedabouttheirschoolachievements,hobbies,friends,peerinterests,timespentwithparentsandsignificantothersetc.

Findings;

Dataarestillintheprocessofanalysis.


Ideabehindtheprojectwastocombinequalitativeandquantitatemethods(differentkindoftestforchildrenexecutivefunctionsandtheirreadingcomprehension,however,onlyqualitativedatawerecollected.



Thepresentationswilltrytoexplainhowsocialandpoliticalcontextoflivingenvironmentmayinfluenceand/orchangeparentsideasabouteducationandalsochildrenpreferences.

References:

Bourdieu,P.(1986).Theformsofcapital.InJ.G.Richardson(ed.).HandbookofTheoryandResearchfortheSociologyofEducation(pp.241-258).NewYork:Greenwood.

Bourdieu,P.,&Passeron,J.-C.(1977).ReproductioninEducation,SocietyandCulture.Londonetal.:SAGE.

MaleneKjær,AalborgUniversity

Ethnographicnexusanalysisinclinicalnursingeducation

Purpose;

Internationally,studentnurses'attritionafterclinicalpracticeisanincreasingproblem(Hamshire,Willgoss,&Wibberley,2012;PilegårdJensen,2006).Abetterunderstandingof'becominganurse'assituatedpracticeinthehospitalwardsmighthelpavoidpitfallsintheclinicalpractice.Thusathoroughinsight intothefield isnecessary inordertochangeit.Thepurposeofthispaper istoshow and discuss how it is possible methodologically to do ethnographic research in clinicaleducationandhowthefieldofclinicalnursingeducationinthehospitalwardsmightbeimprovedafterinsightsobtainedthroughethnographicresearch.


Usingnexusanalysis(Scollon&Scollon,2004,2007)asanethnographicframeworkinfourDanishhospitalwards,astudyofthedevelopmentofaprofessionalidentityamongstudentnursesinDenmarkwasconducted.ScollonandScollon’snotionson'navigate'and'engage'inthefieldprovidedaframetocombinebothdiscourse(Edley,2014)document(Prior,2003)andinteractionanalysis(Jordan&Henderson,1995)inordertograspthecrucialsocialactors(nurses,students,patients,relatives)andtheirdailyroutinizedpracticeinthehealthcaresettings.

Findings;

Thepapercontributeswithinsightsintothefieldofclinicalnursingeducation,gainedthroughathoroughmethodologicalframeworkofnexusanalysisasanethnographicwaytoconductresearchineducationandgraspthevariousmultimodalsocialactionsthatconstitutethepractice.Thepapershowshowacombinationof(video)observations,writteninterviewsandworkshopscanbeawaytoobtainknowledgeaboutthepracticethatconsistsofmembersgeneralizations,neutralobservations,individualexperiencesandinteractionwithmembers(Scollon&Scollon2004,p.158)


Gainingaccestohospitalwardstoconductethographicresearch(particularlywithavideocamera)candifficulttoobtain.Thoroughethicalconsiderationsareessentialaswellasthebuildoftrustamongresearcherandtheparticipantsinthefield,bothhealthcareprofessionalsandpatients.Inthepapertheseethicalimplications(thatarealsobothpracticalandsocial)willbediscussedandshownasanexampleofhowtobeabletoconductethnograpicresearchinaclinicallearningenvironment.

Edley, N. (2014). Analysing Masculinity: Interpretative Repertoires, Ideological Dilemmas andSubjectPositions. InM.Wetherell,S.Taylor,&S. J.Yates(Eds.),DiscourseasData-AGuideforAnalysis(3rded.,pp.189–228).London:SAGEPublications.

Hamshire, C.,Willgoss, T.G.,&Wibberley, C. (2012). “The placementwas probably the tippingpoint”–Thenarrativesofrecentlydiscontinuedstudents.NurseEducationinPractice,12(4),182–186.doi:10.1016/j.nepr.2011.11.004

Jordan,B.,&Henderson,A.(1995).Interactionanalysis:Foundationsandpractice.TheJournaloftheLearningSciences,4(1),39–103.doi:DOI:10.1207/s15327809jls0401_2

PilegårdJensen,T.(2006).Sygeplejerskeuddannelsen:Destuderendesvurderingogfrafald(p.209).Kbh.:AKF.Retrievedfromhttp://www.kora.dk/udgivelser/sundhed/i3730/SygeplejerskeuddannelsenPrior,L.(2003).Usingdocumentsinsocialresearch.London:Sage.Scollon,R.,&Scollon,S.W.(2004).NexusAnalysis:DiscourseandtheEmergingInternet.London;NewYork:Routledge.Scollon,R.,&Scollon,S.W.(2007).Nexusanalysis:Refocusingethnographyonaction.JournalofSociolinguistics,11(5),608–625.

HelenaKlicheandDr.VickiTäubig,UniversityofSiegen

EducationalAspirationsinResidentialCare–AnEthnographicResearchProject

Purpose;

Thegeneralincreaseofethnographicresearchconcerningeducationalfieldsofactionhaslessappealintheareaofresidentialcareasithas,forexample,intheoutpatientpracticeofchildandyouthservicesorinschools.Nevertheless,residentialcareisalsobecomeafieldforethnographicresearch–withabroadrangeofissues.

Wewillpresentaresearchprojectthataddstheissueoftheroleofschooleducationintheeverydaylifeofresidentialcaretotheissuesofcurrentethnographicresearchonresidentialcare.Theprojectdrawsonthefindingthatyoungpeoplewhogrowupinresidentialcare(homes)achieveloweracademicperformanceandlowersecondaryschoolqualificationsthantheircontemporaries.Thedisadvantagingofyoungpeopleinresidentialcarewithrespecttoformaleducationiscurrentlybecomingclearbasedoncareleaverresearch.Inresidentialcarepractice,directlycopingwitheverydaylife,whichincludestheyoungpeople'sdailyschoolattendance,haspriorityovertheissueoftheindirecteducationalsuccess.Evenbeyondethnographicresearch,thatoneoftheoverlookedtaskofresidentialcareresearchistherelationshipbetweenschoolandresidentialcare.Theroleofyoungpeopleaspupilsandtheassociatedissueofhowresidentialcare,aspublicorganisation,assumesthereproductivefunctionfortheschool,inparticular,showntobeagap.

Theresearchquestionis:Howdoresidentialcareorganisationsdevelopculturalcapital,andwhateducationalaspirationsareexpectedinthisrespect?Theprojectconfrontsthefieldofresidentialcarewithbasicapproachesofeducationalinequality.Itthereforeespeciallyrequiresanethnographicpracticethatworksonandwiththeories.Thesetheoriesmustbeconsideredwithregardtopracticeasforeigntothefieldorasunusualforthefield.Residentialcareisexaminedaseducationalenvironmentandtheexpressionofeducationalaspirationislookedinto.Inadditiontothegeneral"school-related"activities,specialattentionisgiventothetransitionfromelementaryschooltosecondaryschool.


Intermsofmethodology,theproject"ResidentialCareandSchool"isconductedasasix-monthethnographyinalivinggroup.Inthatgroup,theday-to-dayoccupationwiththesubject"school"isobserved.Theparticipantobservationissupplementedbyaninterviewwithexperts,severaladhocinterviewsandafinalgroupdiscussionwiththeyouthandchildcareworkersofthegroup.Theethnographyisanalysedonthebasisofthegroundedtheory(Strauss/Corbin),whereasthegroupdiscussionisanalysedbymeansofthedocumentarymethod(Bohnsack).

Findings;

Theanalysesshowthat"school",withinthecontextofthefactthattherecipientsarealsopupils,isalwayspartofthedailylifeinresidentialcareandsetting-specificframeworks.Theoccupationwith"school"occursondifferentlevels–tobementionedhereareforthefirsttimetheday-to-dayinternalandexternalcommunicationsaboutschool,doinghomeworkordecisionsconcerningthetransitiontootherschools.Inaddition,thedifferentwaysinwhichthefamilyoforiginisinvolvedinthecontextofschooleducationcanbeportrayed.

Out-of-schooleducationalfactorsalsoenterintothesettingoftheresidentialcareonaday-to-daybasisandthuscreateadditionaleducationalpossibilities.Intheexaminedlivinggroup,aneducationalenvironmentisproducedbywayofculturalcapitalthatisequaltoamiddle-classeducationalenvironment.Atthesametime,itcanbeobservedthatthemeagrepersonnelresourcesareunabletopasstheculturalcapitaltothechildren.

EllenKloet,WindesheimUniversity

Innovationinaprofession-orientedcontext

Purpose;

In2015WindesheimUniversitystartedimplementinganeweducationalconcept.Thisconceptprovidesstudentsandteachersautonomytocreateasmall-scale,flexibleandhighqualityeducationalenvironmentinwhichlearninggoalssuchas(theso-called)21stcenturyskillsandreflectiononthevalueandvaluesofprofessionalskillsareimplementedincurriculum.Theimplementationmeansamajorpolicyshift:less‘top-down’andmore‘bottom-up’curriculumdesignandorganization(Evers&Kneyber,2015;Hargreaves&Fullan,2012;Senge,2012).Thispaperdescribesandexplainsthedifferentprocesses,viewsandoutcomesofteamsofstaffmembersresponsibleforthecurriculum.

Theresearchfocussesonthreeteamsimplementingtheeducationalconcept.Itdescribestheculturewithintheseteams:theirviewsonnecessaryadjustments,thewaytheinnovationprocessisshapedandtriesprovideinsightsinthedifferences.


Thispaperdrawsonanethnographicstudyofthreeteamsresponsibleforacurriculum,implementingthisinnovation.Todescribethecultureofthethreeteams,theresearchfocusedonfouraspects:thephysicalandhistoricalenvironment,socialfactors(likegroupingandfacultyorganization),individualbehaviorofmembersofstaff,andculturalfactors(suchassocialstratification,senseofpride(Wolcott,2010).Thedataweretriangulatedfromfieldnotesofobservations,examinationofsecondarysources,unstructuredinterviews,semi-structuredinterviewsandphotographs.Inuniversity-wideactivitiesthedataweregatheredbyparticipantobservations.

Findings;

Thephysicalenvironmentofallthreeprogramsshowgreatdifferencesandindicatevariousviewsonteacher–studentinteractionandlearningconditions.Interestingisthewaytheteamsstruggletoadjustthenewfoundfreedomtotheirviewsonleadership.Thedifferencescanbeexplainedbyunderstandingtheviewsoneducation,byexploringthehiddencurriculumandtheimpliedstudent(Margolis,2001;Ulriksen,2009).Theoccupationalfieldtowhichtheprogramisdedicatedshowsamajorimpactontheculturewithintheteam.


ThisresearchwasconductedinaDutchuniversitywithaprofession-orientedcontext.


TheperspectiveforthispaperistosharpentheunderstandingoftheinfluenceofcultureinHighereducationprogramsoninnovationprocesses.

Inthepaperthreecasestudieswillexemplifytherelationbetweencultureandtheinnovationprocessandoutcomes.ThetheoreticalconceptualizationisfocusedoncombiningorganizationalcharacteristicsofuniversitiesasdescribedbyMcNay(1995)andhiddencurricula.

Evers,J.,&Kneyber,R.(2015).FliptheSystem:ChangingEducationfromtheGroundUp:Routledge.

Hargreaves,A.,&Fullan,M.(2012).Professionalcapital:Transformingteachingineveryschool.NewYork:TeachersCollegePress.

Margolis,E.(2001).Thehiddencurriculuminhighereducation:PsychologyPress.

McNay,I.(1995).FromtheCollegialAcademytoCorporateEnterprise:Thechangingculturesofuniversities.InT.Schuller(Ed.),Thechanginguniversity(pp.105ev):SocietyforResearchintoHigherEducation.

Senge,P.(2012).Scoolsthatlearn.Afifthdisciplinefieldbookforeducators,parents,andeveryonewhocaresabouteducation.London:NicholasBrealey.

Ulriksen,L.(2009).Theimpliedstudent.StudiesinHigherEducation,34(5),517-532.doi:10.1080/03075070802597135

Wolcott,H.F.(2010).Ethnographylessons:Aprimer:LeftCoastPress.

TinaKramer,UniversityofCopenhagenandAarhusUniversityHospital

EducationalEthnographyintheFieldofHealthCare

Purpose

ThePhDprojectconductsethnographicstudiesandfollowsanon-goingeducationaldevelopmentandcollaborationproject,InBetween(inDanish,InterTværs)betweenhospital,municipality,universityanduniversitycollegelocatedinAarhus,Denmark.ThepurposeofInBetweenistodevelopamodeltostrengthenpatientcentredinterprofessionalandcross-sectorialcollaborationskillsforstudents.Amodelwherestudentsfrommedicine-,physiotherapy-,occupationaltherapy-,clinicaldieticiansandnursingbachelordegreeprograms,asateam,focusonapatientpathwaythroughthehealthcaresystem.

Theresearchobjectiveistoinvestigateclinicaleducator’spracticalcompetenceprofileinrelationtoorganizationalrequirementsforthedevelopmentofinterprofessionalandcross-sectorialcollaborationskills.

Methodology/approach

ThePhDproject’sapproachisdescribedas'multi-siteethnography'andinvolvingamixofMethods(Borgnakke1996&2013,HammersleyandAtkinson2007,Marcus1995),includingparticipantobservations,interviews,videos,audiologbooksanddocuments.Theresearchproject’spracticeorientationisemphasizedastheinterprofessionalpracticeisstudiedinthehealthcarefieldandinreallearningcontexts,followingInBetweenwhereclinicaleducatorsparticipate.Theprojectisinspiredfromactionresearch

ThePhDprojectismovingonseverallevels,onthepoliticalmacro-level,theregionalmeso-levelandonthepracticalmicro-level.Themovementsbetweendifferentlevelsofimportanceinfluencethetheoreticalapproaches,correspondinglymovesbetweentheconceptsoftheprofessionalcommunitiesofpractice,mono-andinterprofessionalismandconceptsattacheddirectlytothesupervisingsituationandlearningpotential.

Contribution

Thispaperfocusonthemethodologicalchallengesconductingethnographicstudiesinthefieldofhealthcare.Furthermore,thepaperreflectsonimplicationsofdoingeducationalethnographicinthehealthcaresector.

References:

BorgnakkeK.2013.Etnografiskemetoderiuddannelsesforskningen–mellemklassisketraditionerogsenmoderneudfordringer.KøbenhavnsUniversitet.

BorgnakkeK.1996.Pædagogiskfeltforskningogprocesanalytiskkortlægning(bd.1),Procesanalytiskmetodologi(bd.2,Kap3,s.52-64):AkademiskForlag.

HammersleyM,AtkinsonP.2007.Etnography:Principlesinpractice.London:Routledge,3.ed.ed.

MarcusGE.1995.Ethnographyin/oftheWorldSystem:TheEmergenceofMulti-SitedEthnography.AnnualReviewofAnthropology,Vol.24,p.96‐117.

KrystalliaKyritsi,UniversityofEdinburgh

Usinganethnographicapproachtoexplorechildren’sperspectivesoncreativity:methodologicalchoicesandpracticesthatencouragechildren’sactiveinvolvementinthedatagenerationprocess

Purpose;

ThismethodologicalpaperispartofmyPhDresearch,whichisaboutexploringchildren’sandteacher’sperspectivesoncreativitywithinoneprimaryschoolclassroominScotland.Toexplorethistopic,Iadoptedanethnographicmethodology.Thispaperdiscussesmethodologicalpracticesandchoicesthathelpedmetounderstandandexplorechildren’sviewsoncreativityand,also,tomotivatechildrentoobtainanactiveroleduringthedatagenerationprocess.

Morespecifically,thispaperdiscussesmydecisiontoencouragechildrentobringwiththemculturalartefactsorotherpromptsthatcouldgeneratediscussionduringtheinterviewprocess.Thiswasalsoanattempttonotimposemyownviewsoncreativitytothechildren,buttogivethemthespacetoexpresswhatcreativitymeanstothem.ThischoicewasbasedonDavisetal.’s(2000)argumentsthatresearchersshoulduseopportunitiesthatcanbefoundinchildren’ssocialworldsinordertoobtainunderstandingoftheirlives.

Furthermore,inanefforttooffernewavenuestoencouragechildren’sactiveinvolvementindatageneration,Iintroducedaninnovativemodelforobtaininginformedconsent:thesecretboxes.Thismodelwasbasedonargumentsthatpromptresearcherstoconsiderthepluralitiesanddiversitiesofchildhood(James,2002),aswellastheneedtoimplementethicalproceduresthatrespectchildren’sautonomyasresearchparticipants(JamesandJames,2012),andtorespecttheiranonymity(Tisdalletal.,2009).

Thispaperalsodescribestheprocessofre-negotiableandongoingconsent,asmentionedaboveand,additionally,discussesthecreationofopportunitiesforthechildrentocritiqueparticularstagesoftheresearchprocessandtheresearchfindings.


Thisresearchusedanethnographicmethodology.Participantobservationandinterviewswereusedasmethodsfordatageneration(Mason,2002).Asaresearcher,Iwasamemberofthecommunity,interactinganddiscussingwithpeople(DenzinandLincoln,2003)and,also,learningfromthem(Davis,2009).Theaimofthisethnographywastoproducethickdescriptionsofthefield,toenterinto‘children’sculturesofcommunication’(Christensen,2004:166)andtoresearchforandwithchildren(Gallagheretal.,2008).Theresearchemployedparticipantobservationtogeneratedatafromtherepresentationofsociallifeofthefieldandfrominformalchatsandinteractions.Informalconversationsweretakingplaceeverydayandhelpedmetoobtainabetterunderstandingofchildren’sperspectives.

Theethnographicdataweredocumentedinfield-notesandthispaperwillincludedataextractsofwhatIobserved.ThepaperwillalsoanalysethewayinwhichIwaskeepingnoteswasasubjectofdiscussionwithchildren.

Findings;

Thepaperbrieflydiscussesfindingsonchildren’sperspectivesoncreativity.Thosefindingsincludethemesaboutcollaborativecreativity,creativityandpower,control,performativityandcreativityandfreedom/flexibility.

Mostimportantly,thepaperemphasisesonthediscussionofthefindingsof;

a) theuseofculturalartefactsthatwerechosenbythechildrenthemselvestocommunicatetheirmessageswithmeduringtheinterviews

b) theuseofthe‘secretboxes’onadailybasisandthemultipleunderstandingsthatchildrenhadontheuseoftheboxes

c) children’scritiqueontheresearchprocessandtheresearchfindings.


Thispapercontributestothedialogueregardingmethodologicalandethicalpracticeswithindoingethnographicworkbypresentingfindingsconcerningtheimplementationofthe‘secretboxes’model.Itscontributionfurtherdrawsonthesuggestionthatresearchersshouldutiliseopportunitiesfoundinchildren’ssocialworldsratherthancreatingspecialresearchopportunities(Davisetal.,2000).Finally,thispapersupportschildren’sactiveinvolvementwithinresearchpracticesandprovidesadetailedaccountofhowthisresearchcontributedtothisaimduringthedatagenerationandthedisseminationprocess.

KristinaLanå,StockholmUniversity;AnneliSchwartz,UniversityofBorås

Thesignificanceofplaceinrelationtoschoolvalue

Purpose;Thereisanextensivemediadiscourseabouteducationalperformancebetweengroupsofpupilsdefinedbysocioeconomicstatus,ethnicityandgender(Beach,2016).Theplaceandgeographiclocationoftheschoolisoftenpartofthisdiscourse.Placeisanimportantfactorwhenitcomestounderstandingexclusionineducation.Geographicplacecontributestostigmatizethereputationofschoolsandtheirpupils(cf.Bunar,2001).Schoolsandtheirpupilsdon’tlivetheirownlivesontheirownconditions,butareinfluencedbydifferentfactorsandstructuresintheirsurroundings.Thepresentpaperhasbeendevelopedtoexplorethissignificanceofplaceinthedevelopmentofschoolvalue.

Design/methodology/approach;OurresearchemanatesfromtwodifferentethnographicstudiesinthreedifferentschoolsinSwedenforpupilsbetween13and19yearsofage.Extensiveparticipantobservationattheschoolstogetherwithfieldandformalinterviewsformedthemaindata-productionstrategies.Twooftheschoolsmaybedefinedasoneurbanandonesuburbanmulticulturalschool,andthethirdoneasahigh-statuscityschool.Thestudyincludesclassroomobservationsandinterviewsfromthethreeschoolsbetween2008and2013.Wehave,inthispaper,calledtheschoolssimplyschoolA,B,andC.

SchoolAisasuburbanmunicipalgrade7-9schoolforpupilsaged13to16years.Theareawheretheschoolisplacedhasbeenidentifiedinternationallyassociallyvulnerable.Thepupilscomefrom50differentnationalbackgroundsand40differentlanguagesarespoken.SchoolBisanindependentuppersecondary(16-19)schoolinthecentralpartofoneofSweden’sthreemajorcities.Ithasaspecialpedagogicalprofileasaschoolthatusesyouthculturallyinformedpedagogiestomotivatelearningandinvolvement.Thepupilstraveltotheschoolfromdifferentpartsofthecity.Alittlebitmorethanonefourthareofmigrantbackgroundandmostofthemcomefromlowersocialbackgrounds.SchoolCisaninnercityhighstatusuppersecondaryschool.Itisamagnetschoolthatattractspupilsfromsocio-economicstrongback-groundsfromoutsidethearea.About10-15%ofthepupilsareofmigrantbackground.

Findings;Thefindingsfromthepresentanalysisarethatpupils’socialandethnicbackgroundsareseldomtakenintoconsiderationwhenitcomestoquestionssuchasifpupilshaveequalopportunitiestoinfluenceteaching,getgoodresults/marksandsucceedintheirschoolstudies.Insteadactor(e.g.teachersandheadmasters)understandingofpupils’chancestosucceedintheirstudiesrelatetowhichgeographicareathepupilscomefrom(Schwartz,2013)intermsofwheretheylived.Forthosefromlowsocio-economicmulti-culturalareasthismeanttheyweredescribedasnonSwedishpersonsfromwithin.Alsoofnotewasthatthepupils’ethnicbackgroundswereseldomspokenofatallinrelationtothisdefinitionofotherness(Lanå,2015).Insteadheadmastersandteacherstalkaboutwhatareasthepupilslivein.

Researchlimitations/implications(ifapplicable);Theinvestigationsandthethreeschools,andaboveallthecombinedmeta-analysis,identifyalongwithWalkerdine,LuceyandMelody(2001)howdiscoursesaboutethnicityandsocialbackgroundareactuallyproducedthroughreferencestoplace.Residentialareasseparateandcreatedifferences,signifyingwhoisinsideandoutsideandsotospeakproduceexclusionandinclusion.Wherepupilscomefromseemstobeinfactmoresignificantthanotherfeaturesincludingevensocialclassorethnicity.Areas

areterritoriallystigmatized(toparaphraseWacquant)andthestigmaprecedestheencounterwiththeindividual(Bunar2001;delosReyes2007).

Socialimplications(ifapplicable);AsdescribedinSchwartz(2013),thiswayoftalkingaboutpoorplacesandtheirinhabitantsisbynomeansuniquetotheparticularschoolorSwedenalone(Beachetal,2013).Youngpeoplefrompoorsuburbsandtheirformsofknowledgeareoftendescribedbynegativeconceptualizationsasdamagedthroughgrowingupintheplacestheycomefrom(Öhrn,2011).Inthissensetheterritoriallystigmatizedsuburbisnotonlyageographicplaceitisalsoasocialposition(Dikec,2007;Shim,2012),asanon-Swedishplacefullofimmigrants,poverty,exclusionsegregationandmarginalisation.Oneoftheteachersexplainedhowthisaffectedthepupil’spossibilitiestosucceedinschoolasfollows:Ifyoulookatit,thisplaceislikeasocial-democraticPolishghetto...Itispreciselythis;itisaconcentratedghettothataffectsthepupils.

DavidE.Long,MoreheadStateUniversity

Large-scale,Randomized,ControlTrialSTEMEducationResearch:AnEthnography

Purpose:Thispaperdescribestheinitialfindingsofanethnographicstudywithinalarge,federallyfundedU.S.educationalresearchprojecttoimproveprimary,secondary,andtertiarySTEMeducation.Joiningthisprojectmidwaythroughitsfiveyearfundingcycle,DavidLonginitiatedaprogramoforganizationalethnography(Ybema,2009)todocument,viaimplementationresearch,thesuccesses,failures,andpoliticalmaneuveringsofprogramstaff.AsLongdetailsinhisfindings,althoughhisresearchplanwasapprovedbyprogramleadership,itbecameclearmidstreamthatthatsameleadershipneitherunderstoodtheresearchdesigntheysignedoffon,northeimplicationsofhavingsuchananalyticallensexaminingprogram‘dirtylaundry’.Whiletherewascertainlymuchgoodabouttheproject,therewasplentyofsuchlaundry.AsLongexplores,spuriousjustificationsofpriorresearchfindingsandcherrypickedcaseswerepresented,asitappears,towinthecompetitivegrantthatfundedtheproject—thelargesteverreceivedbythisuniversity,some$34,000,000.Asprogramevaluationreportsbegantoshowlimitedormuddiedresultscountertotheoptimisticpublicrelationscampaigninflatedovertheproject,muchenergywasspentindiscipliningthemessagingoftheproject.Inlinewiththisuniversity’sevolving,status-seekingidentityandethos,oneoutsidecriticoftheuniversityhasdeemedit“theNeoliberalMothership”.

Asmanyhaveobserved(Hursh,2007),logicsofneoliberalrationalityhavecometodominateeducationalresearchinquiryandthefundedprojectsitrepresents.Workingwithinthisconstrictedframe,manystillironicallymobilizethebannerofsocialjusticeasalegitimizationtechnique.Alargeamountofsuchworkdeploysthisterminologynotasanintendedactionableethos,butasafloatingsignifier—doingtheworkneededtoappeasegrantlanguagerequirements,andsigningsocialresponsibility.Sponsoredprojects,intheworkofU.S.post-secondaryscholars,aswellasmanyothersettings,havebecomethecoinoftherealm.Grantsaboveallelse.

Thispaperisthefirstworkpresentingwhattheauthorisdevelopingasabook-lengthproject.Ascriticalanalysisoffailedorproblematicprojectmanagementhaslittlerewardinneoliberalrewardrationalitythisprojectdescribesaneeded,butoftenavoidedlensofanalysisonlargeeducationalreformprojectmanagement.


Whilepoorlydevelopedineducationalresearch,Flyvbjerg,Landman,andSchram’s(2012)frameworkofphroneticsocialsciencehashadgreatimpactinlargeprojectmanagementandorganizationalstudy.Themodelasksfourquestionsofcomplex,value-ladenhumansocialsystems:(1)Wherearewegoing?,(2)whogainsandwholoses,andbywhichmechanismsofpower?,(3)isthisdevelopmentdesirable?,and(4)what,ifanything,shouldwedoaboutit?AsthelargestscienceeducationreformprojecteverfundedbytheU.S.DepartmentofEducation,Longemploysthismodeltoanalyzedataspanningfiveyearsandservicinghundredsofprimaryandsecondaryteacherparticipants,multipleresearchuniversityimplementationsites,

andultimatelyaffectingthousandsofstudents.Datacollectionmethodologywasinformedbyaframeworkoforganizationalethnography(Ybema,2009),situatedwithinanimplementationresearchdesigntoidentifyandrecommendimprovementstoeducationalpractice.DatacollectedbyLongandateamoftenfieldresearchersunderhisdirectionincludessurveys,interviews,programphysicalanddigitalartifacts,andfieldnotes.Withthis

approach,wegainboththequalitycheckofnormsofimplementationresearch(Fixsen2014)andtheinteriorgazeatthemanagementofpowerrelationshipsthatdrivealargeprojectindifferentways.SuchadatacollectionprotocolprovidesthemeanstoanswerFlyvbjerg’sfourquestions.

Findings

Inthispaper,Longwillfocusonthefollowinginsightsfromthisproject.1)Thelegitimationprocessofquestionablepriorresearchfindingstojustifytheproject,2)theassemblyofconfidantsandsocial-networkedpowerstructuresacrosseducationalinstitutionsthatsupportedtheseprocesses,3)therepackagingofnegativeevaluationfindingsfromstudentoutcomesdatatosupportprogrampublicrelationgoals,and4)negotiatingdoctoralresearchertrainingandawarenessastheprojectbeganfailing.

Theprojectaddstothesmallbutgrowingliteratureonlargeeducationalprojectmanagementintheeraofneoliberalrationality.

Theprojectshowsaconcreteanalysisofthepublicgoodbeingcompromisedbycareeristactorsputtinguniversitygainabovethecommons.

References

Fixsen,D.L.(2014).Implementationresearch,practice,andpolicy.Göttingen[u.a.:Hogrefe

Flyvbjerg,B.,Landman,T.,&Schram,S.(2012).Realsocialscience:Appliedphronesis.Cambridge:CambridgeUniversityPress.

Hursh,D.(2007).AssessingNoChildLeftBehindandtheRiseofNeoliberalEducationPolicies.AmericanEducationalResearchJournal,44,3,493-518.

Ybema,S.(2009).Organizationalethnography:Studyingthecomplexitiesofeverydaylife.LosAngeles:SAGE.

ManuelPalomaresValeraandMartaBenitoMora,CentreofInnovationandResearchinEducation[“Educasapiens”]

Whatdochildren´shomesdowithchildrenincare?AnethnographicanalysisofeducationalsocialpracticesfromtheinsideofaResidentialChildCareInstitution.

Purpose;

Thispresentationshowsananalysisfromastudyfocusedonunderstandingwhatchildren´shomesdotoachievetheirmaininstitutionalgoals,thatis,improvingthepersonaldevelopmentandsocialintegrationofchildrenincare.

Accordingly,wecarriedoutaneducationalethnographyinordertoidentifythemainsocialpracticesthatcompoundedtheeverydaylifeofthehome.Thisisanimportanttasktodobecausemainstreamstudiesusingquantitativepre-poststudiesormix-methodsresearchfocusedeitheronindividualoroninstitutionalfactors.Thisleftapartanyinterestontheactualeverydaylifeofthechildrenwithinthehomes.Thereforemanyrelevantsocialandculturalprocesses,essentialtounderstandhowchildren´shomesachievetheirgoals,remainunknownorunderstudied.

Thepurposeofthisanalysiswastoidentify,categorisedanddiscussthesocialstructureoftheeverydaylifeinonechildren´shome.Todoso,weusedtheconceptof“socialpractice”(Wenger2001),andparticularlytheconceptsof“formal”,“informal”and“paradoxical”practicesfromaprevioustheoreticalmodelbyPalomaresandPoveda(2010).


Forthisstudy,wecarriedout69daysofparticipantobservationduring9monthinaSpanishchildren´shomein2009.Fieldworkwereregisteredinfieldnotesduringtheobservationandcompletedusuallythedayafterintheoffice.Althoughwehadgreatcooperationfromfront-lineworkers,wehadnotpermissiontoaudio-recordinterviewsorrecordanysituationonvideocamera.Inanycase,wecarriedoutsemi-structuredinterviewsthatweregisteredinnotes.Also,wecouldrecordonaudiosomerelevantsocialpracticesinthehomesuchastheeducator´shandoverorthechildren´sassembly.Finally,wehadaccesstoinstitutionaldocumentationthatwecouldreadwithinthehome,butthatwecouldnottakeoutorphotocopy.

Fortheanalysiswepresenthere,thefieldnoteswereanalysedfromdifferentperspectivesfordifferentpurposes.WeusedthetheoreticalapproachbyPalomaresandPovedatocategorisesocialpractices;GroundedtheorybyStraussandCorbin(1990)toidentifytools,strategiesorprocessesusedbyfront-lineworkerstoachievetheirinstitutional/educationalgoals;andtheanalysisoftalk-in-interaction(Schegloff2007)tounderstandthesequentialorganizationoftherecordedinteractions.

Findings;

Ourfindingsgiveabroadpictureoftheinsideofachildren´shomeasaneducationalinstitution.

Firstly,weidentifiedasetofdifferentsocialpractices(asdefinedfromboththeparticipant´sandtheresearcher´sperspective)compoundingthesocialandeducationalactivityinthehome.Wecouldseeaninterestingunbalancebetween“formal”,“informal”and“paradoxical”practicesanditsdistributioninthespace/timematrixoftheinstitution.

Secondly,andwithinthesepractices,wefoundandclassifieddifferenttools,strategiesandprocessesusedbyfront-lineworkerstoachievetheirinstitutional/educationalgoals.Fromthisanalysis,wecanseesomeinitialdifferencesbetweentheintendededucationalactionsandtheactionsthatactuallytookplaceinreal-timepractice.

Thirdly,wehighlightanddiscussthefindingscomparingchildren´shomeswithothereducationalinstitutions.


Thefindingspresentedherehighligttheneccessityofethnographicresearchtoaccountforrelevantsocialandculturalprocesseswihtinchildren´swelfareinstitutions.

Residentialchildcareinstitutionshavebeendefinedasplacesof“complexity”(Stevens2007).Thesesettingsareidealtounderstandhowmultiplefactorsinterveneinchildren´ssociallifeincludingtheinstitutionallevel,whichisespeciallyrelevantnowadayssincenon-institutionalspacesarebeinglostininfancy.


Opening-upchildren´shomes,andfurthermore,makingheardthenecessityofopening-upcertaindelicateinstitutionsmightleadtoareconsiderationofmanybasicbutappanrentlyforgottendebatesinchildren´swelfare.Whyisitthechildandnottheaggressorwhomustleavethefamilyhome?Towhatextendarewebenefitingorharmingchildrenwhentheyaretakenintocare?Areprofessionalsproperlytrainedtofacethemostchallengingsituationsandcases?Areweconsciousoftheparadoxicalpracticesandtheundesirableimpactofmanyofthem?Howisitcomplexitymanagedandhowdoesthisaffectchildren?

NeilaMiled,UniversityofBritishColumbia

ResearchingMuslimyouth:TheResearcher’sreflectionsonthedilemmasofreflexivity,positionalityandrepresentationincriticalethnography

Iamembarkingona‘difficult’researchjourney.Doingeducationalqualitativeresearch“inthistimeof“methodologicalfundamentalism”(Denzinetal.,2011,p.770),‘paradigmproliferation”(Lather,2006)and“methodologicalcontestation”(Wright,2006)isbecomingsocomplexandsochallenging.Doingqualitativeresearchandinparticularengagingincriticalethnographyatthismomentoftheoryandmethodologyprofuse,andinparticularusingatransnationalfeministlenstotheorizeandconductmyresearchrequiresanengagementwithnoveldiscoursesofethnography,reflexivity,positionality,andrepresentation.

Myattempthereistoconceptualizemyethnographicadventure,detectitscomplexitiesandchallengesandreflectonitsdifferent“dangers,seen,unseen,andunforeseen”(MilnerIV,2007,p.387).Icontendthatethnographicresearchhasgonethoroughdifferentcontestedphasesandhaswitnesseda“changingstory”(Clair,2003,p.3).

Inthispaper,Iamreflectingoncriticalethnography,itspromisesandlimitations.Ialsoproblematizereflexivity,positionality,representationandvoicewhenengagingwithcriticalethnographytoexplorehowMuslimyouthnegotiatetheiridentitiesandtheimpactoftheirschoolingexperiencesinthisprocess.Beinga“Muslim”feministresearcheranddoingresearchwith/about/forMuslimyouthdoesentailalotofcomplexitiesanddilemmas.Iproceedwithmyreflectionsoncriticalethnography.

Myengagementwithcriticalethnographyemanatesfromthe‘political’andthe‘critical’dimensionsthatthisresearchisembracing.Criticalethnographyallowsmetogetadeeperunderstanding,acloserlookandacomplexandrichdata.ItishardtomapthecontoursofaresearchdonebyaMuslimresearcherresearchingMuslimyouth,theboundariesofresearcher/researchedandtheinsider/outsidergetblurryandcriticalethnographyinthiscontexthelpsnavigatethisdifficultresearchterrain.

InmyworkIengagewithreflexivityofdiscomforttoreflectonmypositionality;mysubjectivity,myprivilegeasaresearcher,myidentity(ies),thepowerrelationsandtheknowledgeclaimsthatareinherentinmyresearchprocessesandalsotheformsofoppressionsthatshapemysubjectivityandthateventuallywillcomeupthroughmyresearch.Reflectingon“mystory”isintertwinedwithhowIperceiveandconductmyresearchandhowthiswouldimpacttheparticipants.IacknowledgethatthemeaningsIwouldgivetotheissuesandexperiencesinvestigatedinthisstudyalsoreflectmyownworldviewsthatareshapedbymymembershipinsocialgroupsbasedon,butnotlimitedtogender,race,ethnicity,culture,religion,class,status,andage.Iarguethatthesemultiple“positions”can’tbedealtwithseparately,buttheyincessantlyintersectandoverlap.

Icontendthatworkingwithreflexivityisacomplextaskthatdestabilizestheresearcher’scertainties,andshakesthe“commonsenses”;itisatransformativeprocessbecauseitis“turninginuponourselves”andit“shouldinvolveputtingourselvesintensionwiththehistoricalandculturalforcesthatsituateusintheworld”(Chawla&Rodriguez,2011,p.80).Dillard(2006)arguesthat“Itisessentialtoothatweexaminetheunderlyingknowledgeofworldview,”andsheexplainsthat“ourworldviewsariseoutofwhatthosearoundusbelieve,ourexperiencewithinthecommunitiesinwhichwelive,andwhatthosewhoareperceivedaslegitimateandpowerfulinoureyestellusofthenatureoftheworld(p.63).Thismeansthattheresearchershouldexaminethecomplexitiesofhis/herhistory,subjectivity,identity,

gender,race,sexuality,andclassinrelationtotheresearchitselfandhowtheseimpactthewholeresearchprocesswhilebeingcautiousoftheessentialistviewof“What”and“who”weare.Thispaperreflectsonthesedilemmas,asksquestionsandengagesinmappingmyethnographicjourney.

MaropengModibaandSandraStewart,UniversityofJohannesburg

TheethnographyofclassroompracticesinSouthAfrica

Purpose:

ThepaperfocusesonethnographicstudiesthathavebeenconductedinSouthAfricanclassroomsoverthepast20years.Theexplanationsandinterpretationsinthesestudiesaretreatedasdataforproducingasynthesisthatclarifiescomplexitiesthatcharacteriseresearchers’subjectivitiesinSouthAfrica.

Theexplanationsandinterpretationswillbecontextualisedtoclarifyhowtheauthorsassubjectsplayedanessentialroleinthestudies.Theycouldnotabstractthemselvesfromthecultural/materialrealitiesthatinfluencedhowtheydescribedandmadesenseofwhattheywitnessed.Theconclusionstheydrawineachofthestudiesarepartoftheserealities.

Thesynthesisdevelopedwillthusbeusedtodescribethesignificanceofthedifferentcontextsandpositioningoftheauthorsthroughtheexplanationsandinterpretationsprovidedineachstudy.Theideas,concepts,metaphorsineachwillbepresentedtore-interprethowtheseaspectsareproductsofthemeaningsbroughtinandgeneratedfurtherinthecontextsinwhichtheauthorswereembeddedassubjects(Alexander,2000).

Design/methodology/approach:

Ameta-ethnographicapproachwillbeadoptedtosynthesisestudiesthatwereconductedatdifferenttimesandindifferentareaswithinSouthAfrica.Thepaperwilldetailthecontextsinwhichandforwhichethnographywasusedtostudywaysinwhichsociallygivenmeaninghasbeenconstructedtobuildupinterpretationsofteachingpractices.

Ofthestudiessampled10willbeselectedinwhichthereisevidenceoftheresearchershavinggonebeyondamererecordofparticipants’actionstoadescriptionandinterpretationthatprovideddetailsabouthowthecontext,feelings,relationshipsandhistoriesoftheactionsthatwerewitnessedintheclassroomsweremadesenseof.

Findings:

Thedifferentwaysinwhichresearcher(s)foundthemselvespositionedinthestudieswillbeinterestingtoexamine.Eventhoughethnographyunderscoresthebenefitsofrecognisingthepoweroflocalknowledgeandpracticesasculturethatcannotbeeasilyoverlookedandundervalued,tovaryingdegrees,thiswouldattimesbecompromised.Specifically,theauthors’subjectivitiesandorientationsinternalized(Soudien&Sayed,2004)indifferentcontextswillbedescribedtoexplainhowtheycouldhavebeenresponsibleforoverlookingorunderplayingthesignificanceofthemeaningspromotedinthecontextsinwhichthestudieswereconducted.

Researchlimitations/implications

Sincethestudyaimstohighlightthecontributionofameta-ethnographicapproachtoenhancingunderstandingofteaching,eachresearcher’sorresearchers’positioningwithinastudy,thatis,presenceintheresearchsettingrepresentedarealitythathadtobesampled.Ithadsomeinfluenceoverhoweachstudywasconducted.Thescopeofthesynthesis,comparabilityandgeneralisations,willberestrictedbytheconceptsusedbytheauthorsandtheirresearchsettings.

Practicalimplications

Acriticaltestforastudyofthiskindiswhetherwhattheresearcherspurporttohavesynthesisedisrecognizedasvalidbytheauthors(Brittenetal.,2002).Thereforepayingattentiontotheauthorsandresearchers’interpretationswillbecrucialtothere-interpretationdevelopedinthesynthesis.Theirsignificanceincapturinghowclassroompracticesandthepatternedwaysinwhichtheywereconsideredweremadesensecannotbeoverlooked.

Socialimplications

Thedistributiveeffectsofpoliciescannotbeunderstoodwithoutestablishinghowpracticesinschoolsintegrateculturalvaluesandtraditionsfromteachersandstudentsasco-actorsembeddedwithinfamiliesandcommunities.

PaulineMogerandCarlBagley,DurhamUniversity

UncoveringPolicyLegacy:AnEthnographicAccountofaSecondarySchool’sCommitmenttoCreativity.

Purpose

Theresearchseekstomakeanoriginal,rigorousandsignificantcontributiontoknowledgeasitrelatestotheunderstandingofpolicylegacy.To-datequalitativeresearchinthefieldofpolicyhastendedtofocusonthecomplexitiesofprocessassociatedwithpolicyenactment;investigatingtherelationshipbetweennationalpolicydiscourseandthewaysinwhichthisdiscourseiscreativelyreconstitutedinschool-basedcontextsofpractice.Thestudy,inbuildingonthisresearch,isconcernedwithuncoveringandexploringthewaysinwhichacommitmenttoaspecificpolicy–inthiscasecreativity–isenacted,embeddedandsustainedwithinaschoolandhasalegacyevenafternationalpolicydiscourseandprioritieshavechanged.


Thestudyisbasedonathreeyearin-depthethnographicinvestigationundertakeninonesecondaryschool.Thestudy,theoreticallyinformedbysymbolicinteractionism,collectedfield-workdatathrougharangeoftraditionalethnographicmethods.Itutilizedparticipantobservationinarangeofformalandinformalsettingswithintheschoolincludingimmersioninspecificcurriculumdevelopmentinitiatives.Itincludedsemi-structuredinterviewswithkeyindividualsandgroupsassociatedwiththeschool’scommitmenttocreativityincludingleadershipteammembers,teachers,parents,andpupils.Semi-structuredInterviewswerealsoconductedwithkeypersonnelfromregionalarts-basedstakeholderorganizationsassociatedwiththeschool.Adocumentaryanalysisofschoolbrochuresandpolicesandregionalandnationalpolicystatementsoncreativitywasalsoundertaken.Thedataweresubsequentlyanalyzedthroughathematicapproachwithemergentcategoriesidentified,groupedandusedtopresentthefindings.

Findings

Thefindingscomplimentpreviousresearchonpolicyresponseandenhanceacademicunderstandingofthewaysinwhichpolicyisenacted,embeddedandsustainedbyaprocessofcreativesocialactionataschool-basedlevel;onewhichhasalegacyevenwhennationalpolicypressures,expectationsandprioritieschange.Thefindingsuncoveranumberofkeyfactorsasplayingacriticalpartintheschool’sworkingrelationshipwithcreativity.Factorsofparticularsaliencerelatetotheschool’sethosandcultureasconducivetothenotionofcreativity,theleadershipstyleandstructureenablingadistributedcommitmenttocreativityamongststaffatalllevels,thealignmentandembeddingofcreativitywithincurriculumdevelopmentinitiatives,andtheexternalsupportprovidedtotheschoolfromarts-basedregionalpersonnel.

Thedataalsotentativelypointtothepotentialfragilityofsustainingapolicyinitiativewhenthenationalpolicyenvironmentchangesandparticularschool-basedfactorsassociatedwithstrategicpolicyresilienceinrelationtocreativityareplacedinjeopardy.Conceptuallythefindingssupportandstrengthenpreviousresearchonpolicyenactmentandcreativesocialactionattheleveloftheschool,highlightingthetemporal,complexandcontestednatureofpolicylegacy.

AkikoNambu,UniversityofExeter

Theinfluenceofschoolcultureontheeffectiveimplementationofateam-teachingpolicyintheJET(JapanExchangeandTeaching)Programme:anethnographiccasestudy

Purpose;Aimingatinternationalisation,theJapanesegovernmentinitiatedtheJapanExchangeandTeaching(JET)Programmein1987byintroducingteam-teachingbyindigenousJapaneseteachersofEnglish(JTEs)andyoungnativeEnglishspeakinggraduatesfromoverseasasAssistantLanguageTeachers(ALTs)intoEnglishlanguageclassroomsthroughoutJapanesepublicschools.Previousstudieshaveshownthattherehavebeen,insomecases,alackofinteractionbetweentheJTEsandALTs.However,thesestudiestendedtofocusmainlyonclassroomactivitiesandconsequentlytheteamswerefoundtobethemaincauseofineffectiveteachingandlearning.However,itshouldbenotedthatinteractionandcollaborationextendbeyondthewallsoftheclassroomstotheschoolasawhole.Theroleoftheschoolandtheimpactoftheteam-teachingparticipantsonandfromtheinstitutionwilldependtosomeextentonthenatureoftheschoolanditsculture.Therefore,thisstudyaimedtoexplorehowteachers’teams(JTEs’andALTs’)perceivedtheirrolesandhowtheyareinfluencedbyschoolcultures,aswellasidentifyingwhichaspectsoftheschoolculturecouldimpactontheeffectivenessoftheJETProgramme.ItalsoinvestigatesthewaysinwhichtheALTsarewelcomedandacceptedintotheschoolsaswellashowtheALTscopewiththecontextsofspecificschoolsettingsandcultures.

Design/methodology/approach;Inordertogainadeeperunderstandingoftheseteam-teachinginteractionsandproblems,theconceptualframeworkofthisethnographiccasestudy(6months)wasbasedonHolliday’sconceptof‘smallcultures’andLaveandWenger’stheoryofcommunitiesofpractice.Dataforthestudywereobtainedfrom4ALTs,7JTEs,3administrativeteachersand1PEteacherthroughsemi-structuredindividualinterviews,observationsofteam-taughtlessonsof5teamsandschoolactivitiesoutsidetheclassroomswhichALTsattended,aswellasextensivefieldnotes,artefactsanddocuments.

Findings;Thefindingsrevealedthecomplexitiesoftheschoolcultures(assmallcultures)andtheeffectthatthesecultureshadontheperspectivesofALTsandJTEs,theirrolesandcontributionsandontherelationshipsbetweentheALTsandJTEs.InordertofindsolutionsforproblemsconcerningthelackofinteractionbetweentheJTEsandALTs,studiesbyGillis-Furutaka(1994)andHiramatsu(2005)suggestthatbothJTEsandALTsshouldbegivenopportunitiestoextendtheirpedagogicalknowledgebaserelatedtoTESOL(TeachingEnglishtoSpeakersofOtherLanguages),pointingoutthelackofopportunityforlearning.However,whatmyownstudyfoundisthatthelackoftwo-wayinteractionisdependentlargelyonhowtheirrolesareshapedwithintheparticularschoolcultures.GainingpedagogicalknowledgeofTESOLatthepersonallevelsisinsufficienttoimproveteam-teachinginteractionsbetweentheJTEsandALTs.Theculturesalsostronglyaffectedtherolesofschoolsasteachers’professionaldevelopmentcommunities.Thisiscloselylinkedwithissuesconcerningidentityandpower.TheJETProgrammeaimstopromotecollaborationbyintroducingteam-teaching;however,theresultisthatitimposedcollaborationontheschools.Withoutconsideringthecomplexitiesoftheschoolcultures,itisextremelydifficulttoachieveimprovementsinteam-teachinginteractions.

Researchlimitations;This6month-studywasrelativelyshortintermsoffieldvisits.However,theshorttimeperiodiscompensatedforbycollectingmultipleformsofdatawhichprovidedsufficientinformationtoaddresstheresearchaimsandtoaddtoourcurrentknowledgeofteam-teaching.

Practicalimplications;ThisstudysuggeststhattheJETProgrammeneedstobetailoredtothespecificculture,andthatinfluentialpeopleineachschoolshouldbeinvolvedtoovercomeanydifficultiescausedbyculturalaspects.TheseapproachesmaycreatesupportiveprofessionaldevelopmentcommunitieswithintheschoolsandimprovecollaborationbetweentheJTEsandALTs.

Socialimplications;InterculturalawarenessarosenaturallyfromtheALT’spresenceintheschool.ThisawarenesssuggeststhevalueoftheperspectivesoftheALTsasstrangers,inthattheywereabletoidentifysomemoreeffectiveteachingstrategiesthanthoseembeddedinthelocalculture.TheALTs’experienceofmakingthestrangefamiliarshedsnewlightonteachingandlearningandhelpstodevelopnewtheoreticalperspectivesandpedagogy(Osborn,2015).Thesefindingsaretransferablenotonlytoteam-teachingcontextswheretwoculturesandnormsclash,butalsotothosecontextswhereanewcomerjoinsacommunity.

References:

Gillis-Furutaka,A.(1994).PedagogicalpreparationforJETProgrammeteachers.In.M.Wada&A.Cominos(Eds.),Studiesinteamteaching(pp.29-41).Tokyo,Japan:Kenkyusha.

Hiramatsu,S.(2005).Contextsandpolicyreform:AcasestudyofEFLteachinginahighschoolinJapan.InD.J.Tedick(Ed.),Secondlanguageteachereducation:Internationalperspectives(pp.113-134).Mahwah,NJ:LawrenceErlbaumAssociates.

Holliday,A.(1999).Smallcultures.AppliedLinguistics,20(2),237-264.

Lave,J.,&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.Cambridge:CambridgeUniversityPress.

Osborn,M.(2015).Increasingculturalsensitivityincomparativeeducation:Athirdway.InB.Fritzsche&C.Huf(Eds.),TheBenefits,problemsandissuesofcomparativeandcross-culturalresearch:Ethnographicperspectives(pp.111-129).Stroud:E&EPublishing.

Wenger,E.(1998).Communitiesofpractice:Learning,meaning,andidentity.NewYork,NY:CambridgeUniversityPress.

Wenger,E.(2000).Communitiesofpracticeandsociallearningsystems.Organization,7(2),225-246.

JanNespor,OhioStateUniversity

MarketMethods:EthnographicResearchandNeoliberalEpistemologies

Thismethodology-focusedarticleexaminesthreeavenuesalongwhichethnographicandotherqualitativemethodologiesarebeingappropriatedandreconstitutedinneoliberalforms.Ratherthanfocusingonneoliberaltransformationsofhighereducation–thepressuresandconstraintsonuniversity-basedresearchers(e.g.,Sayer,2014;Ball,2009;2012),mystartingpointhereistheobservationthatneoliberalismisinkeysensesanepistemologicalproject(Hayek,1945).Behindtheprogramtoremovestatesafeguards,contractualizecitizenship,andprivatizepublicinstitutions,istheideathat“themarket”istheonlywaytoproduceusefulsocialknowledge.Dismissingsystematicinquiryandresearchasmeansofguidingorinformingpublicaffairs,Hayekarguesthatonlythemarketcanmakesenseofcomplexsocialactionrapidlyenoughtobeofuse.AsMirowski(2013)summarizes

centraltoneoliberalismisacoreconvictionthatthemarketreallydoesknowbetterthananyoneofuswhatisgoodforourselvesandforsociety...Themarketdoesthethinkingforusthatwecannot.Therealdangertohumanityresidesinthecharacterofmistakenlybelieveshecanthinkforhimself....Specialinstitutionsdedicatedtotheprotectionandpursuitofknowledgecanmoreorlessbedispensedwithassuperfluous...Scienceshouldessentiallydissolveintoothermarketactivities”(pp.79,82)

Thisvisionofneoliberalismappearstovalueofthe“local,”“subaltern,”and“subjugated”knowledgesthatethnographyoftenfocusesupon–butitvaluesthemonlyinsofarastheycanberelatedtothemarket.Ethnographicandqualitativeresearchareacceptedaslegitimate,butarebeingtransformedinatleastthreeways:

1)Theinstrumentalizationofethnographicresearchasameansthroughwhichthepowerfulcanconstructandcontrolnarrativesofthepast.Neoliberalismextendseconomicreasoningtoallrealmsofactivity,andasnotedabove,Hayek(1945)arguesthatknowledgemustbedirectlyandimmediatelyaccessibletobeofeconomicvalue:“theeconomicproblemofsocietyismainlyoneofrapidadaptationtochangesintheparticularcircumstancesoftimeandplace...theultimatedecisionsmustbelefttothepeoplewhoarefamiliarwiththesecircumstances,whoknowdirectlyoftherelevantchangesandoftheresourcesimmediatelyavailabletomeetthem”(p.524).Researcherswhocannotoperateatthistime-scalearenecessarilyalwaysstudyingthepast,laggingbehinddecision-makers,whomustexhibitthe‘biastowardsaction’embracedbybothmajorAmericanparties(e.g.,Peters&Waterman,1982;Clinton,2014).Thisdoesnotmeantheirworkiswithoutvalue;rather,itsvalueliesinthepost-factorepresentationofaction,asa‘slipstream’methodology:knowledgetrailsactionandreinforcesmarketdiscoursesandthestandpointsofdominantinstitutions.

2)Closelyrelatedistheprivatizationofethnographicmethodanditstranslationintocorporatemethodology,bestexemplifiedbyfor-profitfirmssuchasExperientia,SapientNitro,Context-BasedResearchGroup,andin-houseethnographicunitsatfirmslikeIntelandMicrosoft(seetheannualconferencesofthe“EthnographicPraxisinIndustry”organization)(cf.McCuistion,2008).Thisworkgoesbeyondsimplelegitimizationtocreatebusiness-friendlyformsofethnography.

3)Theproliferationof‘lay’orparticipatoryresearchemployingqualitativemethodstodocumentlocalconditions(Hess,2010).Initselfthiscanbereadbothasadevolutionoftheknowledge-generationfunctionsformerlyfilledbypublicinstitutionssuchasthestateandthepublicuniversities,andatthesametimeasaformofcriticaldemocraticpractice:Dagnino(2005),describinganalogouseffectsinothercontexts,notesthatsuchactivitiesreflectthe“perverseconfluence”withinneoliberalregimesofthekindof“active,proactivecivilsociety”thatcan‘deepen’democracy–hereintheformofgroupstakingresponsibilityforstudyingandconstructingknowledgeaboutthemselvesandtheirsituations–andtheneoliberalprojectofstrippingthestateof“itssocialresponsibilities”and“roleasguarantorofrights”(p.158)–inthisinstanceitsresponsibilitiestosponsorifnotdirectlyundertakesuchresearchonthewell-beingofcitizens.

Myaimsinthiscritiquearegenealogical–toexaminetheforms,conditionsofpossibility,andprocessesofemergenceforsuchappropriationsofethnography.Ihighlightcontradictionsineachofthethreeefforts,andconcludebypointingtopossibilitiesforethnographicworkineducationthatcontestneoliberalappropriations.

RikkeToftNørgård,AarhusUniversity;CarolB.Brandt,TempleUniversity

Technologicalimaginationandideation:educationaldesignthinkinginthestudiobeyondSTEM/STEAM

Purpose;

ThepurposeofthispaperistoextendourthinkingabouttheroleofnewtechnologiesinthedesignstudioforprimaryandsecondaryeducationbeyondthedominantideologiesofSTEM/STEAM(Science,Technology,Engineering,Aesthetics,andMath).Today,newtechnologiessuchas3dprinters,robots,computerprogrammingtools,andmodularelectronicsareemployedaseducationaltoolsandmaterialswithinSTEMeducationasSTEM-inspireddesignstudiosarespreadingwithinformalandinformaleducation.Suchdesignstudios,alsoknownundernamessuchasmakerspaces,hackerspaces,andfablabs,arecreative,do-it-yourself(DIY)spaceswherepeoplecangathertoideate,create,invent,andlearnwithnewtechnologies.Thus,dominantSTEMconceptsanddiscourseshapethekindsofdesignwork,thinkingandtinkeringtakingplacewithnewtechnologiesineducation(seee.g.Blikstein2013orHoney&Kanter2013).

AsacounterbalancetotheSTEM-inspireddesignstudio,athree-yearresearchthroughdesignprocessandethnographicalworkindevelopingadesignstudiobeyondSTEM/STEAMhasbeencarriedouttopointtowardsnewpotentialunderstandingsandpracticesindesignworkwithyouth.Wedemonstratehowrobots,3dprinters,coding,anddigitalfabricationcouldeasilybeaspertinent,obviousandsignificantwithintheartsandhumanitiesastheyarewithinSTEM.Importantly,wearguethatsimplyputtinganA(Aesthetics)inSTEMpracticesisnotsufficient:Makingobjectsaesthetic,usingpinkpaintandglitterwillnotmakeactivitieswithnewtechnologiesrelevantwithinartsandhumanities.

Thus,thispaperpresentsanewapproachtotechnologiesthrougheducationaldesignthinkingtoconsidernewfuturesfortechnologyinthedesignstudiobeyondSTEM/STEAM.Ourtheoreticallensdrawsondesignthinking(e.g.Nelson&Stolterman2012;Edelson2009),playfulconstructionism(Brown&Vaughan2009;Resnick2007;Sicart2014),situatedlearning,craftsmanshipandthedesignstudio(Lave&Wenger1991;Sennett2008;Schön1987;Shorter2015)andcriticalpedagogy(Biesta2013;Freire1974;Dewey1916).


Theuseofprolongedethnographyasresearchthroughdesignallowedthedeepunderstandingoftheinteractions,experiencesandemergingpracticesofeducationaldesignthinkinginthestudio.AmethodologicalinquirywasconstructedfocusingonconstructingandcapturingtechnologicalideationandfuturemakingbeyondSTEM/STEAMeducationinsensibleandsensoryways.

Thepaperpresentsthreeconcreterun-throughsofeducationaldesignthinkinginthestudiobeyondSTEM/STEAMwithintheafterschoolprogramCodingPiratesCUDiMandCodingPiratesGameDevinDenmark.Theethnographicworkconsistsof:run-through1;30childrenmeeting8Wednesdaysfor2hourseachtoproducea‘FutureIsland’,run-through2;21childrenmeeting14Wednesdaysfor2hourstoproducea‘Future-fantasytech-roleplay,’run-through3;16childrenmeeting14Wednesdaysfor2hourstoproduce‘Personalhacksofgamesforfuturegameplay.’

Topresentthedevelopedcomprehensionofandprocessforeducationaldesignthinkinginthestudio,thepapercontainsrichvisualsandevocativestoriesalongthelinesofSarahPink’sDoingVisualEthnography(2013)andDoingSensoryEthnography(2009)andnarrative

inquiryineducation(Lyons&LaBoskey2002;Connelly&Clandinin1990;Conle2000),incombinationwitheducationalethnography(Walford2008)performedasphenomenologicalresearch(VanManen1990;VanManen2014).

Findings;

WheredominantdiscoursesinSTEMwouldpushyouthtoforegroundscientificknowledgeconstructionandengineeringconceptswefoundyouthusingtechnologyinnovelwaystoactoutanunderstandingofthefuture,theireducationalfutures,relationshipswithothersandthelargerworldinthedesignstudiobeyondSTEM/STEAM.Youthsoffernarrativesoffuturemakingthroughimaginativedesignsandnarrativesonhowtheymightliveinandmakefuturesociety.Here,weseeproblemsolving,reflectiveconstruction,andtechnologicalagencyandcompetencewasusednotforthesakeofincreasingtechnologicalskillsorliteracy,butasavehicletoexpresstheiridentitiesintheworldoftheirownmaking.

Researchimplications/Practicalimplications;

ThepaperrepresentsanefforttomoveourownthinkingandtinkeringpracticesinrelationtonewtechnologiesineducationbeyondSTEMthroughofferinganalternativevoicetothecurrentdiscourseandpractice:Thepracticesoftechnologicalimagination,ideationandfuturemakingbyyouthandcreativetechnologicalpedagogybeyondSTEM/STEAMbyeducators.Asyouthcollaborate,communicate,constructandcriticallyreflectthroughnewtechnologiestocreateeducationalfuturesinthedesignstudio,theyarticulatenewwaystoconceptualizeeducationaldesignthinking.

References:

Biesta,G.J.J.(2013).TheBeautifulRiskofEducation.ParadigmPublishers.

Blikstein,P.(2013).DigitalFabricationand’Making’inEducation:TheDemocratizationofInvention.InJ.Walter-Herrmann&C.Büching(Eds.),FabLabs:OfMachines,MakersandInventors.Bielefeld:TranscriptPublishers,p.1-21.

Brown,S.B.&Vaughan,C.(2009).Play–Howitshapesthebrain,openstheimaginationandinvigoratesthesoul.NewYork:Avery.

Conle,C.(2000).NarrativeInquiry:Researchtoolandmediumforprofessionaldevelopment.EuropeanJournalofTeacherEducation.Vol.23,No.1,p.49-63.

Connelly,F.M.&Clandinin,D.J.(1990).Storiesofexperienceandnarrativeinquiry.EducationalResearcher,Vol.23,No.1,p.2-14.

Dewey,J.(1916).DemocracyandEducation.Macmillan.

Edelson,D.C.(2009).DesignResearch–Whatwelearnwhenweengageindesign.In:JournaloftheLearningSciences,Vol.11,No.1,p.105-121.

Freire,P.(1974).EducationforCriticalConsciousness.Bloomsbury.

Honey,M.&Kanter,D.E.(2013).Design.Make.Play.–GrowingthenextgenerationofSTEMinnovators.NewYork:Routledge.

Lave,J.,&Wenger,E.(1991).Situatedlearning:Legitimateperipheralparticipation.NewYork:CambridgeUniversityPress.

Lyons,N.&LaBoskey,V.K.(2002).NarrativeInquiryinPractice:AdvancingKnowledgeofTeaching.NewYork:TeachersCollegePress.

Nelson,H.G.&Stolterman,E.(2012).Thedesignway–Intentionalchangeinanunpredictableworld.TheMITPress.

Pink,S.(2013).DoingVisualEthnography.LosAngeles:SAGE.

Pink,S.(2009).DoingSensoryEthnography.LosAngeles:SAGE.

Resnick,M.(2007).AllIreallyneedtoknow(aboutcreativethinking)Ilearned(bystudyinghowchildrenlearn)inkindergarten.ProceedingsfromACMCreativity&CognitionConference.WashingtonDC,June2007(Unpaged).

Schön,D.A.(1987).EducatingtheReflectivePractitioner.SanFrancisco:Jossey-Bass

Shorter,M.(2015).Thecrafttechnologist.StudiesinMaterialThinking.Vol13(Unpaged).

Sennett,R.(2008).TheCraftsman.NewHaven:YaleUniversityPress.

Sicart,M.(2014).PlayMatters.Cambridge:TheMITPress.

VanManen,M.(2014).PhenomenologyofPractice:Meaning-givingmethodsinphenomenologicalresearchandwriting.WalnutCreek:LeftCoastPress.

VanManen,M.(1990).ResearchingLivedExperience:Humanscienceforanactionsensitivepedagogy.NewYork:StateUniversityofNewYorkPress.

Walford,G.(ed.)(2008).HowtodoEducationalEthnography.London:TheTufnellPress.

RikkeToftNørgård,AarhusUniversity;PatriciaCharlton,InstituteofEducation,UniversityCollegeLondon

Conventionbedamned–Letlearningemerge:Thepowerofaneducationaldesignthinkingapproachtonewtechnologiesineducation

Purpose;

Thispaperfocusesonthepowerof“learningwith”inanauthenticandpurposefulinquiryapproachtoconstructingknowledgeandmeaningresultinginresilientlearnersthatarecreative,collaborative,andcriticalincontributingtoavalue-basedvision-drivendiverseknowledgesociety(Abbott2014;Sawyer2006;Biesta2013;Freire1974;Freire&Macedo1987;Rancière2005).Thisshapesandchangestheroleoftheeducatortoaroleof‘learningwith’andcontributingtotheknowledgeconstructionprocessofinquiryandmeaning.ThisresearchgoesbeyondScardamalaandBereiter’s(2006)knowledgeconstructionofthestudenttothebroaderactivelearningofvalue(contributingto)andvalidation(acknowledgementof)ineducation.

Furthermore,weexaminehowthis‘learningwith’incombinationwithnewtechnologiesconstitutesnewpedagogicalpracticeandlearningprocesses,thatareblurringconventionsaroundcampus,courses,curricula,assessmentandtransmissionofknowledge(Laurillard2012;Selwyn2011;Bennett&Oliver2011;Aaen&Nørgård2015;Bevanetal2015).

Basedonlong-termethnographicworkwedescribeknowledgeconstruction,pedagogicalpatterns,transformationallearningprocesses,SOLE(self-organisedlearningenvironments)andparadigmshiftsinthecontextofeducationalprocesseswithnewtechnologiesacrossformalandinformalcontexts.Ethnographicworkintwocontextsandcountries–CodingPiratesCUDiMinDenmarkandLearningthroughmakinginEngland–isengaged,discussed,andcombined.Theresultsofourcomparativeethnographicstudiesprovideaninterdisciplinaryframeworkthatbuildsontheaboveworksincombinationwithfindingsonprocesseswithnewtechnologies(Walter-Herrmann&Büching2013;Nelsen&Stolterman2012;Papert2000;Resnick2007;Philpott2013;Tin2013;),howpeoplelearn(Bransfordetal2000),positiveeducaiton(Seligmanetal2009),andknowledgeconstruction(Scardamala&Bereiter2006).Theframeworkaimsatmovingprocesseswithtechnologiesfrommachinisttohumanistinwaysthatenablestechnologicalagency,identity,andcitizenshiptobeestablishedbeyondSTEM/STEAM.


Wefindthathavingathoroughlyethnographicallyfoundedunderstandingandinterdisciplinarytheoreticallyinformedframeworkforthinkingabout‘learningwith’newtechnologiesthatmovesbeyondbothconventionalcurriculumandassessmentaswellasnarrowScience/Technology/Engineering/Mathematics(STEM)thinkingholdsgreatpotential.Assuch,thepaperpresentsapowerfulframeworkdevelopedfromtheabovefieldsandinformedbyethnographicworkcarriedoutoverafour-yearperiodwithineducationalprocesseswithnewtechnologies.

Bothauthorsareengagedinon-goingethnographicresearchineducationalcontextswithnewtechnologiesthatareparadigmaticcasesinrelationtothepurposeofthearticle.Oneofthesecontextsis‘CodingPiratesDenmark’spanningover30individualdepartmentsconsistingofover860children(age7-17).Theothercontextis‘learningthroughmaking’intheUK,thatstartedin2012,andinvestigatesstudent-ledengagement,learningownershipthroughsituatedauthenticlearningexperience,andexposuretocollaborativelearningexperience(age6to106).Weusephotostoriesandnarrativevignettestopresentthe

ethnographicwork.Criticalanalysisinvolveddeconstructingpresumptionsandtaken-for-grantedtruthsaboutandprocessesfornewtechnologiesineducation.

Findings;

Theconcretecontributionofthepaperisanethnographicallyinformededucationaldesignthinkingframeworkforpedagogicalpracticeandlearningprocesseswithnewtechnologiesthroughcollaboration,knowledgeconstructionandcriticaldesignthinkingineducationalmakercontexts.Here,themainfocusoftheethnographicworkisonhowprocesseswithnewtechnologiesarestructured,performedandaddressedaseducationintheeducationalcontext;howeducatorsorchestrateandrefertotheseprocessesandhowchildrenengageandexperiencepedagogicallypatternedprocesseswithnewtechnologies.

ResearchandPracticallimitations/implications(ifapplicable);

Theillustrativeapproachofethnographicrichconstructionsprovideinsightintotheparticipatorydesigntocreatejointlyconstructedknowledgeineducationthathighlightsthevalueofauthenticlearningcontextandhowthiscanbeinformedthroughpedagogicaldesignthinking,thatis,byconsideringjointlyconstructedknowledgethroughtheconceptsof‘learningwith’boththeteachersandthelearnersarestudentsoftheprocessoflearningandareempoweredbeyondtheclassicbarriersofeducation.Thepaperhopestoethnographicallyenrichandtheoreticallysubstantiatestudiesofnewtechnologiesineducation.Itcanalsoinformpractitionerswithinthesefieldstobroadentheirthinkingandtinkeringwithnewtechnologiesinprimaryandsecondaryschoolsandbeyond.

References

Aaen,J.H.&Nørgård,R.T.(2015).ParticipatoryAcademicCommunities:atransdisciplinaryperspectiveonparticipationineducationbeyondtheinstitution.Conjunctions:TransdiciplinaryJournalofCulturalParticipation.Vol.2,Nr.2,p.70-98.

Abbott,J.(2014).ToadvanceEducation,WeMustFirstReimagineSociety.LubaVangevola.

Bennett,S.&Oliver,M.(2011).Talkingbacktotheory:themissedopportunitiesinlearningtechnologyresearch.In:ResearchinLearningTechnology,Vol.19,No.3,p.179‐189.

Bevan,B.,Gutwill,J.,Petrich,M.&Wilkinson,K.(2015).LearningThroughSTEM-RichTinkering:FindingsFromaJointlyNegotiatedResearchProjectTakenUpinPractice.WileyPeriodicals,Inc.SciEd,Vol.99,No.p.98–120.

Biesta,G.J.J.(2013).TheBeautifulRiskofEducation.ParadigmPublishers.

Sawyer,R.K.(2006).EducatingforInnovation.ThinkingSkillsandCreativityVol.1,p.

41-48.

Bransford,J.,Brown,A.,Cocking,R.,Donovan,S.&Pellegrino,J.(2000).HowPeopleLearn:Brain,Mind,Experience,andSchool.NationalAcademyPress,Washington,D.C.

Freire,P.&Macedo,D.(1987).Literacy–Readingtheword&theworld.Bergin&Garvey.

Freire,P.(1974).EducationforCriticalConsciousness.Bloomsbury.

Laurillard,D.(2012).TeachingasaDesignScience-Buildingpedagogicalpatternsforlearningandtechnology.Routledge.

Nelson,H.G.&Stolterman,E.(2012).Thedesignway–Intentionalchangeinanunpredictableworld.TheMITPress.

Papert,S.(2000).What’sthebigidea?Towardapedagogicaltheoryofideapower.IBMSystemsJournal,Vol.39,No3&4,p.720‐729.

Philpott,R.(2013).Engineeringopportunitiesfororiginalityandinvention:theimportanceofplayfulmakingasdevelopmentalmethodinpractice-leddesignresearch.StudiesinMaterialThinking,Vol.9(unpaged).

Ranciére,J.(2005).HatredtoDemocracy.Verso.

Resnick,M.(2007).AllIreallyneedtoknow(aboutcreativethinking)Ilearned(bystudyinghowchildrenlearn)inkindergarten.ProceedingsfromACMCreativity&CognitionConference.WashingtonDC,June2007(Unpaged).

Scardamalia,M.&Bereiter,C.(2006).Knowledgebuilding:Theory,pedagogy,andtechnology.In:K.Sawyer(Ed.),CambridgeHandbookoftheLearningSciences(pp.97-118).NewYork:CambridgeUniversityPress.

Seligman,M.E.P.,Ernst,R.M.,Gillham,J.,Reivich,K.&Linkins,M.(200).Positiveeducation:positivepsychologyandclassroominterventions.OxfordReviewofEducation,Vol.35,No.3,p.293-311.

Selwyn,N.(2011).EducationandTechnology–Keyissuesanddebates.Bloomsbury.

Tin,M.b.(2013).Manifesto:Makingandthesenseitmakes.StudiesinMaterialThinking,Vol.9(unpaged).

Walter-Herrmann,J.,&Büching,C.(eds.)(2013).FabLab:Ofmachines,makersandinventors.Bielefeld:Transcript.

LynParker,UniversityofWesternAustraliaandDanauTanu,UniversitasIndonesia&UniversityofWesternAustralia

FriendshipfosteringEnvironmentalismandEnvironmentalismfosteringFriendshipamongYoungPeopleinSchoolsinSurabaya,Indonesia

Purpose

Thispaperaimstoexploretherelationshipbetweenyoungpeople’sfriendshipsandanenvironmentaleducation(EE)programinhighschoolsinSurabaya,Indonesia.The‘hypothesis’isthatthestructureandactivitiesoftheprogramnurturefriendships,andviceversa,thatfriendshipsenhancethepopularityandefficacyoftheEEprogram.

ThenationalprogramiscalledAdiwiyata,andwasinitiatedandisadministeredbytheMinistryofEnvironmentandForests.InSurabayaitisrunbyanenvironmentalNGO,andhastheimprimaturofthecitygovernmentasanimportantelementintheirdrivetomakeEEcompulsoryinschools.

Thepropositionisthatsocialstructuresandinstitutionssuchasschools,and,inthiscase,theAdiwiyataprogram,enablethedevelopmentoffriendships,providingacatchmentgroup,aconstantflowof“content”intheformofenvironmentalactivities,acommonpurpose(environmentalism)exteriortothefriendrelationships,andasenseofbelonging.Inturn,thefriendshipsfosteredbythestructureenableamoreeffectiveimplementationofstrategiestoeducateyoungpeopleaboutenvironmentalsustainability.


ThepaperusesethnographicdatacollectedthroughparticipantobservationofAdiwiyataactivitiesintwoseniorhighschoolsinSurabaya,Jan-March2015,supplementedwithinterviewmaterialfrominterviewswithschoolstudentparticipants,teachersandENGOactivists.Theaspectsoffriendshipthatareconsideredaregenderrelations,socio-economicstatus,popularityofstudentgroups,valuesofrespectandegalitarianism,andstudentleadership.ThemainaspectsofEEthatareconsideredareparticipationinpro-environmentalactivitiesandbehaviours,ratherthanideals,knowledgeandattitudes,astheAdiwiyataprogramattheseschoolsmainlyaimsatactivity.

Findings

Theethnographicdatashowthatthedensescheduleofgroupenvironmentalactivitiesdoesindeedfosterfriendshipsamongyoungpeople,andthatfriendshipscontributetoboththeparticipationlevelofyoungpeopleinenvironmentalactivitiesandtotheefficacyoftheEE.

Researchlimitations/implications(ifapplicable)

Thetwohighschoolschosenforthisfieldworkareactive,evenchampion,participantsintheAdiwiyataprogram.Otherschoolsarelessengaged,ordeliberatelydeclinetoparticipate.Thismeansthatourschoolsshow“bestpractice”,whichinturnmeansthatourfindingsarenotnecessarilyapplicablegenerally.

Practicalimplications(ifapplicable)

Ifschoolsparticipateinthisprogramwillingly,thereisgoodreasonfortheteachersandactivistsinvolvedtoencouragesocialisingaroundgroupenvironmentalorEEactivities.


Environmentalismisnotnecessarilyanindividualidealoractivity.IntheIndonesianschoolcontext,environmentalismisagroupactivity,andifschoolsorenvironmentalistswanttoencouragepro-environmentbehaviours,doingthisthroughgroupactivitieswillprobablybemoreefficaciousthanthroughmotivatingindividuals.

DavidPoveda,UniversidadAutónomadeMadrid

TheKeySituationRevisited

Purpose;

InthispaperIre-examinesomeoftheassumptionsbehindthekeysituation/keyeventconceptandhowitisusedasananalyticaltoolinethnographicresearch.Thekeysituation/keyevent(Gumperz,1976)orgatekeepingencounter(Erickson,1975)emergedasacentralconstructininteractionalsociolinguisticandmicro-ethnogrpahicresearchasitallowedtoconnectinteractionalprocesseswiththestructurationofthesocialorderandthe(re)productionofsocialinequalities.Giventhisimpetus,incorporatinga"keyevent"notionoftendeterminesimportantpracticaldecisionsinthedesignandorganizationoflinguisticallyethnographicorientedresearch,suchas:whatspacesandmomentsofinteractionshouldbedocumented?;howshouldselectedepisodesbeexamined?;whatsourcesofdataarerelevanttointerpretinteractionduringkeyevents?.Theoutcomesofthesestudieshavebeenundoubtedlyproductive,theyshowcasetherelevanceofinteractional-orientedresearchforthestudyofcomplexsocialprocessesandhavegeneratedpracticalinsightsinvariousprofessionalfields,notablyineducationandotherareasrelevanttochildandyouthwelfare.


Nevertheless,inthispaperIwanttoexploresomeofthechallengesbehindthe"keyevent"conceptandthemethodologicalpackagebehindit,aswellasoffersome(tentative)ideasregardinghowthenotioncouldbeexpandedwithinresearchprogramsthatarestillsensitivetodiscursiveprocessesandinteractionaldetail.Iorganizemyargumentintwoparts:

Findings;

(1)Ibringtotheforegroundsomeoftheimplicitassumptionsabouttheorganizationofthesocialworldbehindthekeysituation/eventorgatekeepingencounterconceptandresearchapproach.Ithendiscusswhytheseassumptionsmightneedtobereconsideredinlightoftheincreasingcomplexitiesofcontemporarylifeandthesocialorder.

(2)Ielaborateonthisrevisionbyfocusingontworesearchexampleswherethenotionofkeysituationbecamerelevantorirrelevantinunexpectedwaystous.First,atwo-yearlongethnographyinasecondaryschoolinMadridfocusedontheeducationalexperiencesandtrajectoriesofimmigrantstudents.Drawingfrompreviousresearchourexpectationwasthatwewouldbeabletoidentifyclearlyboundedencounterswherefundamentaldecisionsregardingthesocio-educationaltrajectoriesofstudentsweredetermined(i.e.keyevents).However,thisdidnotseemtobethecaseandourinterpretiveapproachhadtoberevisedinlightofthedataandthecumulativeroleofmultipleinteractionalspacesintheconstructionofthesetrajectories.Second,athree-yearlongmulti-sitedethnographyfocusedonsingle-parent-by-choicefamiliesinSpain.Withinthisstudy,weexaminedprofessionaldiscoursesandpracticesinadoptionproceduresthatexplicitlyconstruedthe"suitabilityevaluation"inadoptionproceduresasagatekeepingencountertomoveforwardadoptionsbysingle-parentcandidates,makingexplicitdominantideologiesaboutfamilyandchildren's"bestinterests"aswellasgeneratingdifferentreflexivepracticesaroundthesesproceduresincandidatefamilies.

KelsiePrabawa-Sear,UniversityofWesternAustralia

Winningandprestige:EnvironmentalEducation,burdenanddisempowermentinschoolsinJava,Indonesia

Purpose;

Likemanycountries,Indonesiaisstrivingtoimproveitseducationoutcomesacrossallareasoflearning(Suryadarma&Jones,2013;Suryahadi&Sambodho,2013).Indonesia’seducationsystemreliesheavilyonassessmentandrankingofstudentsandschools.Schoolswiththehighestrankingsattractthebeststudentsandschoolswithlowerrankingsareforcedtofindotherwaystogainprestigeandmarketthemselves.SomeschoolsfocusonbeinganITschool,othersspecialiseintheartsandagrowingnumberofschoolsarebecomingAdiwiyataschools,orEcoSchools.Adiwiyataisafree,voluntaryenvironmentaleducationprogramofferedbytheMinistryfortheEnvironmentforallschoolsinIndonesia.TheAdiwiyataprogrammeetstheneedsoflesserrankedschoolsinthatitprovidesopportunitiesforthemtobescoredandachievelevelsofAdiwiyata.Inthetwoschoolsstudiedaspartofthisresearchproject,theAdiwiyataprogramwasfoundtobefailingtoaddressthecoreaspectsofenvironmentaleducationandinsteadfocusingonusingtheprogramtogainprestigeandmakeanamefortheschoolasanenvironmentalschool.

Thepurposeofthispaperistoexplorehow‘environmentaleducation’isbeingusedatoolforobtainingprestigeinaverycompetitiveeducationsectorandthebroaderimplicationsofthisfocusforenvironmentaleducationprograms,teachersandstudents.


Thispaperdrawson12monthsofPhDethnographicfieldworkinJava,Indonesia,withtwoseniorhighschools(inYogyakarta)andoneenvironmentalNGO(inSurabaya).Thedatawerecollectedprimarilythroughparticipantobservationofclasses,environmentalcelebrationsandenvironmentaleducationactivitiescarriedoutbothinsideandoutsideoftheschool.Datacollectionmethodsalsoincludedfocusgroupdiscussionsandsemi-structuredinterviewswithyear10-12students,teachers,principals,NGOworkersandgovernmentofficials.Thismethodologyallowedforabalancebetweentheperspectivesofyoungpeopleandadults.Theschools,oneIslamicdayschool(Madrasah)andonestateschool(SMA),wereselectedbecauseoftheirinvolvementinthestaterun,nationalenvironmentaleducationprogram(Adiwiyata).TheNGOwasselectedbecauseofitsworkingrelationshipwithdifferentgovernmentdepartmentsand1500schoolsintheregion.

Findings;

Thispaperoutlinesthedominantpedagogiesandapproachesusedbyschoolsto‘win’andhowtheseapproachesreducetheeducationalandenvironmentalvalueoftheprogramsandfailtomeettheobjectivesofthenewcurriculum,theAdiwiyataprogramandenvironmentaleducationingeneral.

Theimplicationsofthe‘winningapproach’toenvironmentaleducationareexploredwithparticularfocusoneducationaloutcomes;environmentaloutcomes;therolesofteachersandstudents;andtheresultingsenseofdisempowermentandburdenforstudents.

Thedatasuggestthat‘universal’conceptsofeffectiveenvironmentaleducation(asendorsedbyUNESCOandwesternscholars)arenotwidelyvaluedintheIndonesianeducationcontextandthereforecallintoquestionofthetransferabilityofinternationalenvironmentaleducationprogramsandwesternconceptsofeffectiveenvironmentaleducationtonon-westerncontexts.

References

Suryadarma,D.,&Jones,G.W.(2013).MeetingtheEducationChallenge.InD.Suryadarma&G.W.Jones(Eds.),EducationinIndonesia(pp.1-14).Singapore:ISEASPublishing.

Suryahadi,A.,&Sambodho,P.(2013).AnAssessmentofPoliciestoImproveTeacherQualityandReduceTeacherAbsenteeism.InD.Suryadarma&G.W.Jones(Eds.),EducationinIndonesia(pp.139-159).Singapore:ISEASPublishing.

FatimaelBouk,BaukjePrins,VitavanderStaaij-Los-TheHagueUniversityofAppliedSciences;TjitskeLovert-Reindersma-InHollandUniversityofAppliedSciences

Everydaylifeinasuper-diverseschoolforbasicvocationaltrainingintheDutchRandstadarea

Purpose;Thispaperexploreshowconditionsofsuper-diversityimpacttheeverydaylifeofandsocialdynamicsamongstudents,andbetweenteachersandstudents,inschoolsofmiddlevocationaltrainingintheDutchRandstad.Morespecifically,guidedbyBourdieu’snotionof‘afeelforthegame’aselaboratedbytheDutcheducationsociologistIliassElHadioui,itprovidesadetailedanalysesofthearsenalofstrategiesteachershaveattheirdisposaltochanneltensionsandconflictsinclassandtomakesuccessfulmatchesbetweenstudents’varioushomeandstreetculturesontheonehand,andtherequirementsofschoolontheother.

Design/methodology/approach;Thefieldworkforthisprojecttookplacein2014and2015ata‘level2’schoolformiddlevocationaltrainingfor‘AssistantinCareandWellbeing’,mainlyattendedbyfemalestudents,onaveragebetween17and27yearsold,fromavarietyofethnic,religiousandlinguisticbackgrounds.Thedataconsistofsome90hoursofclassroomobservations,40interviewswithteachers,focusgroupdiscussionswithteachersandstudents,andmembercheckmeetingswiththeentireschoolteam.

Findings;Sinceacoupleofyears,thedemographiccompositionofthebigcitiesoftheDutchRandstad(theareaincludingAmsterdam,RotterdamandTheHague)hasbecome‘super-diverse’,i.e.thereisnolongeroneethnicmajoritygroup(Meissner&Vertovec2015).Insteadthepopulationconsistsofavarietyofbiggerandsmallerethnicgroups,with60%oftheyoungergenerationhavinganimmigrationbackground.Asaconsequence,atmanyschoolsfor(pre)vocationaltrainingthestudentpopulationisverymixed,nativeDutchstudentsbeingbyfarintheminority.Teachersworkingatsuchsuper-diverseschoolsoftenexpressconcernsabouteitherthelackofanyinteraction,ortheeruptionofsometimesvehementconflictsbetweenstudentsfromdifferentethnicand/orreligiousgroups,andtheyoftenfeelatalossonhowtodealwiththis.Inthispaper,wewillfirstlyshowthatpartofthetensionsandconflictsinclassaretriggeredbytheinstitutionalandorganizationalregulationssetuptohelptheseoftenvulnerablestudentsfromdroppingoutprematurely,hencecanbeseenastheperverseeffectsoftheDutcheducationalsystemasalsopointedoutbyCruletal(2013).Secondly,wefoundthatafurtheroperationalizationofthenotionof‘afeelforthegame’(Bourdieu1990)asproposedbyElHadioui(2011),providesamorefine-grainedanalysisofthemicrodynamicsoccurringinmixedschools,andconsequentlyofthefactorshamperingorcontributingtoapositiveclassroomenvironment.Inthispaperwewillanalyzeindetailanumberofcasesweobserved,zoominginonthemainingredientsof,intermsofElHadioui’s‘afeelforthegame’,eitherasuccessfulmatch,amismatchoranomatchbetweenthelifeworldsofstudentsandtherequirementsoftheschoolculture.

Practicalimplications;Thefine-grainedmodelofclassroomdynamics,basedonthenotionthatteachersatschoolsfor(pre)vocationaltrainingcanfurtherrefinetheir‘feelforthegame’,willbepartofatoolkitforteacherstoconductcollegialclassroomobservationsandintervision.

References:

Bourdieu,P.(1990)TheLogicofPractice.Cambridge:PolityPress.

Crul,M.,J.SchneiderandF.Lelie(2013)Super-diversity.Anewperspectiveonintegration.Amsterdam:VUUniversityPress.

ElHadioui,I.(2011)Hoedestraatdeschoolbinnendringt:Denkenvanuitdepedagogischedriehoekvandethuiscultuur,deschoolcultuurendestraatcultuur.Amsterdam:VanGennep.

Meissner,F.&S.Vertovec(2015)Comparingsuper-diversity.EthnicandRacialStudies38(4),pp.541-555.

StevenPuttick,BishopGrossetesteUniversity,Lincoln,UK

Beginningteachers’experiencesofsecondaryschoolsubjectdepartments

Purpose;BeginningteachersinEngland,mainlyonone-yearcourses,spendthemajorityoftheirtimeinschools.Secondaryschoolsareprimarilyorganisedaroundsubjectdepartments,andthesesubgroupshavebeenshowntobesignificant–possiblymoresignificantthantheschool–invariousrespects.However,researchonschoolsubjectdepartmentsisrelativelylimited,anddevelopingbetterunderstandingsofdepartmentsisofimportancetobroaderunderstandingsofschools,teachers,andinitialteachereducation.Thispaperaskshowbeginningteachersexperienceschoolsubjectdepartments,drawingonanethnographicstudyofthreesecondaryschoolgeographydepartmentsinEngland,andwithaparticularfocusondepartmentalspace-times,andsharednorms.

Design/methodology/approach;ThisethnographicresearchwasconductedduringadoctoralstudyfocussingonknowledgeusingBernsteinianand(broadlyconceived)socialrealisttools.Ethnography’sconcernwitheverydaypractices,exploredfromapersonal,embodied,andempatheticstance(MillsandMorton,2013)makesitaparticularlyappropriateapproachforstudyingbeginningteachers’experiencesofschoolsubjectdepartments.Iwaspresentinthedepartmentsoveroneacademicyear,actingasaparticipant-observer.Itaughtlessonstocoverforabsentteachers,workedalongsidestudentsasaTeachingAssistant,organisedresources,didphotocopying,andmadetea.Throughoutthefieldwork,theiterativelydesignedstudywasintendedtocreateopportunitiesfor‘engagedlistening’(Forsey,2010,p.560).TheextendedtimeIspentindepartments,andmysharingintaskscarriedoutbytheteachersenabledmetolistentotheminwayswhichmaynototherwisehavebeenpossibleforastudythatlookedsuperficiallysimilar(suchasanobservationandinterviewmethodology).

Findings;Beginningteachers’experiencesofthesedepartmentsseemsignificantfortheirdevelopingexpertise,andaspectsofdepartments(includingspace-times,andsharednorms)areexperiencedbybeginningteachersinquitedifferentwaystotheexperiencesofmoreestablishedmembersofthedepartment.Intermsofdepartmentalspaces,conversationsfacilitatedbycoffeeandkettlespace-timesseemedtoprovidetheseteacherswiththeirmostsignificantformofdiscussionsaboutsubjectknowledge,supportingtheargumentsmadebyChildsetal.(2013)thatsuchinteractionsare‘fleetingandserendipitous–alongwayfromthemoresystematicinquiryandreflectionbyindividualsanddepartmentsthathavebeensuggestedresultinteacherlearning’(p.51).

InitialTeacherEducation(ITE)inEnglandinvolves,acrossmanypartnerships,thecloseworkingofschoolsanduniversities.Thestatutoryguidancefor120daystobespentinschoolduringthetrainingyear(DfE2015)reflectsthelongstandingpracticeofmanyITEproviderstosituatethemajorityoftrainees’experiencesinschools.Inadditiontoschool-basedcallsforextendedpracticalexperienceduringITE,asignificantemphasison‘‘practical’or‘field’experiencesintheprocessoflearningtoteach…hasalsobeenadvocatedbymanywithintheuniversitysectorinlightoftheirunderstandingsofthecomplexityofteachingandofthenatureofprofessionallearning’(BurnandMutton,2015,p.217).Locatingandaccessingtheserichminesofexpertisedemandsmorethansimplybeingpresentinschools,partlybecauseofthecomplexityofteachers’professionalknowledgeandpractice(Winchetal.2015),andpartlybecauseofthenatureofschoolsubjectdepartments.Implicationsforfurtherresearchintoschoolsubjectdepartmentsaresuggested,particularlyacrosssubjectdisciplinesanddepartmentalorganisationaltypes,along

withsuggestionsforthepreparationofbeginningteacherstohelpthembetterunderstandanddevelopwithindepartments.

Thefleetingandserendipitousnatureofconversationsaboutsubjectknowledgefacilitatedbythesedepartmentalspace-timeshasimplicationsforallteachers,andmaybeofparticularsignificanceforbeginningteachers’experiencesbecauseoftheirpositionwithinthedepartmentandtheevaluativenatureoftherelationshipbetweenbeginningteacherandmentor.Whatconstitutedacceptancewascontingentonthespecificdepartmentandinvolvedtheproblematictaskofbeing‘seenandyetnotseen’(Sirnaetal.2008,p.295):ofsuccessfullynegotiatingshareddepartmentalnorms.

KerstinRabensteinandMarkSchäffer,InstitutfürErziehungswissenschaft,Georg-August-UniversitätGöttingen,Germany

MeritandAchievementinIndividualisedTeachingandLearning.FindingsfromanEthnographicStudyinaSecondaryComprehensiveSchool

Purpose;

Inatwo-yearethnographicstudyinasecondarycomprehensiveschool,weexaminedthedifferentwaysinwhichstudentscanbe(un)successfulandgainachievement/meritinindividualisedteachingandlearning.Inthisproject,welookedattheorderofmakingdifferencesbetweenstudentsastheorderofmeritandachievement.Ourmainthesisisthatinthecourseoftheintroductionofindividualisedteachingandlearning,atransformationofmeritandachievementhasoccurred(Rabensteinetal.2015).Intheplannedpaper,wefocusontheskillsandcapabilitieswhichareespeciallyconstitutedinpracticesoffeedback.Weaskhowthestudentsaresubjectivatedasbeingresponsibleforwhattheydoas‘their’meritandachievement.


Relyingonapractice-theoreticalperspective,wedonotdefineachievementandmeritasadispositionofasingleperson,butasabundleofskillsandcapabilitieswhichareproducedinpractices.Fortheconstitutionoftheorderofmeritandachievement,especiallythosepracticesarerelevantinwhich,ontheonehand,someonereceivesaspecifictaskandontheotherhand,ismaderesponsible–infrontofothers–forsomethingashis/herachievement(Rabensteinetal.2013).Thebundleofcapabilitiesandskills,whichisproducedinthesepractices,maybebothrelativelystableand–toacertainextent–dynamicandconstantlychanging(Rabensteinetal.2015).

Bymeansofoursampleofobservationnotesandvideomaterialtakenintwolearninggroupsoveraperiodoftwoyears,wewanttohighlightespeciallypracticesoffeedbackandtheassessmentofachievement.Thus,wewilltouchthequestionofhowastudentisconstitutedassomeonewhoreceivesmeritandaccomplishesachievementbasedonasocialconstructionofhisorhercapabilitiesandskillsinrelationtothequestionofhowsomethingispracticallyconstitutedasachievementbysomebody.Thisseemstobeinterestingagainstthebackgroundoftheethnographicstudiesaboutmeritandachievementinteacher-classconversations(Zaborowskietal.2011).

Inteacher-classconversations,theevaluatingfeedbackiswidelyunderstoodasclosureofathreestep-conceptcoinedbyMehan(1979):Initiation–Response–Evaluation(IRE).Theevaluationdoesnotonlyshowthevalueofstudents’responsesintheclassroom,butitalsoservestoperpetuateaflowingconversation(Kalthoff1995).Incontrast,inindividualisedteaching,wedidnotobserveapermanentlyaccompanyingfeedbackbyteachers.Instead,wedetecteddistinctsettings,eachcontainingthefunctionoffeedback:morningmeetings,feedbacksessionsafterpresentationsandlearningguidanceconversations.Moreover,inour

fieldweobserveddifferentformsoffeedback,suchasteacherfeedback,student-to-studentfeedbackandfeedbackbyself-regulationinwhichthestudentscanevaluatetheirownsuccess.

OurchosenmethodisGroundedTheory.Intheplannedpaper,weparticularlycontrastsomesituationsinwhichconflictsandmisunderstandingsarelikelytointerruptroutinesoffeedbackwithsomesituationsinwhichroutinesoffeedbackcanbeobserved.

Findings;

Infeedbacksituationsduringmorningmeetings,thestudents’workingabilityisconstituted,whereasinteachertostudentandstudent-to-studentfeedbacksessionsafterpresentations,onecanobservehowtheirindividualachievement/meritisconstructedasabodilyperformance.Inlearningguidanceconversations,whichtakeplaceeverysixmonths,particularlythestudents’abilityofpersonaldevelopmentisrenderedsignificant.Thestudentsaremadetostudentswhoareresponsiblefortheirdevelopment.Inallsettings,practicesoffeedbackassume–spokenwithFoucault–theshapeofpracticesofobservingoneself,speakingthetruthaboutoneself(confession)andpromisingimprovement.Nevertheless,theydifferinthewayandthedegreetowhichthestudentsareinvolvedinthesepractices.

Inourconclusion,wedemonstratewhatisshownasachievementandmeritineachsituationoffeedback.Furthermore,thedataprovidesdetailedinformationofhowanindividualpositionshim/herself(orisbeingpositioned)withinaconfigurationof‘responsibility’and‚his/her’achievement.

References

Kalthoff,H.(1995).DieErzeugungvonWissen.ZurFabrikationvonAntwortenimSchulunterricht.In:ZeitschriftfürPädagogik41,6,pp.925-939.

Mehan,H.(1979).LearningLessons.SocialOrganizationintheClassroom.HarvardUniversityPress:Cambridge,MA.

Rabenstein,K./Reh,S./Ricken,N./Idel,T.-S.(2013).EthnographiepädagogischerDifferenzordnungen.MethodologischeProblemeeinerethnographischenErforschungdersozialselektivenHerstellungvonSchulerfolgimUnterricht.In:ZeitschriftfürPädagogik59,5,pp.668-690.

Rabenstein,K./Idel,T.-S./Ricken,N.(2015).ZurVerschiebungvonLeistungimindividualisiertenUnterricht.EmpirischeundtheoretischeBefundeethnografischer

Beobachtungen.In:Budde,J./Blasse,N./Bossen,A./Rißler,G.(eds.):Heterogenitätsforschung.EmpirischeundtheoretischePerspektiven.Weinheim:BeltzJuventa,pp.230-247.

Zaborowski,K.U./Meier,M./Breidenstein,G.(2011).LeistungsbewertungundUnterricht.EthnographischeStudienzurBewertungspraxisinGymnasiumundSekundarschule.Wiesbaden:SpringerVS.

AnnetteRasmussenandLotteS.Skrubbeltrang,AalborgUniversity

TheConceptofElite–MovingfromSportsandintoBasicSchool

Purpose;Ourpaperconcernstheconceptofelitemovingfromtheworldofsportintobasicschool.Wefocusonunderstandingthecoremeaningofthisconceptasdeployedinelitesportsclassesinbasicschoolandwhatchangesitentails,whenenteringandtranslatedintherespectiveenvironmentsofsportsandinrelationtobasicschool.

MuchlikeintheotherScandinaviancountries,sportsinDenmarkspringfrommassandpopularmovements.ThussportspoliciesinScandinaviainthepost-WorldWarperiodweredrivenbySocialDemocraticvaluesandmasssportsinvestments.Bybroadlysupportingvoluntaryorganisationssportspoliciespredominantlyfollowedasocioculturalprincipleofprovidinginfrastructureformasssports.Fromthelate1970showever,investmentinelitesportsincreasedconsiderably,drivenbychangesthatimpliedanincreasedfocusoncompetitivenessandnationalprestige,reinforcingtensionsbetweenmassandelite,andeventuallypassinglegislationtoadvanceelitesports.

In2005thefirstso-calledelitesportsclasseswereintroducedatabasicschoolinDenmark.From2007theywereintroducedgenerally,allowingtalentedathletestocombinelower-secondaryschooleducation(grade7-9)inDanishbasicpublicschoolswithspecialisedtalentdevelopmentintheirchosensport.Theentrancecriteriaandexamsforthesesportsclasseshowever,evenifstrictlyrelatedtothetypeofsport,wereseenascontradictingthecomprehensiveprincipleofofferingbasiceducationforall;sosportsclassesthroughoutthecountryhaveuntilrecentlybeenbannedfromconductingentranceexams.Buttherecentschoolreformnotonlypermitsentrancerequirementsandexamsfromtheschoolyear2014/2015italsoacceptsthestudents’incompliancesofcompulsoryeducationduetoelitesportsactivities.

Whileeliteactivitiesareincreasinglyprioritisedinsports,theconceptofelitecanbeconsideredmoreproblematicinrelationtotheprinciplesandpurposesofthepublicbasicschool.ThustheDanishbasicschoolisrootedinatraditionofaunified,comprehensive,andun-streamedschool,whichhasemphasisedcommunityanddemocraticparticipationasakeyvalueinschoolingandthereforepostponedstreamingforaslongaspossible.

Design/methodology/approach;ThestudyofthephenomenonofeliteisbasedonanethnographicfieldworkinelitesportsclassesintheDanishbasicschool.Inouranalysiswefocusontheentranceexamsforthesportsclasses,andmorespecificallyonthetestingproceduresandselectionprocesses,asking1)whattheimpliedselectionmeanstothepupilsinvolvedand,moregenerally2)howthismoveoftheeliteconceptfromsportsintoschoolisunderstoodandtranslatedinthedisciplinesofsportinvolvedand–togetherwithothermeasuresofperformativity–mightinfluenceonthepublicbasicschoolsystemingeneral.

Theconceptualanalysisdrawsonanotionofelitethatbearsontosocialadvantageandexclusivity.ButaspointedoutbyBallinthe2005-yearbookofeducation,thetermeliteshasbeenincreasinglywidelytakenupinawholerangeoffieldandthereisnosingleoragreedusageordefinitionofit;itdependsontheempiricalfocusandmatteroftheoreticalorientation.Asgoesforthelatterweareconcernedprimarilywiththecontributionofcapital(Bourdieu)toaccesstoandreproduceadvantage.

Findings;Thestudentswhomakeitthroughtheneedle’seye,passtheentranceexamstotheelitesportsclassesandareselectedastalentsfaceanincreasedtrainingvolume,longer

transportationtoschoolandlesstimewithfamilyandfriendsfromtheiroldschools.However,thestudentsinthesportsclassespredominantlydescribethemoveaspositivebecauseallstudentshereacceptthatthesparetimeisspentpracticingwhereastheyhadtojustifytheirchoicesintheirpreviousschoolclasses.Thusanelitecareerisstillassociatedwithradicaldeprivation,whichnowappliestostudentsofprimaryschoolage.Thestudents’perceptionofformerclassmates’lackofunderstandingalsoindicatesthatitcanbedifficultforoutsiderstounderstandwhysomeonewouldbankonanelitecareerandthatcultivationofelitesactualisesquestionsofinclusion,exclusion,andsocialreproduction.

JenniferRoberts,UniversityofEdinburgh

HowstudentsnegotiateemphasizedfemininitiesinaprogressivesecondaryschoolenvironmentinScotland

Purpose/aim(s):Thepurposeofthisethnographicstudyistolookathow‘emphasisedfemininities’(Connell,1995)arecreatedandrecreatedinoneofthemostprogressivestateschoolsinScotland,withafirmcommitmenttotheethosofdiversity.Thisresearchconsidershowthisethnicallydiverse,middle-class,mix-sexed,metropolitanschoolcontinuestostruggletorecognizeandidentifylimitingdominantdiscoursesofnormativeconceptsofgenderwhichunderminethepossibilitiesofgirls’powerandagencyintheschoolenvironmentandpotentiallytheirfuture.

Usingdetailedethnographicportraits,Idescribehowspecificstudentsareforgingtheiridentitiesandpowerinrelationtotheirexperienceofdominantgenderdiscourses,consideringtheirintersectionalities(Crenshaw,1989)withanarrativedescriptionoftheirattemptstobroadenthespectrumofalternativepositionsavailabletothem.

EthnographicPortrait#1:ThroughtheethnographicnarrativeofRiver,wefollowastudentwhorebelsagainstbeingidentifiedasagirlatanagewhengenderisahighlyvisiblesourceofsocialidentity(Thorn,1993).Thedeterminationtoclaimtheirownidentityoftenplacestheminoppositiontosocialconstructedgendercategories,sometimesresultinginbeingostracisedandpathologizedbyteacherandpeersthroughtheunexpectedfluidityoftheprocess.

EthnographicPortrait#2:Borntoparentswithsignificantsubstanceabuseproblems,Dalliehasgrownupoutsidethesocialnarrativeofa‘normalhome.’Shehasspentmostofheryouthinresidentialcare,andhaslearnedtoidentifyherselfmorefromthesocialperspectiveofwhatsheisnot,thanwhatsheis.Shefindsnothingneworsurprisinginbeingmarginalizedandattemptstoforgeheridentityandagencybyredefiningandredeployingherselfandherexperience.Referringtoherselfas‘theeyesandearsoftheschool,’Dallieshunsthegenderbinariesthatdepictgirlsasirrationalandweak,claimingaplaceforherselfinhersocialhierarchythatsheseesasstrong,skilledandindependent.

EthnographicPortrait#3:MovingtotheUKfromKenyaasateenagerhasallowedShannaadegreeofreflexivitytoherteenageidentity.Sarcasticallylabellingherexperienceofracismas‘amagicaljourney’ShannaforgesheridentityandagencythroughherphysicalstrengthandcompetenceasanathleteoftenshunningmoretraditionalperformancesoffemininitywhilestraddlingherdesiretopleaseherhighlyChristianfamilywhohavemoretraditionalviewsinmindforher.

Methods:UtilizingeightmonthsofdatacollectionintheformofobservationalfieldnotesinclassesrangingfromPE,ModernStudies,CraftandDesign,BusinessandPhysics,aswellasafterschoolsportingclubsandModelUnitedNations,Imaphowsociallyconstructedformsofhegemonicmasculinityandemphasisedfemininities(Connell,1995)emergeintheschoolsetting.Studentfocusgroupsandinterviews,aswellasteacherinterviews,provideinsightintotheschool’sorganizationalprinciples,theaccompanyingregulatoryprocess,andhowpowerisconstitutedandoperateswiththehierarchicalsystem(Foucault,1980).Withthegoalofviewingalternativeexpressionsofidentity,Ianalysethisdatatolocatehowthestudentsattempttofreethemselvesfrompreconceivedtheoreticalpositionsandbinaries,whichwouldnormallypreventthemfromseeingoptionsofdifferentiationoutsidewhatisnaturalized.

Contribution:Thegoalofthisstudyistorecognizetheremainingobstaclestoequalityinsociallyconstructedandnaturalizedgenderexpectationsinwhatiswidelyregardedasaprogressiveeducationalenvironment,withthehopethatthesefindingsmaysuggestfurtherresearchregardingthestructuresofunconsciousgenderbiasandhowtheyimpactfuturegenerations.

VibekeRønNoer,VIAUniversityCollege,AarhusandUniversityofCopenhagen;andCamillaKirketerpNielsen,UniversityofCopenhagen.

“Studentstrategies–crossingcontexts–towardstheprofession”

Thepaperaimtoqualifydiscussionsonprofession-orientededucation.Thepaperreflectsthefundamentalconditionsoftheprofession-orientededucations-thealternatinglearningcontextsandstudent´smultiplesshiftsbetweencontexts-innewways,attemptingtowidenandnuancetheon-goingdebateonprofession-orientededucation.Thepaperaimtoexpandempiricalknowledgeontheactualteachingpracticesandstudent´slearningprocessesandtoprovideimportantperspectivesonstudent´sstudy-strategiesandtheirpossibleconsequencesinrelationtoboth`lifeasastudentándtheprocessofprofessionalization.Bymaintainingthepositionoffocusingupontheeducationasasituatedandformativetrajectory,thecomparativeanalysisshowshowstudentsinprofession-orientededucationalsettingsmanagethechallengesofeducationandusestudystrategiescharacterisedasbothsimilarandverydifferentwithinandacrosscontextsandcases.

Thepaperisbasedontwoindependentcase-studiesreferringtotheeducationalfieldoffuturenursesandfutureveterinarians.

Inthenursingeducationalenvironment,researchhasbeenconductedasethnographicstudiesfollowingstudentsinanalternativeeducationalmodelbasedonaprincipleof”practicebeforetheory”–namedtheE-class.Plannedasafull-scalestudy,studentshavebeenfollowedthroughalllearningcontexts,intheprocessfromenrolmentintothenursingprogramasmembersoftheE-classuntilgraduationandentranceintothenursingfieldasprofessionalnurses.

Intheveterinaryeducationalenvironment,aprojectofgame-basedlearningasapossiblewayofstrengtheningtheinterplaybetweenpracticeandtheoryformsthebasisoftheresearch.Veterinarystudentshavebeenfollowedthroughalternatinglearningcontextsreferringtoboththescholasticacademicclassroomsandworkplacesincommercialpigherdsaswellastogroupworkandgame-basedsituationsinamandatorymastercourse.

Theprojectsdifferintermsofbothstartingpointandmainfocusofresearch.However,intheon-goingprocessofresearch,anempirical´harmonyóncommonrecurrentthemesrelatedtostudents`studystrategiesémergedfromfrequentdiscussionsbetweenresearchers.Therepeatedcommonempiricalthemespropelledtheideaofacomparativeanalysisaimingtoanswerthefollowingoverallresearchquestions:

•Howdostudentsinprofession-orientededucationsmanagethemultipleshiftsinlearningcontexts?

•Whatstudystrategiesdostudentsinprofession-orientededucationsdevelopandwhatarethepossibleconsequences?

Thecommoncomparativeanalysisismainlyempiricallydriven.InempiricaltermstheanalysisreferstotheNordictraditionofclassroomresearch(LindbladandSahlström,2002;Klette,2007)andpedagogicalfieldwork/conceptofstudystrategies(Borgnakke1996ab,Borgnakke,2008).

Theoretically,thetwoprojectsrefertotheoryandconceptsrelatedtolearningsituationsandstudentlearningprocessesconsideredasprofession-orientatedandsituatedformationprocesses(Benner,Sutphen,Leonard,&Day,2010;Benner,2011).Further,theempiricalanalysisdrawsonBernsteinianconceptsofcontextsandre-contextualisation(Bernstein,1973,2000),andtheconceptofsituatedlearning(Lave&Wenger,1991).

Thetworesearchprojectsshareacommonmethodologicalapproachinspiredbyeducationalethnography(Hammersley&Atkinson,1997,Borgnakke,1996,2011,2013).Further,commonmethodologicalprinciplesof”following-the-field”-”following-the-case”–”following-the-learners”inspiredbyMarcus(1995),impliesthatstudentswerefollowedinrealeducationaltimeandrhythm–astheywerealternatingacrossthedifferentlearningcontexts(fromclassroomstoworkplacesinhospitalsandcommercialswinefarms).Theempiricalmaterialisgeneratedusingamixofqualitativemethods.Themethodsrangefromclassicalethnographicstudies;participantobservation,spontaneousdialogues,photos,collectionofdocumentsandinterviews(Hammersley&Atkinson,2007;Borgnakke,2013;Hastrup,2010;Brinkmann,2012,Kvale,1997)totheexperimentaluseofnewermethodsincludingvideosandvideodiaries(RønNoer,2014;Møhl,2012).Theresearchprojectswereconductedindependently,andconsequentlytheempiricalmaterialwasgenerateddisplacedintimeandspace.Individually,theprojectshavegeneratedarich,diverseanddetailedempiricalcollection.Thecomparativeanalysisarosefromdiscussionsonanalyticstrategies,theoreticalconceptsandempiricalanalysisinthetwoprojectsandtheidentificationofcoincidingthemesrelatedtostudent´sstudystrategies.Hence,boththetheoreticalframeworkandtheempiricalanalysisofeachofthetwoprojectshaveinformedthecomparativeanalysis.However,thecomparativeanalysisismainlyempiricallydriven.Theanalysishasfocusedonrevealingpatternsofsimilaritiesanddifferencesrelatedtostudent´sstudystrategiesintheshiftinglearningcontextsbothwithin-andacrosscases.

References

Benner,P.(2011).FormationinProfessionalEducation:AnExaminationoftheRelationshipbetweenTheoriesofMeaningandTheoriesoftheSelf.JournalofMedicine&Philosophy,36(4),342–353.

Benner,P.,Sutphen,M.,Leonard,V.,&Day,L.(2010).Educatingnurses :acallforradicaltransformation(1sted.).SanFrancisco:Jossey-Bass.

Bernstein,B.(1973).ClassCodesandControlVol.3:TowardsaTheoryofEducationalTransmission.Routledge&KeganPaul,London

Bernstein,B.(2000).Pedagogy,SymbolicControlandIdentity.Theory,Research,Critique.

Rev.Ed.Rowman&Littlefield,NewYork

Borgnakke,K.(1996a).Pædagogiskfeltforskningogprocesanalytiskkortlægning-enforskningsberetning(Vol.1).København:Thesis&AkademiskForlagA/S.

Borgnakke,K.(1996b).Procesanalytiskmetodologi(Vol.2).København:Thesis&AkademiskForlagA/S.

Borgnakke,K.(2008).Evalueringsstrategier-idenpædagogiskekontekst.InK.Borgnakke(Ed.),Evalueringensspændingsfelter(pp.9–66).Århus:Klim.

Borgnakke,K.(2011).Etuniversiteteretsted,derforskerialt-undtagenisigselvogsinegenvirksomhed :rapportomdenforskningsfagligebaggrundforudviklingaf

universitetspædagogiskforskning.Kbh.:InstitutforMedier,ErkendelseogFormidling,KøbenhavnsUniversitet.

Borgnakke,K.(2013).Etnografiskemetoderiuddannelsesforskningen :mellemklassisketraditionerogsenmoderneudfordringer.Kbh.:InstitutforMedier,ErkendelseogFormidling,KøbenhavnsUniversitet.

Brinkmann,S.(2012).Qualitativeinquiryineverydaylife.London:SAGE.

Hammersley,M.,&Atkinson,P.(2007).Ethnography :principlesinpractice(3rded.).London:Routledge.

Hastrup,K.(Ed.).(2010).Indiverden :engrundbogiantropologiskmetode(2nded.).Kbh.:HansReitzel.

Klette,K.(2007).TrendsinResearchonTeachingandLearninginSchools:didacticsmeetsclassroomstudies.EuropeanEducationalResearchJournal,Vol.6,No2,2007Retrievedfromdoi:10.2304/eerj.2007.6.2.147

Kvale,S.(1997).Interview :enintroduktiontildetkvalitativeforskningsinterview.Kbh.:HansReitzel.

Lave,J.,&Wenger,E.(1991).Situatedlearning-Legitimateperipheralparticipation.CambridgeUniversityPress.

Lindblad,S.&Sahlström,F.(2002).Klasserumsforskning,enoversigtmedfokuspåinteraktionogelever.InBerg,J.(Ed.).Pædagogik-engrundbogtiletfag.Kbh.:HansReitzel.

Marcus,G.E.(1995).ETHNOGRAPHYIN/OFTHEWORLDSYSTEM:TheEmergenceofMulti-SitedEthnography.AnnualReviewofAnthropology,24(1),95–117.

MuhammadSalmanKhan,MiddlesexUniversity,London

Ethnographyinamarketplace:teachingvisuallyimpairedresearchersandsettingaresearchagenda

Purpose:

ThereisanestablishedbodyofliteratureonwhatCrangandCook(1995:1)callsthe“poeticsandpolitics”ofdoingethnography,butweknowverylittleonthe“poeticsandpolitics”ofdoingethnographybyvisuallyimpairedresearchers(VIRs)(Duckett&Prat,2007;Wheeler,N.D).Thisresearchaddressessomekeyissuesofethnographic“fieldwork”whichmayraisequestionsifnotproperlyaddressedbyVIRs.Farfromsimplifyingthecoremethodofethnography,thisresearchdealswithoneofthemostcomplicatedbutasyetlargelyunexploredareasofethnographicresearch:doingethnographybyVIRs.TherearesomereportsthatreflectonthevalidityofVIR’sethnographicresearch(Wheeler,N.D).However,todatewithafewexceptions,hardlyanyresearchhasreflexivelyconsideredtheimplicationsofethnographybyVIRs(Wheeler,N.D).Giventhisscarcity,thisresearchattemptstoanswerthequestion:whatarethewaystomakevisuallyimpairedresearchersmoreeffectiveethnographers?Underthisbroadquestion,threedistinct,butinterrelatedsubquestionsareaddressedspecifically:whataretheprotocolsofdoingethnography,whichVIRsmustadopt?WhatessentialsofdoingfieldworkaVIRshouldensureinordertomaintainthecredibilityofher/hisstudy?WhatfactorsshouldaVIRbearinmindtoavoidcompromiseonthequalityofher/hisresearchproject?

Specifically,thisresearchintendstoachievefourobjectiveswhichalsosummarizeitspracticalandresearchimplications:

• Toprovideafield-researchguidetoVIRsbasedonafirst-orderexperienceindifferentcontexts;

• Todrawattentiontowardstheprovisionofeffectivetraininginresearchmethodcourses(atundergraduateandgraduatelevels)toVIRsonthedo’sanddon’tsofethnographicresearch.

• Tosensitizeexpertsinmainstreamethnographicresearchtoconsideraddressingthisissuetobenefitasmallbutagrowingaudiencefortheirbooksandarticles

• Tostimulatefurtherresearchinthishighlyinnovativeandcurrentlyneglectedarea.


InsteadofclaimingtobeanexhaustiveguidetoethnographyforVIRs,thisresearchdealswithsomepracticalissuesofvisualimpairmentandethnographicfieldwork.Withrespecttoitsstructure,itcomprisesoffourelements:(1)Abriefliteraturereviewonethnographicfieldworkanditsimportantprotocolsrelevanttothisstudy;(2)Areviewoftheliteratureonethnographybyvisuallyimpairedpeople;(3)AnarrativeanalysisoftwoVIRsandtheirresearchexperiencesinthefield;(4)Areflexivediscussion,beingaVIR,drawingonmyownresearchexperiencefrommyfirstethnographicfieldworkonthestudyofamarketplaceintheMalakandregionofPakistan.ThefirstinterventionofthisresearchlastedfromJulytoSeptember(2015)andthefinalinterventionisplannedfromApriltoSeptember(2016).Thepresentresearchfocusesonthefollowingissues:(1)Accesstothesiteandinitiatingthefieldresearch;(2)Visualimpairmentandtransitwalk:possibilityandchallenges;(3)Buildingrapportandmaintainingobjectivity;(4)Howandwhentousephotographsfromthefield;(5)Usefultechnologyanditspractical,butprudentuseinthefield;(6)Dealingwiththequestion

ofassistantselection,areflexivediaryonher/hisinfluenceontheresearch,andidentificationofsomecrucialmomentsforchange.

Findings:

(1)Buildingrapportwithresearchrespondentsisfacilitatedbyvisualimpairment,iftheresearcherhasanawarenessandwillingnesstouseitasastrategyforinitiatingafruitfulinteraction.

(2)Anaudio-videorecordingdevicecanbeusedtorecordthetransitwalkintheresearchsite(subjecttoethicalconsiderations).Thevideorecordingcanlateronbeutilizedwithanaudiodescriptioninordertomakebettersenseoftheenvironment.

(3)Selectionofassistantisimportantforaccessingthesite.ThisallowstheVIRagreaterdegreeofindependenceandobjectivecontrolovertheresearchintervention.Itwasfoundthatifnotconsideredappropriately,theassistantmayinfluencetheoverallqualityoftheresearch,andparticularlyofthefielddata.

References:

Crang,M.,&Cook,I.(1995).Doingethnographies.Norwich:Geobooks.

Duckett,P.,&Pratt,R.(2007).Theemancipationofvisuallyimpairedpeopleinsocialscienceresearchpractice.TheBritishJournalofVisualImpairment,25(1),5–20.

Hammersley,M.,&Atkinson,P.(2007).Ethnography:Principlesinpractice.London:Routledge.

Morris,S.(2016).Makingsenseofeducation:sensoryethnographyandvisualimpairment.EthnographyandEducation,DOI:10.1080/17457823.

Wheeler,P.Sightlessvision;acontradictionintermsorasubjectivereality.RetrievedonJanuary25,2016,fromwww.repository.edgehill.ac.uk/4391/1/final_paper_2.doc

Poll,C.J.(2004).Seeingisbelieving?Approachestovisualresearch.Qualitativeresearchmethodology(Vol.2).ElsevierB.V.

MargitSaltofte,AalborgUniversity

Transformativelearninginthecreationofanexperimentinggirls’choir

MembersoftheDanishMidWestGirls’Choirandtheirconductorhavetheaimofcreatinganovelexpression.Asaconsequencethegirlsareexperimentinginformingtheirsingingandperformanceforms.Thechoirisworkingonfindinganimagethatisdifferentthantraditionalchurchchoirsandtherebycreatetheimageof‘choirgirls’assomethingotherthanaimmobilechoirand“wellbehaved”choirsinger.ThechoirgirlsaretheoldestandmostexperiencedattheSongSchoolandareeagertolearnandperforminnovelwayswhichinvolvetheirexperienceandknowledgeofsinging.Headingtowardsthisuncertaingoalof‘otherness’requirebothskillsintraditionalchoirsingingandexperimentingwithknowledgeandskillsfromthedisciplineofdance.Theirrehearsalpracticeisbeingformedincontinuousdialoguewiththechoirleaderandwiththeinspirationfrombothwell-establishedchoirsandthedisciplineofdance.Theinspirationfromdanceskillshasbothledtoaperformanceformandinspiredtheminrehearsalstobeawareofhowtheirbodysupportstheirsingingandexpression.

“Transformativelearning”(Mezirow1997)insingingcommunitiesisseenbothasanindividualandsharedexperience.Theindividualandcollectiveprocessesofbecomingskilledbysingingandformingchoirperformancesareanalyzedastransformativelearningbasedonsocialimprovisation(Hallam&Ingold2007).Thetransformativelearningisinterrelatedtoboththeirskillsandpracticeinbeingachoirwhichisstrivingtobecomesomethingotherthanatraditionalchurchchoirandtokeeptheirengagementinthechoiralive.

Thetransformativelearningprocessisbasedoninvestigatingborderareas,andashareddrifttowardscreatingandexpressingadifferentkindofrehearsalsandchoirexpressions.

TheempiricaldatafromfourmonthanthropologicalfieldworkonMidWestGirls’Choir’srehearsalpractices,performancesindifferentcontextsandpayingandreceivingguestvisitsfromrecognizedchurchchoirsandconductors.

Findings

Theprocessesofbecomingskilledassingersandengagedinformingasharedperformancemarkingthemasanchoirofnoveltyledtotransformativelearninginthechoircommunity.Theirtransformationisbothasindividualsingersandasasocialcommunitybeingformedinwaysthatinspirethesocialorganizationofotherchoirs.Thechoirmembersformsastrongcommunitybysharingtheexperiencesofbothlearningtobecomesingers,workingtogetherasachoir,andinhavingasharedmotivationforperforminginnovelways.

Practicalimplications

Explorationofcreativedisciplinesinformingmixedexpressionsisbothameanandagoalinexploringnewexpressionforms.Youarebeingformedasaparticipantandcanexpressaspectswhichbecomemeaningful–notonlytotheindividualbutalsotothecommunityassuch.Thecommunityistherebyboththeframeforthelearningprocessesofcreatingspecificperformance,andisawaytodevelopandprofiletheimageofthechoir.MembersofMidWestGirls’Choirbothlearntosingandperformthesingingtogether,butthelearningistransformingtheirimaginationofwhatagirls’choirsingerandperformancecouldbe.

ThijsSchut,UniversityofWesternAustralia/UniversityofAmsterdam

ThePromiseofEducation:EducatedYoungPeopleandtheirTroubledTransitionstoWorkinRuralEastIndonesia

Purpose

Whatdoesitmeantobeeducatedinanareawhererelativelyfewpeopleareeducated?Moreover,whenjobprospectsarelimitedfortheseeducatedyoungpeople,howdoesthisaffecttheirlives?Toanswerthesequestions,IfocusonIndonesia.Here,asinmanyothercountries,educationplaysamajorroleincontemporarydevelopmentdiscourse.Specifically,educationcontainsapromiseofnationalprogress,andapromiseofpersonalupwardsocialmobility.BasedontenmonthsoffieldworkinaruralcommunityontheislandofFlores(NTT,EastIndonesia),Idiscusshowthispromiseisconstructedinday-to-daylife.Inparticular,Idescribeyoungpeople’seducationaltrajectoriesandtheirreturntotheirruralnatalcommunitiesuponobtainingatertiarydegree.Inthesecommunities,therearelimitedjobopportunitiesfortheseeducatedyoungpeople,andtheyoftenexperienceso-calledtroublededucation-to-worktransitionsupontheirreturn.Thispaperhighlightshowatertiaryeducation,contrarytofulfillingitspromise,becomesacontradictoryresource.Whileeducationempowersyoungpeopleandtheircommunitiestoaspiretoprogressandmodernity,italsoputsextrapressuresoncommunitynetworksofsupport,makesyoungpeoplepostponeadulthoodandengendersambivalencetowardsrurallife.

Methodology

ResearchwasconductedbymeansofatenmonthperiodofparticipantobservationontheIndonesianislandofFlores.Theresearcherwasbasedinasmallvillage(3.000people)intheruraldistrictofNgada.Throughjoiningunemployedandunderemployedtertiaryeducatedyoungpeople(aged20-30;ofbothgenders)intheirdailypursuits,attheirhomes,andwiththeirfamilies,theresearcher’smaindatacomesfromobservations,andinformalconversationsanddiscussions.Additionally,theresearcherconductedin-depthinterviewswitheducatedyoungpeople,theirparents,Churchleadersandgovernmentofficials.

Findings

InruralFlores,atertiaryeducationisanexpensiveasset,oftenonlyobtainedthroughcarefulplanning,hardwork,financialoffersmadebylargernetworks,andpragmaticarrangementsthattieyoungpeoplefirmlyintoexistingcommunitynetworksofmutualsupport.Supportforyoungpeople’sstudiesisrationalisedintermsofaneducation’spromiseofajobandupwardsocialmobility.Thisimpliesthateducatedyoungpeopleareexpected,upongraduation,tobecomesupportingmembersofthecommunitynetworksthemselves.Thus,thepromiseofeducationdoesnotonlyapplytotheindividual,butalsotothefamily,andthecommunityatlarge.However,education’spromiseisnotrealisedwheneducatedyoungpeoplecannotobtainwork.

(Social)implications

Troublededucation-to-worktransitionschallengetheassumptionthataneducationcontributestothewell-beingofsociety.Infact,theymaydisturbsocialnetworksofsupport.Thatisbecauseeducatedyoungpeoplecannotcontributetothesecommunitynetworks.Also,duetotheirtroubledtransitions,theydependuponthesenetworkslonger,increasingpressureonlimitedresourcesinrelativelypoorruralcommunities.Inturn,thisdependence,togetherwithprolongededucationaltrajectories,impliesyoungpeoplepostponemarriage,andprolongtheiryouth(i.e.inIndonesiasocialadulthoodcomeswithmarriage,while

marriagecomeswithfinancialindependence).Moreover,bymeansoftheirtertiarydegrees,educatedyoungpeoplefeelmodern.Thisfeelingengenderscritiquesonnetworksofmutualhelpaseducatedyoungpeopleconsidertheseasarchaic,constrainingdevelopment.Theimpliedironyofthiscritiqueisthatthesenetworksnotonlyenabledtheseyoungpeopletostudyinthefirstplace,butalsoprovideintheirlivelihoodsduringtheirtroubledtransitionsintowork.Indeed,educationisacontradictoryresource.Asyoungpeopleandparentsalikeareinculcatedwithideasofempowermentthroughtheireducation,notachievingupwardsocialmobilitywhiledisturbingnetworksofreciprocitycanhavenegativeeffects,suchassocialexclusion,socialpressuresandsocialinstability.

WesleyShumar,DrexelUniversity;andSarahRobinson,AarhusUniversity

TheUniversalandtheParticularinEntrepreneurshipEducation

Purpose;

ThispaperexaminesthetheoryandpracticesofentrepreneurshipeducationasitisdevelopingintheDanishcontextandhowtheyplaytotheuniversalsofhumanexperiencewhilerecognizingthatthoseuniversalsunfolddifferentlyindifferentculturecontexts.Theexperienceofbeingatoddswithone’sworld,ortheexperienceofa“disharmony”isauniversalhumanexperience.However,theefforttoshareone’spersonaldisharmonieswithothers,orinthelanguageofSpinoza,Flores&Dreyfus(1997),findinganomalies--sharedculturalissuesthatfitdifferentpeople’spersonaldisharmonies--requiresthereshapingofthedisharmonythroughimagesandlanguageturningitintoaculturalform.Theprocessofthenseekingsolutionstothisculturalproblemrequiresfurthercollaborativeworkwhereonemustagain,inaculturalframe,envisionnewwaysofbeingtoaddressthesharedexperienceofdisharmony.Whatisthelinebetweenthehumanexperienceandtheculturalframeinthiskindofentrepreneurshipeducation?Whataredifferentculturalresponsestothesesituations?Whyaresomeculturesmoreinnovativeandentrepreneurial,andotherslesssowhendealingwithculturalanomalies?Theseandothersaresomeofthequestionsthispaperseekstoframe.


FormanyeducatorsintheNordiccontext,entrepreneurshipisseenasanapproachtoeverydaylifeandnotjustapracticethatisorientedtowardthecreationofnewbusinessventures(SteyaertandKatz2004).Thatapproachthenlooksatthewaysindividualsexperiencetheirpersonal“disharmonies”andattemptstoconnectthosepersonalexperiencestothoseofothers,creatingwhatthecommunitycallsan“anomaly”.Thetransformationofdisharmoniesintoanomaliessetsthestagefortheconstructionofnewwaysofbeingthatmightprovidesolutionstothoseproblemsandchangetheworldthatonelivesinthroughaprocessofsocialimagination(Spinoza,Flores&Dreyfus1997).Inordertotheorizetheuniversalandculturallyspecificelementsoftheproductionofnewworlds,thepaperdrawsonethnographicdatafromalargerresearchprojectseekingtodevelopa“CultureofEntrepreneurship”infourdifferentnationalcontexts.

Findings;

Findingsfromtwosummercourses,oneinDenmarkandtheotherinFinlandwillbeusedtoillustratesomeofthedifferentwaysthatthesetwoculturesapproachtheuniversalexperiencesofdisharmony,anomaly,andinnovation.


Asadvancednationsbecomemoreandmoreknowledgesocieties,creativityistakingonanincreasinglyimportantroleintheeconomyandsociety(Peters2009).Consequently,highereducationneedstofocusmoreonthecreativeprocesswithaneyetowardthecreationofnew

waysofliving.Thisneedisessentiallyacalltouniversitiestobemoreentrepreneurialfollowingthismoreprogressivedefinitionofentrepreneurship.Giventhatdifferentculturesexperiencethecreativeprocessdifferently,itisimportanttothinkabouthowentrepreneurshipeducationmightsupportthereflectiveexplorationofpersonaldisharmonyandtheirtransformationintoculturallyappropriatesolutions.


Universitypedagogyisstillfocusedaroundamodelofthereproductionofknowledgethatwasmorefittingwithanindustrialera.Thispaperprovidesapotentialstartingpointforeducationalpracticethatfitsmorewiththeneedsofa21stcenturyknowledgeeconomy.


Inaworldwheremoreandmorepeopleareeducated,thepaperaskswhattheseideasaboutentrepreneurshipeducationandtheculturesofentrepreneurshipmightimplyforlivinginaglobalsocietythatisbasedinformaleducation(Baker2014).

SabineSiekmannandJoanParkerWebster,UniversityofAlaskaFairbanks;LesliePatterson,UniversityofNorthTexas

Problematizingthemeaningof“thefield(s)”and“doingfieldwork”ineducationalethnography

Thepurposeofthisworkingpaperistoproblematizethemeaningof“thefield(s)”and“doingfieldwork”ineducationalethnography.Specifically,weexplorethequestions:

Whatconstitutesthefield(s)?

Isitaphysicalplace?Aspace?Isitstaticordynamic;boundormobile?

Isitaconcept?

Whenorhowisit“entered”or“exited”?

Tobegintoaddressthesequestions,webringseminaldefinitionsof“thefield(s)”and“doingfieldwork”inconversationwithconceptsfromActivityTheoryandComplexityTheory.Specifically,wefocusonhowthesetheoriesprovidelensesto(re)conceptualizethesemainstaysofdoingeducationalethnography.

ActivityTheory:

Onaverybasiclevel,ActivityTheoryisdefinedbythequestion:Whatistheindividualorgroupdoinginaparticularsetting?(Wertsch,1985,p.211).Underlyingthisquestionliesareconceptualizationoftheconnectionbetweenthinkinganddoing.Whathumansdoisnotaresultofwhattheythink,andwhattheythinkisnotaresultofwhattheydo.ActivityTheorydissolvestheCartesiandualismofmindandbodybyarguingthatthinkingisnottheproductofanactionbuttheactionitself.OnecanfurtherdevelopWertsch’sdefinitionbydiscussingwhathemeansbydoingandbysetting.

Settingdoesnotrefertothephysicalenvironment,buttothesocioculturalmeaningsassignedtotheactivitybythepeopleinvolvedintheactivity.Examplesofactivitiesareplay,formaleducation,andwork.Theseappeartobeboundbyaphysicalenvironment,buttheyare,infact,thesocioculturalinterpretationorcreationthatisimposedonthecontextbytheparticipant(s)thatdeterminesthesetting(Wertsch,1985,p.203).Thecontextofeducationactivity,forexample,isnotthebuilding,thecurriculum,theteacher,andthestudents.WithinActivityTheory,thecontextisthesocioculturalmeaningsassignedtotheseobjectsandtotheirrelationshiptooneanother.

TounderstandwhatWertschmeansbydoing,itisimportanttoexamineallthreelevelsofActivityTheory:activity,action,andoperation.LantolfandAppel(1994)summarize:Thelevelofmotiveanswerswhysomethingisdone,thelevelofgoalsanswerswhatisdone,andthelevelofoperationsanswershowitisdone‖(p.21).

ComplexAdaptiveSystems:

Research“fields”canbeviewedascomplexadaptivesystems,ever-evolvingnetworksinwhichtheparticipants,materials,andenvironmentinteractinnonlinearways(Authoretal.,2013).Complexityresearchers(e.g.,Eoyang&Holladay,2013)explainthatpatternsemergeorself-organizefromtheinteractionswithinacomplexsystem(Eoyang,2001)and,inturn,constraintheinteractionsandemergenceofsubsequentpatterns(Authoretal.,2013).

Therearefourinterdependentattributesofcomplexsystems(Eyoang&Holladay,2013)thatframethisconceptualviewofthe“field”or“fields”ineducationalethnographicresearch:

Open—Complexsystemsaresusceptibletoinfluencelikepublicpressure,availabilityofresources,changingdemographics,andsoon.

Diverse—Participantsaredifferentacrossmanydimensions,e.g.,age,gender,language,ethnicity,race,sexualpreference,andsocio-economicstatus.

Connected—Partsofthesysteminteractinnonlinearorinterdependent;eachresponseinfluencesongoinginteractions.

Unpredictable—Particularactionsarenotpredictable,althoughpatternsemergeovertime.

Thesefeaturesresonatewithontologicalandepistemologicalassumptionsofsocio-cultural,neo-Vygotskianapproaches.Theroleofeducationalethnographersistodocumentandinterpretpatternsemergingfromthesecomplexsystems,aswellashowtheseemergentpatternsconstrainthesubsequentinteractions.Theresearch“field”shiftsasvarioussystemsbecomerelevant,astheyareforegroundedorbackgroundedintermsoftheresearcher’sperspective.


1. ReviewofSeminalDefinitions-descriptionsofthefieldandentry(andexit)ofthefield

Webeginwithareviewofseminalliteraturetodevelopahistorical/methodologicalunderstandingofthefield(s)asrelatedtoethnographyandparticularassociatedmethodsofdoingfieldwork.

2. Reviewofrecentresearch

Wethenreviewjournalarticlestakenfromthe2mostrecentyearsofEthnographyandEducationandAnthropologyandEducationtobuilddeeperunderstandingsofhowresearcher-authorsexplainedtheaction/activitytakingplacewithinthefield(s)ofresearch.

3. Reconceptualizingthefield(s)

Usingourownresearchwith-inIndigenouseducationalcommunities,wethencompareourunderstandingsofthemeaningoffield(s)withthoseconstructedfromtheliteraturewereviewed.Finally,weattempttoexplainthesethroughthelensesofActivityTheoryandComplexityTheorytodevelopanewconceptualizationofthefield(s)andhowactorsandactionsinteractwithinsystems.Thiswillconstitutethemainbodyofthepaper.

Findings;

Forthismethodologicalpaperinsteadoftraditionalfindings,wewillproposeamodeltobediscussedwithsessionparticipants.

TalithaStam,ErasmusUniversityRotterdam

What’sSchoolGottoDowithIt?ComparingEducationalAspirationsofDutchandBritishwhitegirlsfromlowersocioeconomicbackgrounds

Purpose;

AgeneralfeatureofmanyeducationalsystemsinEuropeistrackingnexttootherformsofabilitygroupingsuchasstreamingorsettingofpupils(VanHoutteandStevens2015).Theseinstitutionalarrangementsareimportantastheydeterminefurthereducationandoccupationalopportunities(VanPraagetal.2014).

IntheNetherlands,secondaryeducationisorganisedthroughtrackingwherefromtheageoftwelvepupilsareseparatedinthreestreams:anacademic,amiddleleveloravocationaltrack.Thesetracksarehierarchicallyorderedandtheypreparestudentsfordifferentoccupationalfutures.Amongthetracks,thevocationaltrackisperceivedasthelowest.Moreover,itaccommodatesthehighestnumberofstudentsfromlowsocio-economicbackgroundfamilies.AlthoughmostDutchschoolsofferallpathways,vocationaltracksareoftensegregatedinanotherbuildingthanthemainschoolbuilding.ThisisincontrasttotheUKwherethereisnoformaltracking,butonlywithin-schooltracking.Thismeansthatstudentsofallabilitiesarehousedinthesameschoolbuilding(VanHoutteandStevens2015).

OvertheyearstheNetherlandshasreceivedcriticontheearlytrackingwhichresultsinhighlysegregatedschools.Inthiscontext,Dutcheducationalexpertsarelookingforwaystoimprovetheinstitutionalarrangements.TheDutchcouncilforsecondaryeducationsuggeststoimplementtheBritishsecondaryeducationmodelinwhichhighschoolexams(GCSE)canbedoneatdifferentlevelsforeachschoolsubject,insteadoftakingtheexamsforallsubjectsatonelevellikeisthecaseintheNetherlands(Dutchcouncilforsecondaryeducation,2015).

Inthisstudy,basedonethnographicobservationsandsemi-structuredinterviews,IwillinvestigateifandhowtheDutchsystemofearlytrackingandtheBritishsystemofwithin-schooltrackinginfluencestheeducationalandoccupationalaspirationsofwhitefemalepupilsfromlowersocioeconomicbackgrounds.Theaimistoexplorehowthesepupilsdevelopeducationalandoccupationalaspirationswithinthecontextof,andtheirexperienceswith,school.


Icombineschoolobservations,semi-structuredinterviewswithpupilsandschoolstaff,andconsultedvariousschoolrecords.ThemainfieldworktookplaceintheNetherlandsduringtheentireschoolyearof2014-2015.AcomparativeresearchwhichincludedthesameresearchmethodswasconductedinEnglandduringthesummer-termforapproximatelyeightweeks.

InEnglandastatesecondaryschoolinadeprivedareawithexcellentresultsofferingavocationaltrackwasselectedforthisinternationalcomparativestudyonpupils’aspirations.IntheNetherlandsapublicsecondaryvocationalinner-cityschoolthataccommodatesahighnumberofstudentsfromlowsocio-economicbackgroundtookpartinthisstudy.

TheEnglishparticipantsconsistoftenwhiteBritishfemalepupilsfromlowersocioeconomicbackgroundswhoareinKeyStage4,Year10,andage15withvariouseducationalgrades.TheDutchcounterpartsincludeten15-years-oldwhitenativeDutchfemalepupilsfromlowsocio-economicbackgroundfamiliesinthevocationaltrackataDutchsecondaryinner-cityschool.

Preliminaryfindings;

ThedataindicatesthatthenativeDutchgirlsinthevocationaltrackofsecondaryeducationoftenhaveambitiousaspirationsthatdonotcorresponddirectlytotheirlevelofeducation.Theyexperiencetheirperceivedlowvocationaltrackasrestrictiveforachievingtheiraspirations.

TheaspirationsofthenativeBritishgirlsaremostlyrelatedtothepreviouseducationalandoccupationalexperiences,failuresandstrugglesoftheirmotherand/orotherfamilymembers.Theyvieweducationasanopportunityforupwardsmobility.TheGCSEresultsareadeterminingfactorwhenthinkingaboutfutureplans.Theirplanshowever,donotnecessaryincludeconcreteidealoccupations,butweremostlyfocussedonfurthereducation.

References;

Dutchcouncilforsecondaryeducation(2015)Examsatdifferentlevelsforeachschoolsubject,spacefortalentinsecondaryeducation(inDutch:DiplomaopMaat,ruimtevoortalentinhetvoortgezetonderwijs)reportDutchcouncilforsecondaryeducation.

VanHoutte,M.,&Stevens,P.(2014).Trackingandsenseoffutility:theimpactofbetweenschooltrackingversuswithinschooltrackinginsecondaryeducationinFlanders(Belgium).EducationSystems :Inequalities,LabourMarketsandCivicEngagement,Abstracts.

VanPraag,Lore,Boone,Simon,Stevens,PeterandVanHoutte,Mieke(2014).Howtrackingstructuresattitudestowardsethnicout-groupsandinterethnicinteractionsintheclassroom:anethnographicstudyinBelgium,SocialPsychologyofEducation,inSocialPsychologyofEducation18(1),165-184.

ChristinaBjörkenvallStarrostandJanGustafsson,UniversityofGothenburg

FromMainetoPenanceTown–apolicynetworkethnography

Purpose;

ThispaperillustratesanexampleofhowamunicipalityeastofSwedenintheirone-to-onecomputingenactmenthasbecometangledupinawebofpolicynetworks,forminga1-1(i.e.onecomputerperstudent)policydiscursiveregimeinordertotransformtheeducationalpracticeinschools.ThesepolicychangesarebeingenactedineducationalinstitutionsbyexternalITcompaniesthroughtheirimplementationofnewtechnology.Ouraimistounpackthepolicyrelationsandinfluencesofthisimplementationbyusingethnographicmethodsandtodevelopnewcategoriestoexplainthisphenomenon.

Theresearchhasbeenbasedonnetworkethnographicresearch(Ball,2012;Howard,2002)inmulti-sitedfieldworkinrelationto1-1policyandtheemergenceandformationofa1-1policydiscursiveregimeinSweden.1-1policyisaglobalmovement,wherepolicycommunitieswithmanyprivateplayersandpolicyactors(nationalandinternationalITcompanies,thinktanksandpolicyintellectuals,NationalAgencyforEducation)workbeyondnationalbordersandwhereitisnotalwaysclearwhosemotivesorrelationsformtheoriginsofthenetworksandcommunities.Ourintentionistodevelopadeeperunderstandingofnetworkgovernanceandpartnerships,andtheirpropagationoftheeducationalideasthatbecomeobjectifiedknowledge.Wedosothroughtworesearchcomponents.Firstly,wefocusonthemainideathathastakenrootinthemunicipality’s1-1enactment.Secondly,wemapthenetworks,partnersandknowledgeactorsbehindtheideas,thesocalledcoordinators,andhowtheirideasaretranslatedintoactivitiesonalocallevel.


Methodologically,AuandFerrare(2015)andBall´s(2012)ideas’aboutnetworkgovernancewillbeusedinournetworkethnography.Networkethnographycouldbedescribedasasynergisticresearchdesignforthestudyofthenewgovernanceofeducation.Intermsofmethodology,networkethnographyisacombinationofsocialnetworkanalysisandethnography.Itdescribesandanalyzesnetworkgovernancethroughwhichorganizationalandindividualactorscreatepolicies,reformmovementsandpractice.Thus,inordertodescribethestructureofpolicynetworksandcommunitieswehavecarriedoutasocialnetworkanalysisbymappingpoliciesandsocialrelationssurroundedthe1-1policyinmakingAspartofthismappingworkwealsotrytoidentifyknowledgeactorsandkeyideasinthispolicynetwork.

Thesocialnetworkanalysiswaspairedwithethnographicobservationsandinterviewsinandaroundthepolicynetworkformorethanoneyear.Itincludedteachers,schoolleaders,principalorganizers,politiciansandotherpolicyactors.Asaresult,a1-1policyregime’semergence,formation,andaxiomaticbeinghasbeenidentifiedashashowthis‘being’hasaffectedtheeducationalpracticeinschools.Thedatahereincludeethnographicobservationsatpolicyevents,suchasbothnationalandinternationalconferences,aswellasworkshopsandotherrelevantmeetings.AsacomplementtothenetworkethnographyapproachwehaveusedGlynos&Howarth’slogicsofcriticalexplanationasaframeworkandtheoreticaltooltoinvestigatethe1-1discursiveregimefurtherthroughsociallogics(e.g.logicsofmarketizationandlogicsofinnovation)andpoliticallogics(explainingwhythe1-1policyregimehasemerged).Theconsiderationoffantasmaticlogicsaddsanideologicaldimensiontothe

analysisasitexplainswhythesubjectsaregrippedbythis1-1policydiscourseandwhatits‘vector’ofpoliticalpracticeshasbeen(Glynos&Howarth,2007).

Preliminaryfindings;

Throughnetworkethnographywehaveidentifiedthe1-1policynetworkstructuresandsocialrelationsinwhichthemunicipalityisentangledandhowa1-1policycommunityhasemergedinordertochangethelocalschoolpractice.Theideasaresurroundedbya‘redefinition’discoursethatistakenforgrantedinwhichtechnologyisthesolutiontomeettomorrow’schallenges.Teachers’andschoolleaders’localexperientialknowledgetakessecondplace.

Wehavealsoidentifiedknowledgeactorsthatplayakeyroleinthepolicytransformationincludingthe‘Trojanhorse’,orgateopener,forthispolicychange,whichthenfollowsachainofideasandeventsthatunfoldandstrengthenthediscursiveregime.Finally,weareabletoproblematizeandgiveexampleonwhysubjectsbecomegrippedbydominantdiscourseswhichinthiscasehasimplicationsonthespeedanddirectionofchange.

References

Au,W.&Ferrare,J.J.(red.)(2015).Mappingcorporateeducationreform:powerandpolicynetworksintheneoliberalstate.NewYork:Routledge.

Ball,StephenJ.(2012).Globaleducationinc.:newpolicynetworksandtheneo-liberalimaginery.NewYork,NY:Routledge.

Glynos,J.&Howarth,D.(2007).Logicsofcriticalexplanationinsocialandpoliticaltheory.London:Routledge.

Howard,PhilipN.(2002).NetworkEthnographyandtheHypermediaOrganization:NewMedia,NewOrganizations,NewMethods.NewMedia&Society,4(4),550-574.doi:10.1177/146144402321466813

JonathanTummons,DurhamUniversity,UK

Comparableeducationalexperiences?Exploringeverydaypracticeindistributedmedicaleducation

HigherEducationinaDigitalEconomy(HEDE)isathree-yearresearchprojectfundedbytheSocialSciencesandHumanitiesResearchCouncilofCanada(SSHRC).ThebroadaimsoftheprojectaretoexploreissuesatoneuniversityinCanadasurroundingtheimplementation,fromSeptember2010,ofanewmedicaleducationcurriculum.Thedeliveryofthecurriculumdistributedacrosstwocampuses,whichare400kilometresapart.Thisnewdistributedmedicaleducation(DME)curriculumhasbeendesignedtorestoninformationandcommunicationtechnologies(ICTs)fromthegroundup.Theapplicationoftechnology(digitalvideo,digitallearningplatforms,e-learningdevicesandsuchlike)functionsasameanstoenactsynchronouslytheDMEcurriculumacrossthetwocampuses.ThispaperexploresthewaysinwhichICTsareusedbyteachersandstudentsintheireverydayworkwithintechnologicallyrichteachingenvironments.Thepaperseekstocontrastdominant,institutionaldiscoursesoftechnologyuseinhighereducationteachingwiththeeverydayvernacularpracticesofstaffandstudentsthroughexploringthewaysinwhichstaffandstudentsmakesenseoftheiruseofICTs.

HEDEisaninstitutionalethnography.Thevernacularpracticesofacademicstaff,technicalandadministrativestaff,andstudentshavebeenexploredthroughsemi-structuredinterviewsandethnographicobservations.30interviewshavebeenconducted,ranginginlengthbetween45and60minutes.108observationshavebeenconductedacrossbothcampuses.Thesewerecarriedoutinlecturehalls,seminarrooms,staffmeetingroomsandtechnician’scontrolroomsandlastedforbetweenoneandtwohours,reflectingthetypicallengthoflecturesandseminarsinthecurriculum.InordertoexploretheinstitutionalperspectiveorculturerelatingtoICTuseandthenconstructanunderstandingofthedominant,institutionaldiscoursesthatrelatetoICTswehaveanalysedsixtydifferentinstitutionaldocuments.Theseincludeinstitutionalstrategicplanningdocuments,technicaldocumentsandspecifications,industryreportspertainingtoDistributedMedicalEducation(DME)technologies,andfacultycurriculumdocuments.

Thepaperconcludesthatthereisagapbetweenpolicyandpracticeindistributededucationandthattheteachingandlearningexperienceandcontextofstaffandstudentsindifferentsitesneedtobeanalysedindepth,intermsof:whethertheexperienceoflearningacrosssitescanbepositionedasbeingcomparable;theextenttowhichtechnologyameliorateslearningandteaching;andunderstandingtheworkdonebystaff,includingworkwithICTsthatisnotanticipatedwithinthedominantdiscoursesoftheinstitution.

FranklinVernon,UniversityofWisconsin-Madison

Thankyouforyourdaughters:GenderviolenceandculturesofsilenceinAmericanhighereducation

Mypaperreportsonan18monthethnographyexploringthehiddencosts—broadlydefined—ofhighereducationintheUnitedStates.Whileembeddedwithinamulti-sited,parallel,comparativeteamethnography(Kendall,Vernon,etal.,2015),IfocushereontheSTEM-orientedcampuswhereIspentapproximatelytwoacademicyearswithagroupof15studentsfromlow-andmiddle-incomebackgroundsastheynavigatedthrough,across,andsometimesoutofcollegesettings.Gender,inparticularviolencetowomen,wasidentifiedfromtheoutsetasadefiningfeatureofthiscampusandstudents’meaning-making,andwithwhetherornotcollege-goingwasasustainableproject.

Thedataandanalysesputforwardinthispaperareinformedbyan18-monthethnographyofthehiddencostsofcollegeataregionalSTEMcampus(thatIamreferringtoas‘GalenaStateUniversity’)withintheUniversityofWisconsinsystem,inthemidwesternUnitedStates.Myworkonthiscampuswaspartofalarger,parallelcomparativeteamethnography(Kendall,Vernon,etal.,2015)thatoccurredsimultaneouslyatmultiplecampusesthroughouttheUniversitysystem,butforthispaperIhighlighthowgenderviolencewasapervasivefixtureatGSU.Informedbycriticalapproachestoeducational(e.g.,Carspecken,1996)andinstitutional(e.g.,Engeström,2001)ethnography,datageneratedandgatheredincludedjottingsandfieldnotesfromobservationsandperipheralparticipation,interviews,photographs,video,documents,andmediascreenshots.IbeganinAugustof2014withafourmonthinstitutionalethnography,followedby14monthsinwhichIincorporatedclose,relationalethnographieswith15first-yearstudentsfromlow-andmiddle-incomebackgroundsastheynavigatedthefirstyearandahalfafterenteringcollege.

Findings

ItshouldcomeaslittlesurprisedthatgenderviolencesareapervasiveproblemonAmericancollegecampuses;however,theextenttowhichitwasacommonplacefeatureoftheGSUsocialandacademicexperiences,andthecampusresponseto(orcomplicityin)these,wasshocking.FrommyinitiationtoGSU—watchingasagroupofmalestudentsplacedalargepieceofplywoodinfrontofahouseonamainroadduringnewstudentmove-inday,withthankyouforyourdaughterswrittencrudelyacrossitinorangespraypaint—tomyfinalinterviewinthestudy,inwhichyetanotherresearchparticipantandIsatwiththesorrow,anger,andongoingtraumaofherbeingrapedthatfall,withtheUniversityrefusingaction,knowingGSUbecameknowingviolence.Themajorfindingsexploredinthispaperareoftheinstitutionanditscommitmentstorural,masculinistculture;ofthehistoriclegacyofamale-dominatedstudentbodyandtherapidlyandcontinuouslyshrinkingfemalestudentpresence;oftheeveryday,normalizedgenderviolencewomenexperience—suchascat-callingwhilewalkingtoclassorbeingtargetedatnightwithlaser-pointersfrommalestudents’dormroomwindows;and,ofhowthecampusisengagedinanat-bestcounter-productiveprojectthroughactivelyhiding,silencing,andpresentingfalsenarrativestothepublic,suchasstatingoncampustoursthat“therearemorefemalestudentsthaneverenrolledatGSU”whileignoringthatfemalestudentsarearapidlyshrinkingproportionoftheoverallstudentpopulation—lessthan32%ofthemostrecentincomingclassidentifyasfemale,andfemalestudentshavebeenconsistentlyshrinkingasaproportionofthestudentbodyfortheprevious6years.

Implications

Myprimarygoalistoprovideanaccurate,nuanced,andconsciousness-raisingcountertotheisolatingnarratives(“Ithoughtthatonlyhappenedtome”)andnormalizedmundanitiesofviolenceatGSU.IwriteattheexplicitrequestofmanyoftheresearchparticipantsIhavespentthelast18monthswith,whohopeforachancetostandandberecognized.Iwritethatthoroughcomplicationsandcomplexitiesoffemaleoppressionsinthisspacemayopennewdialogshereaswellasnewentrypointstorecognizeandgrapplewithsimilaritiesoralternativesinothereducationalandcultural-historicalsettings.

BegoñaVigoArrazolaandBelénDiesteGracia,UniversidaddeZaragoza

Feedbackaninstrumentforchangeineducationalinstitutionsforrelationshipsbetweenfamiliesandschools?

Purpose;

Thepurposeofthispaperistoemphasisetheimportanceofthevalidityofethnographicresearch,beyondthecontributionsthatitcanmakeforresearchers.Wearereferringtothecontributionsfortheparticipatingrespondentsandourintentionistostudyinvestigatedcommunities,focusingontheexchangeofinformationbetweenresearchersandthosewhoareresearched,inordertoadvancetowardsaprocessofchangeandtransformationintheresearchedsituations.Werecognisethatinmanycasesethnographyisdescribedasideallynottryingtoinfluencepractice,butthereareexceptionsandwewillidentifyanddiscussthese.Ourmorespecificobjectiveistoidentifyhowtheethnographicresearchprocess,throughfeedback,influencesthecontextofthevariousstudiedsituationsregardingthesubjectoffamilyandschoolrelationships.Weareinterestedindiscoveringwhattheexperiencesofthosewhoareresearchedarelikeandinterpretingtheirvoicesandsilences.


Thepaperconsidersthereviewandanalysisofvariousethnographicresearchstudiesintoeducationthatwerecarriedoutindifferentlocationsandatdifferenttimesthatemphasisefeedbackbasedontermssuchasmemberchecksfromthestaff,peerdebriefing,informationfeed-backandrespondentvalidation.Informationfeed-backwillbegivenparticularattentionasaquestionthatisraisedregularlyintheprocessofethnographicresearchineducationinrelationtothemeaningofresearchforresearchersandforthosewhoareresearched.Wewillanalysethisfromaresearchperspectivethatoperatescritically,inthevisionofatrulytransformationalprocessforeducationalpractices.

Findings;Mostofthestudiesreviewedthatfocusonfeedbackinethnographicresearcharerelatedtotheintentiontogivevaliditytotheresearch,totriangulate,tofocusontheethicalaspectsoftheresearch,toaddressquestionsofpowerandofjustice.Toalesserextent,thesestudieshaveanalysedthemeaningofvalidityofresearchfortheparticipantsandforthosewhoareresearched.Therearefewstudiesthathavefocusedontheprocessorontheresultoffeedbackregardingthedatathatresearchersgivetorespondents.Consequently,wehavelittleknowledgeabouthowethnographicresearchhelpstochangeresearchedsituations.Fromthisperspective,thepaperreflectsasynthesisofethnographicresearchstudieswithinthefieldofeducationthatdemonstratethisfeedbackasatopicofinterestforthefunctioningofschoolsandfortheprofessionalismofteachers.

Thereviewedstudiesshowhow,onoccasions,teachersandfamiliesdonotconsiderthecontributionsthatresearchcanofferthemandtheirpractices.Onlyafewresearchstudiesaddressthepossiblecontributionsforteacherswhentheyrecognisethevalueoftheresearchandthecontributionsthatfeedbackhasmadethroughouttheprocess.Themeaningoffeedbackfromthisperspectivenotonlyinfluencesthevalidityofthemethodused,butisalsoaninstrumentforchange.

Practicalimplications;Thepracticalimplicationsarerelatedtothosewhoareresearchedandtothosewhomakedecisions.Themeaningofethnographiceducationalresearchinglobaland

localcontextscouldcontributetoatransformationinpracticesineducationalinstitutions.Inaddition,theanalysisthatwepresentcouldhelppoliticiansinthefieldofeducationtounderstandwhyschoolsremainexactlythesameastheyhavealwaysbeen,despitethewell-intentionedeffortsmadetochangethem.

Socialimplications;Fromasocialpointofview,theimplicationsofethnographiceducationalresearchareimportantasaninfluenceontheactionsofschoolsforthedevelopmentofchangesinpractices,therebycontributingtoapossibletransformationinwaysofbeingwithinthemodernglobal-localcontext.

DanaWalker,UniversityofNorthernColorado,USA

“Gettingourspiritsout”:Aninteractionalethnographystudyofculturalmemory,personalsense,andtheconstructedcurriculuminYouthRadioandRadioArtsforimmigrantyouth

ThispaperanalysestheculturalpracticesthatweresetinmotionduringthefirstdaysofaYouthRadioprogram,andhowthesepractices,overtime,servedasresourcestomediatetheirunderstandingofthepurposesoftheprogramandthedevelopmentofpersonalandpublic“voice.”IpayparticularattentiontothelearningopportunitiescreatedwiththeradioimprovisationmentorGuillermo,andhowthestudents’interpretationandtake-upofculturalresourcesbecameconsequentialfortheirlearninganddevelopmentovertime.

Thetheory-methodusedforthisstudycombineselementsofdiscourseanalysiswithethnographyinwhatGreen&Wallat(1981)havecalledinteractionalethnography.Studiesthatadoptthisapproachexaminehowpeoplecreatemeaningthroughthewaystheyactandreacttoeachotherthroughtheuseoflanguage,includingverbalandnonverbalsemioticsystemswithattentiontosocial,cultural,andpoliticalprocessesthataresetinmotionby,andcontextualize,socialinteraction(Bloomeetal.,2005).InthispaperIanalyzethelanguageandculturalpracticesthatweresetinmotionduringthefirstdaysofahighschoolYouthRadioandRadioArtsprogram,with18students,5mentors,and3teachers,includingmyselfasparticipantobserver.Theanalysisexamineshowtheobservablecurriculum(Castanheiraetal.,2001)¬–nottheplannedcurriculumbutwhatisactuallymadevisibleto,andexperiencedbystudents–¬¬isconstructedandbecomesconsequentialforstudentlearningovertime.Havingfound“communication”and“voice”tobekeythemesthatwereintroducedbytheradioimprovmentorinhisfirstdayofteaching,Ithenidentifieddiscoursesegmentsacrosstheyearandmultipledatasources(audioandvideorecordingsandtranscriptions,studentmediaproductions,draftsofwork,observationsinmultiplesettings,interviews),inwhichconceptsof“voice”and“communication”wereelaboratedbyfocalstudentsandadultparticipants.Thisallowedmetotracethe“rootsandroutes”ofdevelopmentoftheseconceptsandrelatedproductionstotheonsetofpatternsinthefirstdaysandselectsubsequentevents(Putney&Green,2007).

ThedescriptionofGuillermo’sfirstdayteachingintheprogramillustrateshowideologicalvaluesembeddedinthegroup’sdiscoursesetthestagefortheemergenceofnewculturalpracticesandthedevelopmentovertimeofpersonalandpublic“voice”amongthestudents.TheintertextualandintercontextuallinksmadebyGuillermobroughtvariousworldsintotheclassroomthatwerenottherebefore,buildingsymbolicbridgestostudents’ownlifeworlds(Bloomeetal.,2005).Ifoundworkonlanguageandculturalmemory(Kramsch&Whiteside,2008;Limón,1994),tobeparticularlyusefulinunderstandingthewaysthatmultilingualdiscoursepracticestransformedthetemporalandspatialdimensionsofthein-andout-of-schoolcontextsforlearning.

Thisresearchfurthersourunderstandingofhowanalysesofclassroomdiscoursesandpracticescanprovideacruciallinkbetweenindividualandgrouplearningwithincultural,historical,andinstitutionalcontexts(Wertsch,1998).

ThelargerpurposeofthisyearlongethnographicstudywastounderstandhoweducatorsmightbreakthecycleofremedialESLinstructionthatreproducesthemarginalizationofworkingclassimmigrantyouththroughitsemphasisonlow-levelskillsandnarrow

conceptionsoflanguageuse.Thisstudyallowsustoseewhatispossiblewhenteachers,incollaborationwithcommunity-basedmediaandartsorganizations,shiftattentionfrombasiclanguageskillstopreparingstudentstoparticipateintheirmultiplespheresofexperiencewithagentiveidentitiesandpowerfullanguagetoaccomplishpersonal,social,andcivicgoals.Creatingaprotectedspaceforcommunicationandthedevelopmentofyouthvoiceinthisprogramwasachievedthroughattentiontotheaffectiveandsubjectivedimensionsoflanguage,languageplay,andculturalmemorybeginningonthefirstdaysofclass.Hybriddiscoursepractices,theinclusionofSpanish,English,code-switchingandotherlanguagesanddialects,createdaffectiveopeningsforthesestudentswhowereotherwiseexpectedtoleavetheirlinguisticrepertoiresandmeaning-makingresourcesatthedoor.Forstudentstoengageintheco-constructionofacurriculumthatcreatesopportunitiesfortheirlearning,theymustbeabletomakepersonalsenseofthesharedculturalmeaningswithinaneducationalsetting.Thispaperdescribeshowprocessesofpersonalsensemakingwithinthecollectivearesetinmotionandyouthdevelopmentandlearningbegins.

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