Doing “indigenous” ethnography as a cultural outsider: Lessons from the Four Seasons     

S. Lily Mendoza 《Journal of International and Intercultural Communication》2016,9(2):140-160

This piece narrates the author's experience with González's Four Seasons of Ethnography framework as an ethnographer-in-training in an advanced field research methods course conducted in a small Rarámuri village in the Copper Canyon of Mexico. Three core elements emerged as the narrative's focal interest: the nature-based logic of the Four Seasons framework, the tensions between indigenous child-rearing practices and modernizing influences among the Rarámuri, and the problematic of conducting indigenously grounded research in a community not one's own. Learnings highlight the unique oeuvre lent by the “Four Seasons” framework and its potential for transforming knowledge production about the “other” within the academy and beyond.  相似文献   

“Brighter the moon over my home village”: Some patterned ways of speaking about home among rural–urban migrant workers in China     

Meng Li 《Journal of International and Intercultural Communication》2016,9(1):35-51

Drawing on a social constructionist approach and Philipsen's theoretical framework of cultural communication, this study examines how rural–urban migrant workers in China construct the meaning of home in their communication about migration. Interviews with migrant workers and participant observation of their everyday conversations reveal that migrant workers frequently evoke a cultural code of home attachment and actively construct a political code of displacement to construe their prolonged liminality between the city and the countryside. Implications for studying the use of culturally specific and politically situated discursive practices to address common challenges of displacement are discussed.  相似文献   

日常生活中的体育实践：研究意义、理论与方法          下载免费PDF全文

田恩庆  沈佳韡 《体育科研》2016,(3):56-59

在转型社会背景下,日常生活中的体育实践活动具有越来越重要的作用,对其深入探讨有助于我们转换视角并重新理解体育的社会价值,从而透视社会结构变迁的逻辑和动力,其学术意义和社会意义不可小觑。而赫勒的“日常生活理论 ”和布迪厄的“社会实践理论 ”以及体育民族志和“扎根理论”方法为探讨日常生活中的体育实践提供了重要的分析框架和研究工具。  相似文献   

Contextualised skill acquisition research: a new framework to study the development of sport expertise     

Luiz Uehara  Chris Button  Mark Falcous  Keith Davids 《Physical Education & Sport Pedagogy》2016,21(2):153-168

Background: Under the view of dynamical system theory, expertise in sports emerges from the interaction of multiple constraints. At an individual level, important interactions amongst constraints could include the relationships that evolve between one's family, playmates/coaches, and specific training activities. Or more broadly, other environmental constraints can be the strong socio-cultural-historical contexts that influence expertise development in sports around the world, such as rugby (e.g. New Zealand) and football (e.g. Brazil). An increasing number of studies have demonstrated the influence of environmental constraints on the development of sport expertise. Whilst making important contributions to knowledge, such studies have been limited in scope and fail to consider in depth how informal and even aversive learning environment constraints affect skills development.

Objective: The objective of this paper is to outline a new contextualised approach to studying socio-cultural constraints on individuals, proposing an interpretive, multi-method approach to holistically investigate the interacting constraints on an athlete's development pathway.

Aims: We explain a rationale for adopting an interpretive research paradigm (in contrast to traditional positivist approaches) for exploring socio-cultural constraints. The epistemological and methodological assumptions of Bronfenbrenner's Bioecological Model of Human Development are proposed as an underpinning framework for data collection and organisation of material. We advocate for ethnographic strategies of inquiry, followed by a discussion of potential methods for generating and analysing data: contextual analysis, participant-observation, and open-ended interviews. Finally, we discuss evaluation criteria for this contextualised approach viewed from a coherence theory of truth.

Purpose: This position statement seeks to: (1) promote methodological possibilities to investigate the effect of socio cultural constraints on expertise acquisition in sport and (2) offer significant new theoretical and epistemological insights from the constraints-led approach to expertise and to integrate some of the interdisciplinary differences that exist in the body of sciences.

Final thoughts: Our tentative contribution to the development of the proposed contextualised skill acquisition research framework is to build bridges across the methodological boundaries between sociology and motor learning in the first instance, rather than offering a unifying approach for the whole field. We hope that this position statement will provide a foundation for future related empirical papers and to stimulate other researchers to consider the framework for their own investigations of motor learning in the field.  相似文献   

‘I think I would have learnt more if they had tried to teach us more’ – performativity,learning and identities in a Swedish Transport Programme     

《Ethnography and Education》2013,8(1):77-92

This study is based on an ethnography that was carried out in the Transport Programme (TP) in a Swedish upper secondary school (in this paper referred to as Rockmeadows High). The research is part of a larger project focusing on discourses on Intelligence in Swedish upper secondary school, and how these are produced and used in different educational contexts. The title of the article quotes Emily, a hardworking and high-achieving TP student. Emily is disappointed that the academic courses much of the time operate on a rote level, and that teachers’ expectations on the students in the programme generally are quite low. The present study also indicates, in line with several studies of vocational education in Sweden, that academic courses in vocational programmes often seem to provide scarce opportunity for theoretical learning and higher order thinking. Others suggest that the vocational courses present better conditions for such learning. The present article explores learning and instruction in different subjects and the conditions that are structuring them. It discusses the possibility that performativity pressure is one of the structuring forces. ‘Performativity’ is used here to refer to the notion that individuals and systems are valued based on their measured performances in regard to standards, and identified by those standards. Thus ascribed values become ends in themselves and render the use value of knowledge subordinate to the exchange value. This means that not only knowledge but also the pedagogical interaction and relationships become commodified. This is exactly what happens when new managerialism and economic rationality are imposed on the education system, as it has been throughout the Western world in the last decades. Swedish educational policy has gone far down this road, focusing measurable outcomes, individual choice and competition on all levels as means for quality. Still, not all spheres of education are dominated by the economistic rationality, as this articles aims to demonstrate and discuss.  相似文献   

Multi-sited global ethnography and travel: gendered journeys in three registers     

Debbie Epstein  Johannah Fahey 《International journal of qualitative studies in education》2013,26(4):470-488

This paper joins a barely begun conversation about multi-sited and global ethnography in educational research; a conversation that is likely to intensify along with growing interest in the links between education, globalisation, internationalisation and transnationalism. Drawing on an ongoing multi-sited global ethnography of elite schools and globalisation, this paper explores the role of travel in multi-sited global ethnography and offers a feminist engagement with it. It considers the idea of fieldwork as a travel practice through three different travel registers; the traveller’s tale, critical travel studies and travel as exile. In so doing, it illustrates the reflexive affordances each register offers with regard to the directions of our feminist inquiries into elite schools and our feminist ethnographic practices.  相似文献   

A feminist posthumanist political ecology of education for theorizing human-animal relations/relationships     

Teresa Lloro-Bidart 《Environmental Education Research》2017,23(1):111-130

This paper contributes to a nascent conversation in environmental education (EE) research by using ethnographic data and extant theory to develop a feminist posthumanist political ecology of education for theorizing human–animal relations/relationships. Specifically, I (1) engage feminist methodologies and theories; (2) give epistemological and theoretical attention to nonhuman animals; and (3) address the field of EE’s minimal engagement with the interdisciplinary research agenda of political ecology. The paper begins with a literature review examining how feminist and/or posthumanist scholars have theorized human–animal (or human–nature) relations/relationships. Next, I outline the conceptual frameworks guiding the analyses of ethnographic data I collected at Long Beach, California’s Aquarium of the Pacific and follow with a brief overview of the study. I conclude by outlining the major tenets of this article’s conceptual framework, which contributes to a growing conversation in EE regarding human–animal relations/relationships and lays the groundwork for other political ecologies of education.  相似文献   

A critique of Koh’s (2014) ‘Doing class analysis in Singapore’s elite education’     

Scott Kabel 《Globalisation, Societies & Education》2017,15(2):282-288

Aaron Koh contributed to a collection of multi-site global ethnographic articles published here (2014, Vol. 12, No. 2) that present class reproduction as operationalised in elite education. While the collection adds to the current international critique of meritocracy, a close look at Koh's contribution reveals that critical ethnography can lose its representational and persuasive power if muddled by theoretical and methodological haziness and if it fails to forefront participants' voices. This response is meant to encourage Koh to re-present his data and position so as to sure up his comment on this important issue.  相似文献   

The Myth of “Migrants as Problems”: Public School in Neoliberal Times and the Construction and Contestation of “Migrant” Identity     

Enmou Huang 《Journal of Language, Identity & Education》2017,16(6):381-394

This article reports the findings of a sociolinguistic ethnographic inquiry into the constructions of internal rural-to-urban migrant students by one urban public school in China, and how these students positioned themselves to these constructions against the background of the school’s neoliberal transformation. This inquiry finds that, due to the case school’s pursuit of exam-performance-based academic excellence, its official documents discursively constructed migrant students as being of “low quality,” and a problem for and potential danger to the school. However, the daily positioning practices of school administrators, teachers, and these students did not just reproduce this uniformly negative discursive construction; rather, they contested it in a complex and contradictory manner. This article offers further evidence showing the complexity of identity constructions in late modern urban schools, wherein professionals and students are all involved in a marketized education context that brings crises and dilemmas to institutions.  相似文献   

批判民族志：教育公平研究的新视角     

柯晓玲 《华南师范大学学报(社会科学版)》2011,5(5)

我国关于教育公平的研究近年来成果颇丰,但是大多数仍然是宏观的政策理论研究,深入到弱势群体的微观实证研究成果还是缺乏。批判民族志主要用于理解和诠释研究对象的生活经历,并通过研究者与研究对象的互动着手改造教育不公平现象,因而可以为我国教育公平研究提供一个新的方法论和研究视角,促进我国教育公平研究的深入有效开展。  相似文献