OxfordEthnographyandEducation

Conference2019

Abstracts

JanusHolstAaenandRikkeToftNørgård

EthicalFabricationinEducationalEthnography

Thispaperreconsiderswhatbeinganethicalresearcherineducationalethnographymightsignifyandinvolve.

Throughtheconceptofethicalfabrication,theauthorsproposethatthepracticeofethicaleducationalethnography

maybeunderstoodastheinterweavingandnegotiationoffourdifferentplanesofbeingethical.BuildinguponA.

Markham’sworkaroundethics,ethnographyandfabrication(Markham,2005,2006,2012),weusetheterm

fabricationtodenotethecreativeconstructionofethnographicwork,thatdoesnotnecessarilyentailareproduction

ordelieveryoffactsandeventsfromthefield,butatthesametimeupholdsthetruthofthephenomenonin

question.Inthepaper,theauthorssuggestthatbeingethicalineducationalethnographycanbeunderstoodasthe

capabilitytonavigate:1)ethicsinrelationtotherulesorsystem(e.g.GDPR,informedconsentanddata

management),2)ethicsinrelationtobeingaresearcher(e.g.academicvirtues,phronesis,ethicalcharacter),3)ethics

inrelationtotheother(e.g.reciprocityintherelation,careethics,theethicaldemand),4)ethicsinrelationtotruth,

knowledgeorworld(e.g.performativewriting,evocativeethnography,styleastheory).Thepaperpresentsand

describesthisthroughexploringexamplestakenfromtheactualinsitulongitudinalpracticeofethnographyinthe

formofeducationalethnographyonStudentDarkness(Aaen,2018)andethnographicresearchonGameplay

Corporeality(Nørgård,2012).

Theethnographiccontributionofthepaperistwofold.Firstly,aconceptualframeworkforethicalfabricationin

educationalethnographythroughexplicatingandtheoreticallygroundingthefourdimensionsofbeingethical.

Secondly,thedescriptionofhowthisplaysoutinconcreteethnographicpracticebywayofemployingethical

fabricationasareflectivestrategyforbeingethicalalongthesedimensions.Takentogether,thispointstowardsthe

configurationofadeeperethicsineducationalethnographywherefabricationisusedasancritical-creativestrategy

toloosenthenoosethatiscurrentlythreateningtostranglebotheducationalresearcherandethnographictruth.

ManalMarzouqHAlharbi

AnethnographicstudyintoLengtheningkindergarteners’attentionspanthroughsmallgroupindividualized

instruction.

InSaudiArabia,thecontextforthisresearch,thereisaconcernaboutchildren’sattentionlevels,forexample,thereis

aviewthattechnologydistractionssuchas24-hourchildren’schannelsandinternet,andvideogameshaveanundue

influence.Asaresult,capturingandmaintainingyounglearners’attentionwithinclassroomactivitieshasbecomean

issuethathasbeenraisedbyparentsandteacherswhomIhavemetduringmyemploymentasaLecturerinearly

childhoodeducation.WhilstmostearlyyearsteachersinSaudiArabiatendtousewholegroupinstruction,this

researchsetsouttoexploretheeffectsofsmallgroupindividualizedinstructiononchildren’sattentionspanina

classroominSaudi,especiallythoseperformingatthelowerlevelofwhatisconsidereda“normal”attentionspan.

Thisethnographicstudyfollowedonekindergartenclassof30childrenaged5-6andthreeteachersforsixmonths.I

observedtheclasseveryday.Initially,thewhole-classwasobserved,thenafterthreeweeksasampleoffour

participantsthreeboysandonegirlwereidentifiedaschildrenwhometthecriteriaoftheresearchintermoftheir

limitedattentionspan.AswellasobservingandfilmingthechildrenImadeassessmentsoftheirattentionspan,

interviewedtheirparentsandteacher,andanalysedthechildren’sportfoliowork.FromhereIsetindividuallearning

plansandactivitieswiththeirteachertofindhowindividualizedinstructionmightimpactchildren’sattentionand

learning.

Theimpactofindividualizedinstructionandsmallgroupinstructionontheattentionspanofmainstreamstudentsin

theregularclassroomhashadinsufficientattentionintheliterature.Whilstattemptshavebeenmadetoresearch

andimproveattentionspaninchildrenwithADDandADHD,thereislessresearchaboutattentionspanand

instructionforneurotypicalchildren.Thisstudysetouttoaddressthisgapgiventhedifferencesbetweenthe

attentionpatternsofchildrenwhohavesuchchallengescomparedtoneurotypicalchildren.Sinceattentionspanisan

importantpredictorofchildren’slearningandfuturesuccess,thenimprovingattentionspanshouldbetothebenefit

ofthechildren.Aspartofthisstudy,Idevelopedatool(SCALE)tomeasuretheattentionspanofpreschool-age

childreninSaudi’sculture.

Thereislittleornoresearchthatcombinesanethnographiccasestudywithanintervention.Inthisstudymyrolewas

notatypicalethnographerrolethatwatches,listensandrecordsinformation.Instead,workingwiththeclassteacherI

suggestedanewindividualizedinstructionapproachandguidedtheteachertoplanandimplementtheactivities.I

thenobservedandrecordedtheinterventioninpracticeanddiscussedthechildren’sreactionwithchildrenand

teachers.Thispaperwillintroducesomeofthedatacollected,intheformofpicturesandfilminordertoexplainhow

thecombinationofanethnographiccasestudywithaninterventionenabledmetoexploretheimpactofthe

interventiononchildren’sattentionspanandlearning.

BirgitAlthansandHannesLeuschner

MaterialityofGenderandPedagogicalAuthority–Seatingarrangementsinclassroomsandthestagingof

“teacher-impersonations”

Aspartofthejointresearchproject“MateralityofGenderandPedagogicalAuthority–Inteferences“Materalityof

GenderandPedagogicalAuthority–InterferencesofBodysandThingsinEducationalInstitutions”wecarryout

ethnographicresearchinprimaryschools.Theprojectfocusesrelationsinbetween„object-bodies-spaces”(Taylor

2013:689).

Togointothecomplexinterwovennessofthingsandbodies,genderandauthorityineducationalinstitutions,we

operatewithKarenBarad’s(2003,2007)andDonnaHaraway’sconceptof“diffractivemethodology”(1988,1997,

2016)bothonthemethodologicalandontheanalyticallevel.Wewouldliketopresentanddiscussarenotesfrom

thefield,focussingonsituations“howthemundanematerialitiesofclassroomsdocrucialbutoftenunnoticed

performativeworkinenactinggenderedpower“(Taylor2013).Heretheclassrooomofaprimaryschoolinarural

environment„matters“withitsarrangementsofactive-andordinaryboards,embracingtheteachersandthepupils

desksandchairsinthemiddleoftheroomanditsframingand“staging”ofthespecialplacementofamale“childwith

specialneeds”.Theboy,describedbytheschoolasaggressiveandhyperactiveinhisbehaviourisplacedinacentral

spacebetweentheteachersandthepuplisdesks.Thefieldnotesdocumenttheperformativeskillsoftheexposed

malechildwithitsbodilyentanglementswithfurniture,workingpapersandtherulesoftheclassroominteractionsto

betterhisprimordialpoorpositioninclass–alwaysinoppositepositiontothechairofthemaleoberserving

researcher.Whiledoingso,justinhisusageofthemundanematerialities,thepupilisalwaysrespondingtothe

femaleteacher,enactingasasher“impersonation”,as–sometimesherauthorityundermining–corresponding

“littleteacher”.

RespondingtoCarolTaylor’sexamplesoftheperformanceofamaleteacher’sauthority(Taylor2013),wewouldlike

topresentherea“diffractive”analyzisofaperformanceofstudentsauthorityinaprimaryschoolclassroom.What

wewouldliketopresentanddiscusswiththeprotocolledexamplesfromthefield,focussingonsituationswherethe

borderbetweenresearcherandfieldbecomesremarkablythinistoquestionadichotomybetweensubjectiveand

objectivedata,topointoutthehumanandnon-humanmaterialityandtotheperformativityofperceptionin

ethnographicalresearch.

Barad,Karen(2003):PosthumanistPerformativity:TowardsanUnderstandunghowMattercomestoMatter.InSigns,

WomeninCultureandSocity:,vol28,no.3801-831.

Barad,Karen(2007):MeetingtheUniverseHalfway:QuantumPPhysicsandtheEntanglementofMatterand

Meaning.Durham:DukeUniversityPress.

Haraway,Donna(1988):„SituatedKnowledges:Thesciencequestioninfeminismasasiteofdiscourseonthe

privilegeofpartialperspective“,in:FeministStudies,14(3).S.575-599.

Haraway,Donna(1997):Modest_Witness@Second_Millennium.FemaleMan_Meets_OncoMouse.Feminismand

Technoscience.NewYork:Routledge.

Haraway,Donna(2016)Unrulypractices.DukeUniversityPress.

Taylor,CarolA.,(2013)Objects,bodiesandspace:genderandembodiedpracticesofmatteringintheclassroom,in

GenderandEducation,Routledge,25(6):pp.688-703.

Taylor,CarolA.;Ivinson,Gabrielle,(2013)“MaterialFeminisms:NewDirectionsForEducation”,inGenderand

Education,25(6):pp.665-67.

BirgitAlthansandHannesLeuschner

MaterialityofGenderandPedagogicalAuthority–InterferencesoftheResearcherandWhatisResearched.

Aspartofthejointresearchproject“MateralityofGenderandPedagogicalAuthority–InterferencesofBodysand

ThingsinEducationalInstitutions”wecarryoutethnographicresearchinprimaryschools.Togointothecomplex

interwovennessofthingsandbodies,genderandauthorityineducationalinstitutions,weoperatewithKarenBarads

conceptofAgentialRealismbothonthemethodologicalandontheanalyticallevel.Thisconceptisanelaborated

mergerofintenselecturesbyJudithButler,DonnaHarawayandthePhysics-PhilosophyofthequantumphysicistNiels

Bohr.BaradpicksupHaraway’sopticalkeymetaphorbycallingfora‘diffractiveapproach’insteadofa‘reflexive’one.

Onthemethodologicallevelthisapproachdeniesthepossibilityofapureobservationanditsunderlyingideaof

representativenessasakindofmirroring.Instead,ithighlightstheinterferencesoftheobserverandtheobserved.

Thereisnoobservationwithoutparticipation,andanyethnographyis,atleastpartly,anautoethnography.Bybeing

partofthefieldobservedbytheresearcher,theirownapparentfeelings,attitudesandreflectionsultimatelybecome

theirmostoriginalaccessandassuchavaluablesourceofdatawhichhastobeconsideredintheinterpretationof

anyotherdatacollected.

Whatwewouldliketopresentanddiscussareprotocolledexamplesfromthefield,focussingonsituationswherethe

borderbetweenresearcherandfieldbecomesremarkablythinandthustoquestionadichotomybetweensubjective

andobjectivedataandtopointtotheperformativityofperceptioninethnographicalresearch.

KathrinAudehmandJessicaSchuelein

PaperCupandGender.Ethnographicnotesontheperformativepowerofthings.

Inourpaperpresentationwewouldliketodiscussethnographicmaterialfromparticipantobservation.Ourprojectis

partofaresearchcooperationbetweentheuniversitiesofBraunschweig,LüneburgandHildesheim.Weanalyse

genderperformancesandtheirinterplaywiththerecognitionofpowerineducationatvariousinstitutions.The

Hildesheimprojectinvestigatesmaterialaspectsofyouthsocializationingenderrolesandpowerrecognitionatan

integratedcomprehensiveschool.Firstwewoulddescribeaclassroominteractionamongastudent’sgroup.Howare

malestudentsplayingwithapapercupduringabreakbetweenlessonsatschool?Ourdescriptionfocuseson

interferencesbetweenclassroom,student’sbodiesandthecup.Wewouldliketoshow,howtheseinterferences

establishacertainsocio-materialarrangement.InconnectiontothisdescriptionandreferringtoButler’sconceptof

performance,weinterpretthestudent’splayasaperformanceofgenderandstate.Finallywewouldreflectand

discussthecup’sperformativepowerattheOxfordconference.

Ournotionofperformativepowerincludesthreeperspectives.Thenotioniscentredbytheforcetoachievesymbolic

effectsaswellassocialeffectsatthesametime.Thiscentraldimensionwasdevelopedintwodifferentdirections.

Performativepowercouldbeseeneitherasthepotentialtosubvertisediscursivenormsandtodestabilisesymbolic

orders,or(incontrasttoit)asperformativemagic.Bourdieu’snotionofperformativemagicexplainsthereproduction

ofpowerfulclassifications,whichisbasedinincorporatedsocialexperiences,morepreciselyhabitualdispositions.

Correspondingtotheseperspectives,wewanttoofferanempiricallygroundedandtheoreticallyreflectedapproach

ontheperformativepowerofthings,whichreferstocurrentdiscussionsaboutposthumanperformativity.

KarenBorgnakke

Meta-ethnographicanalysisoftheprofessionalteacherroleanddidacticfunctionsinchanging-examplesfrom

1980’s–2010’s

Throughoutthelastdecades,theeducationalpolicydiscoursehassharpenedandthedominantlearningdiscoursehas

settheagenda.Inaddition,itpointstoreformsandfactorsthatoptimizelearningbyfocusingontheteacherandon

demandsfor'highprofessionalism'.Highteacherprofessionalismpromoteslearningandiscombinedwithfunction

expressedas‘learningmanagement’and‘digitalformation’.Digitalformationortechnacyisthenewraisond’etre

(Borgnakke2017a).Althoughthishypedpoliticalrhetoriciscriticized,weneedclarificationofwhat‘high

professionalism’meansintermsofteacherpractice,teacherroleanddidacticalfunctions(Borgnakke,

Dovemark,MarquesdaSilva,2017).Theoretically,theresearchbackgroundishighlightedinatensionbetweensocial

actiontheoriesandcriticaldidactics(Borgnakke,2017b).Empirically,thebackgroundisbroadeducationalfield

research,whichalsorefertoethnographicanalysistraditionsthatrelatetocriticaldiscourseanalysisandclassroom

research(Borgnakke2013,2018).

Backgroundforthispaperisethnographicstudiesconductedaslong-termfieldworkandfull-scalestudiescovering

compulsoryschool,uppersecondaryanduniversitylevel.Iusemeta-ethnographicanalysistounderstandand

describethepracticalconsequencesofeducationalchangesfocusingonteacherroleandfunctionsinchangewith

referenceto1)theinterdisciplinaryandproject-orienteduniversityenvironment(examplefrom1980s)2)School

developmentinelementaryschool(examplefrom1990s)and3)IT-basedclassesuppersecondaryschool(example

from2000s).FinallyIrefertocurrentcasestudiesonteachingintheprofession-orientedcontext.Givingasummaryof

thespectrumofthechangingteacherfunctionsthemeta-ethnographicanalyseswillsketchchallengesanddilemmas

forcurrentdevelopmentofteacherprofessionalism.

Usingmeta-ethnographicanalysisthefindingsfocusonfunctionsinchangeshowingthepracticalimpactofshifting

demandsduringfourdecadesrelatedtothepowerfulparadigmandshiftingpoliticaldiscourse.Thecross-caseanalyse

showconsequencesoftheshiftfromtheprogressiveprojectpedagogyparadigm(andthetrendsfrom1980s)

focusingtheinterdisciplinaryandproject-orientedcollaborativeworkandthe'new'teacherroleassupervisor,tothe

currentpowerfullearningparadigm(andthetrendsfrom2000s)focussingonIT-implementation,classroom

managementandlearningoutcomedirectedprocesscontrol.

InthepaperItakeprecisiondifficultieswithmeintheperspectiveofclarifyingwhatteacherprofessionalismmeansin

acrosscaseethnographicanalysisfocusingonshiftingdemands,functionsandroles.Givingasummaryofthe

spectrumofthechangingteacherfunctionsthemeta-ethnographicanalyseswillsketchchallengesanddilemmasfor

currentdevelopmentofteacherprofessionalism.InspiredbyworkedexamplesgivenbyBeach,Bagley,Eriksson,

Player-Koro(2014)Hughes,Noblit(2017)Noblit,Hare(1988)Kakos,Fritzsche(2018)thepapercontributestodevelop

meta-ethnograhicanalysissharpeningthefocusontherelationbetweenthepoliticalmacro-,theinstitutionalmeso-

levelandtheteachingpracticalmicro-level.

AndreaBossen,GeorgRissler,andJuliaSteinwand

Whataboutcommonessandcommonality?

Currenteducationaldebatesaswellaspoliticalandsocialdiscourseon’increasingheterogeneityoflearninggroups‘

conceptualizelearninggroupsascombiningstudentswhodifferinmultiple(andmoreandmore)ways.Overall,these

debatesconsiderheterogeneitydifferently,oscillatingbetweenseeingheterogeneityandmultipledifferencesasa

chance,asachallenge,orevenasaproblem.Thesedifferentviewsspanfromtherelationofheterogeneityto

educationalandlearningprocesses,educationalcareers,aswellaseducationalinstitutesandinstitutionalactors(cf.

Budde,2012).Educationalresearchondifferencesandinequality(cf.Diehm,Kuhn&Machold,2017)quadesignalso

focusesonarangeofdifferences.Duetotheirmulti-methodicalcharacteristic,researchapproacheswithan

ethnographicalfocusareconsideredeminentlypowerful,particularly,forobservingthe(re)productionofdifferences

ineducationalfields.Anadditionalstrengthofethnological-directedresearchapproachesistheideaofahistorical

basicfigureof’theforeign‘or’theother‘andthecorrespondinglongtraditionofexaminingthe(re-)productionof

differencesitself(cf.Tervooren,Engel,Göhlichetal.2014,S.9f.).

Notonlyinethnographybutalsoineducationalresearchasawhole,examiningtheconstructionofdifferencesand

differentiatingcategorieshasalongtraditionandismarkedoneofthecentralfocusesofeducationalresearchsince

the70’satleast,andthisisregardlessoftheappliedmethodine.g.theethnographicalresearchprocess:i.e.whether

itisdeductiveand—inaddition—accompaniedbyreificationrisk,orinductiveandhencefocusingonfieldinherent

linesofdifference,orabductive,andthereforeusingcombinedandoscillatingvariantsofthefieldofresearch(cf.

Budde,2014;Fritzsche&Tervooren,2012)Withoutquestioningtheimportanceandrelevanceofthisperspectiveon

thesociocultural(re-)productionofdifferencesandinequalitywewanttostress,thatitmightbesupportingthe

discourseofincreasingheterogeneityandevenitsinterpretationasproblematical.Furthermore,itneglectsthe

empiricalreconstructionofcommonsandcommonality(cf.Dietrich,2017;Ricken&Reh,2014),amongstothersasa

wayofprocessingdifferenceandinequality.Hence,wewanttosuggestawaytofocuson’commons‘|’commonality‘

asafundamentalbutoftenuncared-forwayofhandlingdifferencesinsocialpractices.Hence,thecurrent

contributionwilltakeanexploratory-ethnographicapproachaimingatastrongerfocusingon‘commonness‘and

‘connectedness‘ofstudentsconsideredasmoreorlessdifferent.

Onecriticalpartofsuchadiscussionwouldbethereflectiononthequestionoftowhatextentperceptionand

observationinethnographicalresearchessentiallyoperatebasedondifferentialsettlements.Furthermore,suchan

approachincludesquestionsaboutthesignificance,subjectivityandmeaning,whichaimtoprovokefurtherthinking

abouttheorder(ing)of’commonness‘and’commonality‘.Usingasortofdisconcertmentstrategy,weattemptto

explorewhatis‘seen‘(butalsooverseen)whenthe(re-)productionofdifferenceisbeingoverlooked,or,atleast,

whenthefocusisshiftedfromdifferencesandinequalityto’commonness‘|’commonaltiy’.Byapplyingapractice

theoretical-drivenanalysis,weattempttotentatively,openly,andempiricallyconstruct

’commonness‘|’commonality‘,withoutpresupposingwhatismeantbyit.

References:Boer,Heikede/Reh,Sabine(2012):BeobachtunginderSchule–Beobachtenlernen.Wiesbaden:Springer

VS.Budde,Jürgen:ProblematisierendePerspektivenaufHeterogenitätalsambivalentesThemaderSchul-und

Unterrichtsforschung.In:ZeitschriftfürPädagogik58(2012)4,S.522-540.Diehm,Isabell/Kuhn,Melanie/Machold,

Claudia(2017):Differenz–Ungleichheit–Erziehungswissenschaft.Verhältnisbestimmungenim(Inter-)Disziplinären.

Wiesbaden:SpringerVS.Dietrich,Cornelia(2017):ImSchattendesVielfaltsdiskurses:Homogenitätalskulturelle

FiktionundempirischeHerausforderung.In:IsabelleDiehm;MelanieKuhn;ClaudiaMachold(Hrsg.):Differenz–

Ungleichheit–Erziehungswissenschaft.Verhältnisbestimmungenim(Inter-)Disziplinären.Wiesbaden:SpringerVS,S.

123-138.Fritzsche,Bettina/Tervooren,Anja(2012):Doingdifferencewhiledoingethnography?ZurMethodologie

ethnographischerUntersuchungenvonDifferenzkategorien.In:Friebertshäuser,Barbara/Kelle,Helga/Boller,

Heike/Bollig,Sabine/Huf,Christina/Langer,Antje/Ott,Marion/Richter,Sophia(Hrsg.):FeldundTheorie.Opladen,

Berlin,Toronto:BarbaraBudrich.S.25-39.Linebaugh,Peter(2008):Themagnacartamanifesto.Libertiesand

commonsforall.Berkeley,L.A.,California:UniversityofCaliforniaPressRicken,Norbert;Reh,Sabine(2014):Relative

undradikaleDifferenz–Herausforderungen.

IvaCapova

DiscipliningthroughSchooling.Children’sperspective,experienceandengagementwithschool-baseddiscipline.

Thecaseofthefirstgenerationschool-goersinruralBihar,India.

Since2000stheIndiangovernmenthaslaunchedthenationaleducationprogramoffreeandcompulsoryeducation

forallchildrenagedfrom6to14years.Thiswasforthefirsttimethatsuchaneducationprogramaimedatthewhole

country’spopulation.Thestate"offer"ofeducationmeetssincethenwithrisinglocalaspirationsfromilliterateand

semiliterateparentslivinginruralareas.Notonlytheyoftenseeschoolasanopportunityforupwardmobility,but

theyalsoperceiveitasaninstitutionpromotingatthelocallevel"development"and"modernity",andabletoform

futurecitizensbyteachingthem"goodmanners".Theschool-baseddisciplineislocallyseenandvaluedasan

importantpartoftheschoolingprocessanditisbelievedtohaveatleastdoublepositiveeffect:Ontheonehand,

onceinternalized,itislikelytoenablechildrentoaccedetolucrativejobs,ontheotherhanditisconsideredtofurnish

childrenwithgoodbasisformoralityandhencemakethem"goodpeople".

Thecontributionisbasedonamulti-caseethnographicsurveysituatedintwovillagesinBihar,thelowestliteracy

stateofIndia.Iconducted12monthsfieldworkstudycomposedofdailyclassroomparticipantobservationsin4rural

governmentprimaryschoolsinverypoorareas,ofobservationsinsidefewfamiliesandinterviewswithprimary

schoolteachers,parentsandchildren.Childrendon’tappearonlyaspassivesobjectsofdisciplinaryinculcationand

moulding,buttheyrespondtotheschooldemandofdisciplinebyalargearrayofstrategies,negotiationsand

judgments.Bypartialorcompleterejectingofschoolingorresistancetoitsdisciplinaryrules,thesepoorchildrenare

oftenforcedtoengagewithdifferenttypeofdiscipline,especiallythelabourdisciplineorhouseholdchoresdiscipline.

Schooldisciplinecanthereforebeseenandexperiencednotonlyaslong-termconstraintleadingtoadurableshaping

ofpersonalconducts,butalsoaspotentialaccesstosomeresourcesofwhichchildrencanbenefitonlyiftheyadopt,

inacertainextent,schoolconformedself-discipline.Finally,theinequalityintheIndianschoolsystem,evenamong

thegovernmentprimaryschools,canbeobservedonthebasesofthedegreeofseverityofdisciplineappliedand

required.Infact,thesedifferencesarecorrelatedtothesocialcomposition(casteandsocialclass)ofpupilsofeach

schoolaswellasitsemplacementinthevillage.

ThroughthelensesofagrassrootsapproachtoprimaryeducationintheIndianvillages,thepaperproposestoplace

thefocusonthechildren’sperspectiveandeverydayexperienceofschooldiscipline.Itcombinestheethnographic

materialofdisciplinarypracticesoftheclassroomaswellastheirrepercussionsinthehouseholds.Inparticular,we

willtrytounderstandhowandtowhatextentchildrenengagethemselves,copewithorrejectthedisciplinaryrules

demandedbytheschool.Whatarethedisciplinarypracticesofteachersintheclassroomandtheindividualattitudes

ofschoolchildrenthatchildrenconsidereffectiveandprofitabletoensurethesuccessfulschooling?How,outofthese

judgments,dotheysymbolicallyorganizethesocialorderoftheIndianschoolsystemandtheindividualchancesof

educationachievement?

LucindaCarspecken,BarbaraDennis,SurparnaBose,DajanaePalmer,PoojaSaxena,SamanthaSilberstein,and

PengfeiZhao

DigitalMigratingwithWomenWeLove:AFeministEthnography

Ethnographyandeducationarebothpracticesinbordercrossings,inmigrating,locatingandrelocating,

metaphoricallyandphysically.Inthisethnographicstudy,wemovebetweendeeplypersonalnarrativespacesand

broadlydigitalinteractiveones.Asbothanethnographicandeducationalendeavor,ourfeministprojectadvancesthe

valueofunderstandingthelivesofwomenwelove,andofcreatingaglobalspacewhereweandtheycanconnect

with,reinforceandlearnfromoneanother.

Historicallywomenhavecollectedtheirstoriestobuildcommunity.Ourproject,“WomenweLove”,emergedina

timewhen#MeTooandotherwomen’smovementsofferednewplatformsforwomentotelltheirstories,andwere

buildingnewnetworksoflocalandglobalsupport.ItwasconceivedbymembersoftheFeministResearchCollective

intheSchoolofEducationatIndianaUniversity,asawaytohonorsomeofthewomeninourlives.Wedrawon

ongoing,intergenerationalrelationshipsandsharedactivitiesinourownpersonallives,andhavealsoincorporated22

hoursofrecordedconversationandnarrativeinterviewswith10womenwelovesofar,spanning8countries.Weuse

acombinationofimages,sounds,videos,digitaltools,narrativesandpoemstoconveythesewomen’sexperiences.

TheCollectivehasadoptedanonlineapplicationcalledStoryMap,whichenablesustopresentinformationthrough

multiplemedia.Oursitewillbeinteractiveandtherewillbeliteralaswellasfigurativemapstoshowhowthe

women’sstoriescriss-crosstheglobeandcriss-crosstime.

Weareworkingtowardsestablishingaglobalethnography.Feministethnographyemphasizestheimportanceof

representingwomen’slifeworlds,ofteninnarrativeforms.Atthesametimethateachworkcentersaroundawoman,

theWomenWeLoveProjectchallengesthewaysweexploretheirlivesbylocatinganddislocatingtheirstories

simultaneously,byengagingindeeplypersonalandgloballyspaciousways,bymigratingwiththembutnevertaking

themover.Eachoftheirlifeworldsisjuxtaposed,paralleled,woventogether,andechoedwithothers’,ratherthan

beingsealedoffinisolation.Thestoriesaredislocatedbecausewecreatepossibilitiestoshakethecenterofeach

narrative.Thelocationsofeachstoryareporous–thewomencanbeseensimultaneouslyatthecentersoftheirown

livesandattheperipheryofothers’lives,crossingbordersandmigratinginadigitalizedworld.

Thismethodalsoworkstowardhorizontalratherthanhierarchicalrelationshipsamongandbetweenresearchers,

participantsandreaders.Readerscantakeanystoryorvideoorimageorsongasastartingpoint,andaddtheirown.

TheresearchersintheCollectivethemselvesspanarangeofages,races,nationalities,sexualorientationsand

academicroles,andalthoughtherearelinksbetweensomeofthecontributions,theseareaddedpiecemeal,in

differentstyles,andinconsultationwithparticipants.

WomenWeLoveexploresnewpossibilitiesforresearchinadigitalworld–enablingconnectionsacrossspaceandtime,

acrossmedia,amongtheresearchersandacrossthedividebetweenresearcherandparticipant.

Weareinthebeginningphasesofadigitizedethonography.Althoughwewillnotdiscusstheempiricalfindingsinthis

presentation,wewanttoindicatehowthesewillemergefromourmethodologicalapproach.Recentethnographic

literaturehasblurredlong-heldbinaries,suchaslocalversusglobalandfamiliarversusunfamiliarfieldsites.The

WomenWeLoveprojectaffordsusfurtheropportunitiestoblurboundaries;betweenactualandvirtualworlds,

betweencentersandmargins,andbetweenvisceral,affective,creativeandcognitivewaysofknowing.

Ethnographyandeducationarebothpracticesinbordercrossings,inmigrating,locatingandrelocatingmetaphorically

andphysically.Inthisethnographicstudy,wemovebetweendeeplypersonalnarrativespacesandbroadlydigital

interactiveones.Asbothanethnographicandeducationalendeavor,ourfeministprojectadvancesthevalueof

understandingthelivesofwomenwelove,andofcreatinganinteractiveglobalspacewhereweandtheycanconnect

with,reinforce,question,transform,teachandlearnfromoneanother.

AbismritaChakravarty

LearningtobeaMonk:StudyoftheTeachingandLearningPracticesataHinduMonastery.

Thispaperisanethnographicenquiryintotheteaching-learningpracticesatmonasteriesoftheVaishnavitetradition

calledsatras,thatarelocatedinAssamineasternIndia,tounderstandhowmonks(bhakats)produce,preserveand

performtheiridentitiesandbecomelegitimatemembersofacommunityofpractice.Youngboysareinitiatedinto

monkhoodatthesatraandareexpectedtopracticelifelongcelibacyandaformofdevotionthatemploysthe

mediumofdanceanddramatodisseminatereligiousideas.Learningto‘be’abhakatinvolveschangesinbodily

dispositions,speech,consciousnessandanembodimentoftheartformsthatevolvedatthesatra.Bhakatsarenot

‘objectsofantiquity’butagentialsubjectsnavigatingdifferent,overlappingsocio-politicalfieldslikeschools,the

professionalarenaofperformanceartsandtheritualspace,andtheirlearningencompassesallthesedifferent

encounters,assimilationsandexchanges.ThroughtheresearchIenterandimmersemyselfinspacesoflearning

‘outside’formalinstitutionslikeschoolstoexplorethevariousmodalitiesandimaginariesoflearning.IndoingsoI

examinetheirimplicationsonidentities,thenatureofknowledgeanditsreproduction.

Atthesatra,bhakatslearnabouttheworldandthereligiousphilosophythroughaformofapprenticeship.The

communityofpractitionersconstituealivingcurriculumandanembodimentoftheoraltradition.Whileritualsare

learntthroughperipheralparticipation,theartsfollowarigorous‘formal’learningprocess.Thereisastronglearner

centeredmodelwheretheapprenticestakechargeoftheirlearningandspecializeinareasoftheirchoicewiththe

guru’sencouragement.Theircraftandtrainingcannotbeunderstoodwithinamoral-spiritualuniversealonesince

politicalandeconomicinterventionshaveopenedupthewallsofthesatraandaddednewvaluetothearts.Bhakats

arepursuing‘formal’educationinschools,andperformingacrossdifferentplatformswhilenurturingcareersas

artists.Theiridentitiesaremultiple,negotiatedandinaconstantprocessofpreservationandreinvention,oftesting

boundariesbetweenwhatisandwhatisnotyet,locatedinthefracturesthroughwhichpossibilitiesemerge.

Thediscussionsthatemergefromthissingle-siteethnographicstudy,broadenthepurviewandsemanticfieldof

education,sothatitisnotjustunderstoodintermsof‘literacy’and‘numeracy’butalsointermsofidentityformation

andknowledgeproduction.Itthrowslightonthecomplexitiesandfluiditybetweenbinariesliketheformalandnon-

formaldomainsofeducationandhowtheyaremediatedthroughwebsofsignificance.Multiplemethodological

questionsareraisedaboutdoingethnographyinagenderedspacelikethemonasteryasawoman.Thestudyalso

drawsparallelsbetweenthesituatednatureoflearningatthesatraandthesituatednatureofethnographicworkand

howapprenticeshipoffersanethnographicpointofentry.Bothtakethe‘everyday’ritualsandconversationsassites

forrichobservations.Thereisadissolutionofthemind-bodydualismwherebodiesactivelyinteractwithand

experiencephenomenon.Thesecanbecriticalconsiderationsinthefieldofeducation.

MiriamK.Damrow

Genderdifferencesinparentalengagementonplaygrounds-comparingGermanandItalianparentalbehaviour.

ChildrenonplaygroundsinItalyandGermanymostlyrefertotheirparentswhenbeingonaplayground.Sofar,most

studiesonplaygroundsfocussedoninstitutionalplaygroundsinsteadonfreeonesandresearchedmainlychildren’s

interactionwitheachotherinnationalcontexts.Parentalengagementonfreeandpublicplaygroundshasbeen

understudieduptonow.Thisstudytriestofillthegapincludingandcontributingtoacomparativeperspectivein

ordertoanswerthefollowingquestions:whatdoparentsdoonplaygroundsinItalyandGermany?Doestheparental

engagementdifferregardinggender,quarter(inwhichtheplaygroundislocated)and/orageofthechild?How(ifat

all)doparentsinfluencetheirchildren’sbehaviouronplaygrounds?Videography(aspartoftheethnographic

framework)isusedtoanswerthesequestions.

Thisstudyisembeddedintoalargerprojectonchildren’suseofplaygroundsinEurope.Previousinvestigationsfound

ethnicseparationpatternsin2017appliedbyparentsinItalyandGermany.Inthisyear’sstudypart,parental

engagementisofinterest.ResultsfromobservationsonplaygroundsinItalyandGermanywillbepresented.All

observationtookplaceinearlysummerof2019(partlysupportedbystudents).Firstresultsfrom2017indicatethat

firstly,morefemalethanmaleparentswerebusyusingtheirsmartphones/tabletsorsimilarandthuspayingmore

attentiontotheirmobiledevicesthantowhattheirchildrendid.Secondly,fathersreceivedalotmoreattentionfrom

theirchildren(childreninvolvedtheirfathersmoreoftenintotheirplay,theywenttotheirfathersmoreoften,they

askedmoreoftenwhethertheirdadcouldcomealongandplaywiththemetc.).Thegenderdividewasparticularly

trueforparentalbehaviouronGermanplaygroundsinquarterswithalowsocioeconomicstatusin2017.

First,thiscontributionexploreshowethnographymightallowforanunderstandingofthewaychildren’sagencyis

promotedbytheirparentsthroughthewaytheyengageintheirchildren’sactivitiesonplaygrounds.Secondly,the

interwovenandinterrelatedworldsofparents(asadults)andtheiroffsprings(aschildren)mightrevealpossiblein-

depthunderstandingofpowerandcreativity.Asaconclusion,parentalengagementinchildren’splaymightbe

necessaryforthefurtherdevelopmentoftheirchildren.Thirdly,children’sidentityconstructionmightbeuncovered

byusingethnographicmethods.Moreover,theinterfacebetweentheethnographer,theobjectofknowingandthe

knownisalsoofinterest.

MarianneDovemark

TeachersandMigrantStudentsAdaptiontotheTemporaryLawonUpperSecondaryEducation

Previousresearchhasshownthatamajorityofmigrantstudentsatthelanguageintroductoryprogrammeends

outsideoffurthereducation(ErixonArreman&Dovemark2017).Severalstructuralbarrierssuchashighdemandson

knowledgeinSwedishandamaximumageforapplyingforanationalprogrammeattheuppersecondaryschool

hindermanymigrantstudentsfromenteringfurtherstudiesthoughtheyhavehighexpectationsonhighereducation

andareambitious(Dovemark&Beach2016).Accordingly,studiesshowanincreasingachievementgapbetween

migrantandnativestudents(Grönqvist&Niknami2017)andthisgaphasincreasedthelastdecades(Lundbladand

Linblad2018).

DuetothefactthatstructuralproblemsfacedbymanymigrantyouthswithintheSwedisheducationsystemwere

recognizedbytheNationalAgencyforEducation(2016b)andtoalleviatetheconsequencesoftheseproblemsthe

ParliamentofSwedenmadeadecisionregardingnewprovisionsintheso-calledlawonuppersecondaryeducation.

Thenewprovisionsmakeitpossibleformigrantstudentswhohavehadtheirapplicationsforasylumrejected,

toreceivearesidencepermittoundertakestudiesatuppersecondarylevel.Thatmeanstheycanfinishtheupper

secondaryeducationandafterthattheycanreceivearesidencepermit.Therearethoughmanyfactorswhichaffect

whetherastudentmaybeentitledtoaresidencepermitforuppersecondaryeducationstudies.Therulesare

differentdependingonwhetherthestudentisanasylumseeker,hasatemporaryresidence,orhavehadanasylum

applicationrejected.Therulesalsovarydependingonwhetheritisanunaccompaniedminor,whatuppersecondary

coursetheyareattending,and,insomecases,whenthefirstapplicationforasylumwasreceived.

ThispaperwillpresentsubstantivefindingsfromacasestudydoneintwomiddlesizecitiesinSwedenintwo

ethnicallydiversepublicuppersecondaryschoolswithmoreestablishedaswellasnewlyarrivedmigrantstudents.

Migrantstudents,teachers,principalsandcounsellorswithinthelanguageintroductoryprogrammehavebeen

observedandinterviewed.Thepurposeofthestudyistoprovidein-depthknowledgeaboutmigrantstudents’

possibleopportunitiesandproblemsintheshadowofthelawonuppersecondaryschool.Howhasthelawaffected

theeverydayworkatschool?Anethnographicthematicanalysisisdonewheretheintersectionalityofethnic

background,SES,andgenderwillbetakenintointheanalysis.

Thefirstfindingsshowthatteachersandotherschoolstaffoftenfindthemselvesinuntenablesituationswherethey

areforcedtoact“asjudges”thatdeterminethelivesofyoungpeople.Theresultsalsoshowsomecreativesolutions

tohelptheyoungmigrantstoreceivearesidencepermit.Ethnographicapproachesofferrichopportunitiestofindout

howschoolactorsmeetandrelatetonewpolicies,inthiscasehowteachers,studentsetc.areforcedintoanew

patternofactionstomeettherequirementswhenanewtemporarylawisimplemented.Fewstudiesaremadeinthe

educationalsettingofthelanguageintroductoryprogrammeswithinuppersecondaryeducationinSweden.

JohnDoyle

Somuchtooffer:AnexplorationoflearningandculturalwealthwithRomaSlovakpost-16students

PageHallisanareaofthelargeurbancityofSheffieldinthenorthofEngland.TheRomaSlovakcommunityinPage

HallisfromeasternSlovakiaandtheybegantoarriveinsignificantnumbersinrecentyears.Theareaconsistsof350

overcrowdedtwobedroomedterracedVictorianhousesinverypoorcondition,whichareavailableatalowcost

rents,butarenotsuitableforthelargefamiliesthathavesettledthere(Payne,2017).Theirlifestylehasbeen

perceivedascreatingproblemsforthemandthewidercommunityandthereisnegativemediacoveragethatisoften

experiencedbyRomacommunities(Okley,2014).Localpublicservicesdescribehighlevelsofhealthandsocialcare

needsandtheyhavesufferedahistoryofoppressionandexclusioninSlovakia(Payne,2017;Penfold,2015).This

researchsoughttounderstandhowacommunityofRomaSlovakwithamyriadofapparentproblemsyethigh

aspirations(Brown,2016)canprogresseducationally.Thefocusofthestudyispost-16RomaSlovakstudentslearning

EnglishinthenearbyHighTownCentre.

ThetheoreticalframeworkforthecurrentresearchisCriticalRaceTheory(CRT)(Yosso,2005;DelgadoandStefancic

2012;Gillborn,2015).CRTprovidesapositiveframeworkforbuildingonthestrengthsofcommunitiesandstudents’

capabilitiesthroughanappreciationoftheirculturalwealth.Culturalwealthistheresourcesanindividualbringsto

theeducationalcontextfromtheirhome,heritageandindividualexperience.Studentsfromdeprivedorexcluded

communitiessuchasRomaareoftenproblematised,withtheircultureseenastherootoftheireducationalfailure

andlowattainmenteffectivelytheirfault(Yosso,2005;DelgadoandStefancic2012;Gillborn,2015;Gonzalezetal,

2005).CRTidentifiesracismasthemainfactorinsuppressingthelifechancesofminoritycommunities(Delgado,

2002;Yosso,2005);thoughCRTrecognisestherearemultiplefactorsaffectingindividualsandmorethanonefactor

mayaffectanindividual,forexampleethnicity,race,gender,sexuality,ageandlifeexperiences.

Theresearchmethodologywasethnographicwithparticipantobservationovertwotermscapturinginfieldwork

noteshowculturalwealthwasusedinthissettingincluding:

• regularclassroomsessionsofuptosixteenstudents,

• informaldiscussionswithstudentsandteachersatbreaktimes,

• asocialevent,

• adaytriptothecitycentre,

semi-structuredinterviewswiththestudents,teachersandthecentremanager.

DatagatheringandanalysisappliedCarspecken(1996)criticalethnographyandLeCompteandSchensul(2010)

thematicanalysis.TheresearchdevelopedtheuseofYosso’s(2005)culturalwealthframeworktoexplorenotjustthe

"what"ofclassroomlearningbutthe"how"and"who";capturingthevoiceofyoungRomaSlovakstudents.Their

storywasinstarkcontrasttothestereotypesandimagesthatarecommonlysharedaboutthecommunity(Okley,

2014;Richardson,2014;O’Nions,2014).Theresearchfindingssuggestafocusonculturalwealthshouldinclude

relationshipsthatbuildtrust,confidenceandagencyandalsorecognisetheindividualityofstudents.Emerging

findingsweresharedwithsomestudentsinformallyandwiththeteacherstoinformlocalpractice.

AnjaSieberEggerandGiselaUnterweger

Conspicuouschildren.Anethnographyofprocessesofrecognitioninthekindergarten.

Thissubstantivepaperpresentsthefindingsofourresearchproject“ConspicuousChildren”whichwasfundedbythe

SwissNationalScienceFoundation.Duringtwoyearsofethnographicfieldworkwestudiedthepracticeofinclusive

schoolingintheSwisskindergarten,focusingonthepedagogicalhandlingofwhateducatorscall‘heterogeneity’.By

analysingthekindergartenteachers’dailypracticesandroutinesfromthefirstdayofschool,wecanshowhowthey

identifysomechildrenasbeing“different”.Theoreticallywefocusonprocessesofun/doingdifference(West&

Fenstermaker1995;Hirschauer2017).Welinkthisinteresttothequestionofrecognition(Butler1997)andthesocial

orderofthekindergarten.Weassumethatrecognitionisacentralstructuralmomentofpracticesandthatsubject

positionsarenegotiatedonthebasisofnormsofrecognizability.

Theideaofinclusiveschoolinggenerallyaimsattherecognitionofdiversity.Butitdoesnotaskhowdiversity,broadly

understoodas‘difference’betweenpupils,isenactedineverydayinteractions.Inourresearchwepreciselyfocuson

suchinteractions.Weshowhowexpectationsregardingthechildren’sperformancesareinterlinkedwithdifferent

ordersinthekindergarten:withtheinteractionalorder(e.g.bodilycontrol;adjustingown’svolume/voice),the

symbolicorder(e.g.self-andexternalcategorizing;theproperhandlingofspecifickindergartenartefacts)andthe

knowledgeorder(e.g.understandingandspeakingGerman,beingabletousescissors).Theseordersprovidea

powerfulframeworkforprocessesofun/doingdifferences,aswellasforprocessesofrecognitionandsubject

positioning.Thespecificnorms,valuesanddemandsoftheseordersareimposedonthechildrenand-lastbutnot

least-alsoontheirfamilies.Itiswithinthisframeworkthatchildrenbecomeconspicuousordifferent.Theframework

isalsoflexibleandisadaptedandperformedintheteachers’routines,dependingoncontextandcircumstances.We

arguethatthesocio-economiccontextoftheneighbourhood,thefamilysituationandotherfactorsalsoplayarole

regardingthespecificsoftheframeworksandtheproductionofconspicuousness.

Wevisitedthethreekindergartensovertwoyearsextensivelyandcollectedaheterogenousbodyofdata:fieldnotes,

fielddocuments,recordedteacher-parent-talks,interviewswithteachersandparents,photographsandaudio

recordings.Withthisabundanceofdata,weelucidatethepracticesandeverydaycultureofthekindergarten,which

hasanoutstandingpositionwithintheSwisseducationalsystem.Althoughpartofmandatoryschoolingfor10years,it

hasahistoryandidentityasbeingdifferentfromschool:morechild-centered,allowingchildrentoplay,butalso

preparingthechildrenforthetransitiontoschool.Withourethnographywetakeacloselookattheinnerworkingsof

thekindergarten,atthedailyroutinesoftheteachersandatinteractionalprocesseswhichleadtothesocial

positioningofchildren.HerebywefillavoidinthecurrenteducationalresearchabouttheSwissschoolsystem.

Referringtoourresearchquestionabouthowtheideaofinclusiveschoolingispracticallyperformedweareableto

showthecrucialroleofthelocalandorganizationalcontext.

AnitaEriksson

“Firstteachers”inpreschool–anethnographicinvestigationoftheimplementationofanewcategoryofpreschool

teacherassignment

Inrecentdecades,educationsystemsaroundtheworldhaveundergonemanychangesinordertoincreasethequality

oftheeducationalsystemandthestudent’sachievementofgoals.Intheargumentationabouthowthesechangesare

tobeachieved,theteacherisdescribedasplayingakeyroleandtheteachers’professionalskillshavebeen

highlightedasaveryimportantfactorforstudent’sperformance(Hattie,2009;McKinsey&Company,2007;

Skolverket,2014).InareportfromOECD(2011),careerpathsforteacherswashighlightedasasuccessfulwayto

achieveanincreasededucationalqualityandinseveralcountriescareerstepreformshasbeenestablishedlately.

InSweden,aCareerServicesforTeachers(CST)reform(Prop.2012/13:136)wasimplemented2013,aimingtoget

particularlyskilledteacherstostayinschoolandcontinuetoteachandtospreadtheirteachingskillstocolleagues,as

thisinturnwouldincreasethequalityofteachingintheSwedisheducationsystem.Withthisreformanewcategory

ofteacherswascreated,so-calledfirstteachers.Priortothereform,itwasstatedthatitwouldapplytobothpre-

schoolandcompulsoryschoolandthatfirstteachersshouldbeappointedinbothcontexts.However,whenthe

reformwaslaunchedandimplemented,thepreschoolwasexempted,andGovernmentgrantswereonlyawardedfor

assignmentsasfirstteachersincompulsoryanduppersecondaryschools.Despitethis,careerpathsforparticularly

skilledpreschoolteachers,i.e.kindsoffirstteacherassignments,havebeensetupinpreschools.Theresearchinthe

presentpaperdealswithquestionsaboutthe“firstteacher”assignmentinthepreschoolcontextandwhatkindof

tasksthatareincludedinthisassignment.

Dataproductionwasconductedthroughethnographicfieldwork(Walford,2008;Jeffrey&Troman,2004),overa

periodofsixmonthsatonepreschool.AsaresearcherIobservedplanningmeetingsinwhichtheheadofthe

preschoolandthree“firstteachers”participated,meetingsledbyfirstteachersaswellasotherkindsofrelevant

workplacemeetings.Fieldconversationsandinterviewswiththehead,firstteachersandotherpreschoolstaffwas

conducted,andpolicydocumentsrelatedtothefirstteacherassignmentwasanalysed.Theanalysisofdatahasbeen

theoreticallyinformedbyBourdieu's(1993)conceptsfieldandcapital.

Thefindingsshowthattheimplementationoffirstteachersledtoamorehierarchicalorganizationinwhichthe

preschoolteachersthatwereappointedwerepositionedbetweentheheadandtheotherpreschoolstaff,bothbythe

head,otherpreschoolteachersandchild-careworkers.Theheadexpectedthesepreschoolteacherstoberesponsible

fordevelopingthequalityoftheeducationalactivitiesandtheprofessionaldevelopmentoftheircolleagues.The

assignmentasafirstteacherscomprisedalotofdifferenttaskssuchaspedagogical-,leadership-andadministrative

ones.Theresultsoftheinvestigationcontributestotheknowledgeinthefieldofeducationalresearchandto

ethnographybyamethodologicaldiscussion.

BourdieuP,BroadyDandPalmeM.(1993)Kultursociologiskatexter,Stockholm:B.Östlingsbokförl.Symposion.

HattieJ.(2009)Visiblelearning:asynthesisofover800meta-analysesrelatingtoachievement,London:Routledge.

Jeffrey,B.&Troman,G.(2004).Timeforethnography.BritishEducationalResearchJournal,30(4)pp.535–548.

https://doi.org/10.1080/0141192042000237220

McKinsey&Company(2007).Howtheworld’sbest-performingschoolscomeoutontop.

http://mckinseyonsociety.com.

OECD(2011).OECDReviewsofEvaluationandAssessmentinEducation:Sweden2011[Elektroniskresurs].OECD

PublicationsCentre.

Prop.2012/13:136.(2013)Karriärvägarförlärareiskolväsendetm.m.,Regeringskansliet,Stockholm

Utbildningsdepartementet.

Skolverket.(2014)Vemärförsteläraren?Stockholm:Skolverket.

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

SallyCampbellGalman

Nicole’smotherisdead:“Playing”withdeathinpreschoolethnography

Thisisaresearchpiece,butIamconsideringexpandingandperhapsfocusingmoreonmethodologicalissues

dependingonthefeedbackIreceive.Thispaperexamineswhathappenswhenchildren’splaystories,specificallyin

thecontextofPaley’s“dramatimestories”(2004)ceasetobecuteandcharmingandinsteadincorporatethemesthat

manywesternadultsconsider“improper”(Jonesetal,2010).Inthiscase,thesuddendeathofa4-yearold’smother

becamethesubjectofnotonlyherowndramatimestory,butalsothedramatimeandotherimaginativeplay

storylinesofmanyotherchildrenintheclass.Fromthewrenchingmomentofitsfirsttelling,thestory“Nicole’s

MotherIsDead”sparkedaninterestindeaththatlastednearlysixmonthsinthepreschoolfieldsite:Following

throughtheotherchildren’sdeath-relatedstoriesandplay,totheinevitableoutcryfromparentsandcommunity

members,tothepreschoolteacher’sattempttointegratechildren’sinterestindeathintotheclassroomcurriculum,

thispaperreturnstothequestionofwhathappenswhenadultsseektotrulyheartheyoungestchildren,onlyto

recoil?Andwhatsensedochildrenmakeofthesereactionstotheirstories?

Theanalysespresentedinthispaperarepartofalargercorpusofdatafromamulti-yearethnographicstudyofa

diverse,ruralpreschoolinthenortheasternUnitedStates.Thedatawerecollectedprimarilythoughparticipant

observationduringfreeplayperiod,andaltogetherthisresultedinaround1000hoursofobservationinthepreschool

classroom.IemployJones,Holmes,MacRae&MacLure’s(2010)theoryofthe“improperchild”toframethepaper

andtobeingtoilluminatewhysomestoriesbecome“strange”andalarmingtoadults,andotherspassunnoticed.

Theysuggestthatsomechildrenbecome“improper”becausetheychallengeadults’conceptionofhowa“proper”

childlooksandbehaves.Theyare“nolongerknownsubjectswithintheadults’gaze[and]constituteacrisisbecause

theyarebetweentwocategorieswheretheyareneithersubjectnorobject...theyhavefallenfromwhatwithinthe

scopeoftheadultis‘possible,’‘tolerable’or‘thinkable’”(p.184).So,the“proper”childbecomes“improper”asa

functionofdisruptinganadult’smeaningsystem.Theideaofthe‘cleanandproper’childandhis‘cleanandproper’

storiesiscomplicatedbyapopularadultconstructionofchildascherub(Jenkins,1998;Lancy,2015)inthemidstofa

culturethatfrownsonchildren’s“precocious”knowledge,butstillallowsrealchildrentoliveinrealpoverty,hunger

andfear.Eschewingeasyromanticizing,reflectionsontheimportanceofattendingmeaningfullytochildren’sstories

concludethepaper.

AsIhavewrittenelsewhere(Galman,2018),preschoolethnographyisitsowncountry,andthecraftofobserving

smallpeopleandtheirsmallmomentswithintentionandrespectishonedoveralifetime.Thisprojectfallswithinthe

interpretivetraditionoftheethnographyofchildhood,alignedverymuchwiththe“tribesofchildhood”(James,Jenks

andProut,1998)orientationtothinkingaboutchildren’sculture.TothisendIseechildhoodas“anindependentplace

withitsownfolklore,rituals,rulesandnormativeconstraints...withinasystemthatisunfamiliarto[adults]and

thereforetoberevealedthroughresearch”(Jamesetal,1998,29).However,inthispaperandmyconfrontationwith

myownworriesabouttheintersectionofculturalidealsofthecherubicand“innocent”childandAmerican

contaminationrhetorictotheforelargerquestionsofhowanadultethnographercanbegintoseechildren’sculture

inanauthenticway.

Galman,S.C.(2018).NaptimeattheOKCorral:Shane’sbeginner’sguidetochildhoodethnography.London:

Routledge.

JamesA,JenksCandProutA(1998)Theorizingchildhood.Cambridge:PolityPress.

Jenkins,H.(1998).Introduction:Childhoodinnocenceandothermodernmyths.InJenkins,H.(Ed.)Thechildren’s

culturereader,1-37.NewYork:NewYorkUniversityPress.

Jones,L.,Holmes,R.,MacRae,C.,&MacLure,M.(2010).Improperchildren.InYelland,N.(Ed.)Contemporary

perspectivesonearlychildhoodeducation,177-191.NewYork,NY:OpenUniversityPress.

Lancy,D.(2015).Theanthropologyofchildhood:Cherubs,chattel,changelings.Cambridge:CambridgeUniversity

Press.

Paley,V.G.(2004).Achild’swork:Theimportanceoffantasyplay.Chicago:UniversityofChicagoPress.

ThomasGennen

Tracingcognitivedevelopmentthroughethnography:childrenlearningconceptsinSteinerschools

Anthropologicalapproachestoeducationcannotleaveunquestionedthetheoriesoflearningandcognitionthey

endorse,especiallywhenitimplieschildren.Whileuniversalisticandethnocentricassumptionshavesuccessfullybeen

criticizedinthisregard,currentapproachestendtobypassacrucialphenomenon:thepsychogeneticstructurationof

cognitivedevelopment.Itackletheissue,basedonanethnographyofhowchildrenfrom9to11learnconceptsin

Steinerschools.Steinerschool'spedagogicalsystemisderivedfromthecontroversialesotericdoctrineof

Anthroposophyandinvolvesthedevelopmentofspecific“spiritual”,cognitiveandbehaviouraltraitsinchildren.Every

lessonimplieslearningbydoing,directobservation,andartisticcreations,whileteacherstrytofacilitatepupils'

understandingsbyusingalotofmetaphorstomakethingsvividandstimulatepupils’imagination.Pupilsareexpected

toparticipateanddebateactively,aswellasexpressoutloudtheirreasoning.

Takingintoaccountcurrentdebatesincognitivesciences,myanalysisreliesonCultural-HistoricalActivityTheory.

Analysingdevelopmentwithinpracticalsocialactivities,thiscross-culturaltheoryconvincinglyshowedthatthe

ontogeneticdevelopmentofqualitativelydifferentformsofthoughtconsistsinthedevelopmentofspecificstructures

ofgeneralization.Inparticular,conceptualthinkingimpliesthecapacitytogeneralizeelementsofexperienceandto

mentallyexamineatwilltheseabstractedcontentsintermsofessentialfeatures(forms,functions,structures,etc.).

Duringafour-yearethnographicfieldworkintwoelementaryandprimarySteinerschoolsinBelgium,Iobservedhow

pupilscometounderstand,abstractandgeneralizeconceptualmeanings.Aspecialattentionhasbeengiventoaudio-

recordingpupils’reasoningandanalysingincontexthowtheymakecausallinks,generalizationsandabstractionswith

concepts.Ialsocomparedandanalysedtheirnotebooks,andconductedin-depthsemi-directiveinterviewswith

teachers.

ThediversityofpedagogicmeansusedinSteinerschoolshelppupilstoabstracttheconceptualmeanings,whilethe

varioussituationstheyareusedinviamultimodallearninghelpthemtogeneralizethem.Also,teachers’metaphors

seemparticularlyhelpfultopupils’understanding,consideringhowtheyappropriatethemwhenexplainingthe

concepts.Thus,teacherscontributetopushforwardpupils'“zonesofproximaldevelopment”regardingtheircapacity

tothinkinhigherlevelsofabstractionandgeneralizationbyusingconcepts.However,acloseranalysisofpupil’s

reasoningandverbalinteractionsindicatesthatiftheycometounderstandandusecorrectlyconceptsinvarious

situations,theystillstruggletouseanddefinetheminabstractandgeneralways.Theywouldrathermention

concreteexamplesorfeatureswhenaskingtodefinethem.Thissuggestsadevelopmentaltransitiontothecapacity

toproperlythinkinconcepts.

Thispaperaimstoovercomethecurrentuseofethnographyasameanstotracecognitivephenomenabackto

specificculturalpractices.Itshowshowethnographicmethodscanbeusedtodescribeandanalyseinrealsituations,

overlongtimescalesandinspecificsocio-culturalcontextshowcognitivedevelopmentoccurs,bytakingintoaccount

itspsychogeneticstructurationandconstraints.Beyondremindingusofsocio-culturaldiversity,theethnographyof

educationcouldthenplayacriticalroleindialoguewithcognitivesciencesregardingissuesofeducation.

LinaGrudulaitė

TheProspectsandChallengesofapplyingNarrativeEthnographyinEducation.

Thispaperpresentstheresultsofliteraturereviewaboutthemethodologyofnarrativeethnographyanddiscussesits

obscureoriginsandvariousconceptualizations.Themethodologicalpapercriticallydiscussestheresearchstudies

conductedinthefieldofEducation,whichusenarrativeethnographyastheirmainmethodology,anddemonstrates

itsrelevanceforconductingresearchstudiesineducationalsettings.Theprimarypurposeofthispaperistoreveal

variousprospectsandchallengesforresearchers,whomightbeemployingnarrativeethnographyasmethodologyfor

theirresearchprojects.

Theliteraturereviewrevealsthatnarrativeethnographyhasvariousconceptualizations.Twodominant

understandingsofnarrativeethnographyarefrequentlyappliedineducationalresearchstudies.Onemeaningof

narrativeethnographyisdirectlyrelatedtotheunderstandingofpersonalnarrativesassociallyembeddedinnarrative

practiceandenvironment.Itissignificantnotonlywhatisconveyedbystoriesbutalsohowandwherethestoriesare

constructed.Otherunderstandingisconnectedtorepresentationalpracticesoffieldworkanditsresults.It

emphasizestheimportanceofadialecticalrelationshipofethnographerwithresearchparticipantsandreadersof

ethnographiesandconcentratesonwritingpracticesofethnography.Despitetheirdifferences,bothviewssharealot

ofincommon.Theybothareinterestedinpersonalexperiencesofpeopleandhowtheycanbenarratively

constructed.Therefore,theyrecognizethepowerofstoriesinsocialconstructionofreality.

Theresearchersconductingstudiesabouteducationaltopicsoftenprioritizeoneorotherconceptionsofnarrative

ethnographyandnotconsistentlyclearlyindicate,whichunderstandingofmethodologytheyfollow.Theyalso

frequentlymanoeuvreontheestablishedborderbetweennarrativeinquiryandethnography.Theresearchers

conductingstudiesineducationalsettingsoftenfacechallengesclarifyingodontologicalandepistemologicalpremises

ofnarrativeethnography,justifyingtheirchoiceofmethodologyanddemonstratingtheuniquenessoftheapproach.

Theclarificationandcriticaldiscussionofphilosophicalpremisesandlinkageswithothermethodologicalapproaches

increasetheintegrityofresearchstudiesandhelptochoosesuitablemethodsfordatacollectionandanalysis.The

reviewalsorevealstheimmensepotentialofapplyingnarrativeethnographyforconductingresearchinEducationas

thismethodologycanmakeresearchprocessmoretransparentandethic.Themethodologyhelpstoexplore

educationalandlearningexperiencesasconstantlychanging,dynamic,co-constructedandembeddedinspecific

contexts.

Thispapercontributestoeducationandethnographybydiscussinganemergingmethodologyofnarrative

ethnography,itsorigins,conceptualizationsanditsapplicationinresearchstudiesconductedineducationalsettings.

Themethodologypaperrevealsvariousprospectsandchallengesforeducationalresearchers,whomightbe

employingnarrativeethnographyasmainmethodologyfortheirresearchprojects.

AmiraSarraHiouaniAndNorElHoudaKhiari

IsAlgerianEnglisha‘Centre’EnglishinDisguise?AnEthnographicStudyoftheCaseofAlgerianTeachersand

StudentsofEnglish.

BasedonthefindingsofanethnographicstudyatanAlgerianuniversityexploringlanguageteachingandlearning

ideologiesinrelationtoidentities,thissubstantivepapersetsouttoexplaintheconceptofAlgerianEnglishandhow

relateditseemstobeto‘Centre’Englishes.Italsoaimsatdemonstratingthediversemethodsusedaspartofthe

entireethnographicframeworkandhowacombinationoffieldworkobservations,informalinterviewsand

discussions,overheardconversations,focusgroups,semi-structuredinterviews,andrepertory-grid-basedinterviews,

withanemphasisonthislatter,contributedtotheoverallunderstandingofthethemesemergingfromthestudy

includingtheissueofAlgerianEnglish.

Thefindingscanbeexaminedattwodistinctyetinterdependentlevels.Whilethefirstlevelissubstantively

constructed,thesecondoneisbasedonmethodology.Asforthepracticalfindings,itappearsthatthemultiplicityof

people’sidentitiesandthestereotypestheyholdcanberegardedasaconstituentpartoftheprocessof

understandingwhyAlgerianEnglishisthewayitis.Throughoutthecollectionofdata,acertainpatternbeganto

emerge.Identity-wise,thestudyrevealsthatnomatterhowAlgeriantheEnglishusedmightappeartobe,there

alwaysseemstobeaBritishorAmericansidetoit.Insomecases,theparticipants’Berberidentityclasheswiththeir

user-of-Englishidentitywhich,tosomedegree,createstheillusionofappertainingtotheEnglish-speaking‘Centre’.

Contrarily,someparticipants’rejectionofthestereotypesthataccompany‘Centre’Englishesseemstoresultinan

‘Algerianised’versionofBritishandAmericanEnglishes.Theseoccurrencesledmetoquestiontheveryessenceof

AlgerianEnglishandwhetheritevenexistsatall.Atthelevelofmethodology,itistheuseofrepertorygridsthathas

beenparticularlyappealing.Eventhoughrepgridshavebeencriticizedforlackingrigourandforowningqualitiesthat

appeartoappertaintothepositivistparadigm,theiruseyieldedanabundantamountofin-depthdata.Notonlywere

theyanethnographictoolthatworkedinharmonywithallotherfieldwork-basedmethods,buttheyalsoperformed

asalensthroughwhichenactedsocialconstructionismwasthoroughlyexperienced.

Asfaraseducationisconcerned,thispapercontributestotheoverallunderstandingofAlgerianEnglish,withinthe

ambitofWorldEnglishes,inrelationtothesocialpracticeswhichareperformedwithintheeducationalcontext.More

precisely,thefactthattheparticipantsareteachersandstudentsofEnglishwhoseconvictionsandidentitiesforma

constituentpartoftheirteachingandlearningpracticesaddstothecomprehensionofhowdifferentEnglishes

operatearoundtheworld.Inaddition,theefficacioususeofrepertorygridsshouldnotgounseen.Althoughother

ethnographictoolshavealsobeensuccessfullyused,repertorygridsperformedasguidednarratives,inthesensethat

theparticipantsansweredthequestionsthattheythemselvesaskedbasedontheirownmindsets,identitiesand

backgrounds.

ChristinaHuf

Howdoesearlychildhoodeducationmattertochildren?Espousingrelationalityandmaterialityinethnographic

research.

EarlyChildhoodEducationisoftenheldtobeinthebestinterestofthechild,withoutconsideringhowitmattersto

children.Withinthesocialstudiesofchildhood,ethnographyhasbeenconsideredamethodologywhichmakes

valuablecontributionstomeetthisdesideratumbygivingvoicetochildren,viewingthemascompetentactorsand

acknoweldgingthemasexpertsoftheirownlifesandempoweringthemtoparticipateintheresearch.

Importantastheymayhavebeentoquestionprevailingnotionsaboutchildrenaslesserhumanbeingsandto

advocatetheircapacitytomakechanges,theconceptsofagency,voiceandparticipationareunderseverecritiqueto

haveproducedanunderstandingofchildhoodasa“decidedlyhumanmatterfocussedontheneedsofindividual

children“(Osgood&Robinson2019).Cook(2011)arguesthattheconceptofagencyisorientedtowardsanidealized

adultactor,andthereforelimitsthepotentialofchildhoodstudiestoengagewithchildren’smessyandcomplexlives.

Addressedasexpertsoftheirownlives,childrenareseentobeofteninvolvedintotheproductionofknowledge

aboutchildhoodwhichfavourscertainstoriesoverothers(GallagherandGallacher2008).

Thepaperwishestodiscusshowethnographyinearlychildhoodeducationcanrespondtothiscritique.Asan

ethnographer,whoseresearchinterestshaveformanyyearsfocussedonunderstandinghowearlychildhoodand

primaryeducationmattertochildren(Huf2013),Iamexploringpossibilitesofdoingethnographicresearchwhichcan

contestnormativeexpectationsonchildrenandtheirlearningwithoutidealizingchildren’sindividuality,

independenceandautonomyandwithoutrelyingontheircomplicitywithmyknowledgemakingpractices.

Intherecentdebateinchildhoodstudies,KarenBarad’stheoryofagentialrealism(2007)isconsideredtoproduce

newknowledgesaboutchildhoodandofferfreshinsightsintoknowledgemakingpracticeswithchildren(Dennis/Huf

inreview).Barad’sconceptsofentanglement,intra-actionanddiffractionandherinterestinboundarymaking

practicesareseentoencourageinterdependencyandrelationality.DrawingonBarad,Spyrouclaimsashiftin

childhoodstudiesfromfocussingonthecapacitiesofchildrentoasking„whatcapacitiesemergeoutofchildren’s

relationalencounterswithotherentities“(2018,203).

DrawingonfieldworkinaLondonNurserySchool,whichexamineshowmattermattersinearlychildhoodeducation,

thepaperwillexplorehowthisshiftcanbepracticedasethnographicresearch.Itwilldiscusshowtheconceptsof

interdependencyandrelationalityguidetheethnographer’sgaze,howtheyshapeherrelationshipwiththechildren

andhowtheyproduceaspecificunterstandingofhowearlychildhoodeducationmatterstochildren.

Thefindingsoftheanalysiswillbediscussedinrelationtothedominantnarrativeoftheimportanceofquality

interactionbetweenpractitionerandchild.Theywillshowhowtheknowledgethatisproducedaboutqualitypractice

ofearlychildhoodeducationignorestheimportanceofthematerialityoftheclassroomandtheinvolvementof

materialintoboundarymakingpracticesbetweenadultsandchildren,butalsobetweendifferentchildren.In

conclusion,espousingrelationalityandmaterialityinethnographicresearchwillbeappreciatedasapossibilityto

engagecriticiallywithhowweknowwhatmattersinearlychildhoodeducation.

Barad,K.2007.MeetingtheUniversityHalfways.Quantumphysicsandtheentanglementofmatterandmeaning.

Duke:DurhamandLondon

Cook,D.2011.Editorial:Aghostlypresence.Childhood18(1),3-6.

Dennis,B.,Huf,C.inreview:ParticipatoryEntanglementsinEthnographicResearchwithchildren.Ethnographyand

Education.

Gallacher,L.A.&Gallagher,M.2008.Methodologicalimmaturityinchildhoodresearch?Thinkingthrough

‘participatorymethods’.Childhood,4,499-516.

C.Huf,C.2013.Children´sagencyduringtransitiontoformalschooling.In:JournalforEthnographyandEducation.

Routledge/Francis&TaylorJournals

Osgood,J.andRobinson,K.(ed.)2019.Feministsresearchinggenderedchildhoods.Bloomsbury:London

Spyrou,S.2018.DisclosingChildhoods.ResearchandKnowledgeproductionforaCriticalChildhoodStudies.s

YukiImoto

Theontologicalswaybetweenpractitionerandanthropologist–researchingmindfulness,contemplativeeducation

andethnographyintheUSandJapan.

Thispaperexplorestheauthor’songoingontologicaldilemmaandnavigationprocess,asananthropologistwhogoes

back and forth between ‘native’ and ‘other’, or ‘learned’ and ‘novice’ positionings and ways of being. Through

reflecting on this process, the paper seeks to find the connections between mindfulness, contemplation and

ethnography;tospeakto/withscholarswhouseethnographicandanthropologicalknowledgeinappliedandimplicit

waysbeyond scholarship; and to identify thepossibleproblems thatpractitioner-ethnographersmayencounter. In

2017-2018, I conducted fieldwork inAmericanmindfulness-basededucational spacesas a Japaneseanthropologist.

AfterreturningtoJapanin2018,IhavecontinuedtoconductresearchonthemindfulnessmovementintheU.S.and

inJapan.Iaminterestedinhow‘mindfulness’isbeingreceived,experienced,discussedintheJapanesecontextand

theinteractionwithWesterndevelopmentsinthisfield.

MorethanayearhaspassedsincereturningfromfieldworkintheU.S.,andIamincreasinglyfindingmyselfasapart

ofthe‘mindfulnesscommunity’inJapan–myexperienceoflearningaboutmindfulnessandattendingmanytraining

programs and retreats in theU.S. has placedme in a positionwith special knowledge. In fact, Imyself have been

transformed in the process of fieldwork in the U.S., so that my perspective, understanding and ontological

commitmentintherealmofmindfulnessresearchandcontemplativeeducationisverydifferentfrommyinitial2017

Fulbrightresearchproposal.

As a Japanese anthropologist who is studying the American ‘mindfulness culture’; who is simultaneously bringing

‘other’ (but complexly ‘indigenous’ since mindfulness is rooted in Buddhism and deeply related to Japanese Zen)

knowledgegainedabroadtotheJapanesecommunitywhileobserving/researchingthisprocess;myproject involves

navigating multiple identities and perspectives of ‘native’ and ‘other’. More importantly, as a ‘mindfulness

researcher’who through theanthropologicalprojecthascometoknowawayofbeing-in-the-world that isbeyond

social scientific analysis, rational explanation and categorization – that is about embodied experience ‘beyond’ or

‘before’language;Ifindmyselfnavigatingbetweendifferentontologicalrealms.

As I become involved in holding workshops and teaching mindfulness myself, how do I juggle the role of both

endorsingandcritiquing?Howdo I remainmindfullyawareofmyown socially structuredpositionings,biases, and

intentions? How can I maintain an optimal balance between existing as a social scientist and as a mindfulness

practitioner;howmighttheybeconnectedandintegrated?ThesearethequestionsthatIhopetoraiseandexplore

throughmyexperienceofethnographicfieldresearchinmindfulnesspractice.

AnnaJober,CatarinaPlayer-Koro,andAnnikaBergvikenRensfeldt

Policynetworksineducation–Theroleofeducationtradefairsinthegovernanceofeducation

ThispaperwillpresentsubstantivefindingsfromaneventethnographicstudyofonelargeScandinavianeducational

technology(ed-tech)tradefair,SETT.Educationalfairsandeventshavebecomeimportantarenasandpolicynodes

foranincreasingglobaled-techmarketwhereproductsandideasbecomedemonstrated,promotedandsoldand

where(inter)nationalnetworksofpublicandprivatepolicyactorsintersectwithlocalschoolsystems,schoolsand

teachers(Ball2012).Astheseeventhavebecomeintegralpartsofpolicyinterpretationandtranslation,theyalso

transformcrucialaspectsofeducation(Ball2016;Menashy2016).Thequestionisthereforewhatandhow

educationalideasandvisionsareframedthroughtheevent?Followingthis,Isitpossibletotrackanycoherent

vision/politicofeducationamongthevariousactorsattheevent?Whatroledothedifferentactorsbelievetheyhave?

Inrelationtoeachother,toeducation,toteachers?Thesequestionsareaddressedthroughan(event)ethnographic

studyofoneed-techtradefairinSweden.

Thestudyis,partofandinformedbytwolargerethnographicprojects,basedintwouniversities.Thefirstproject

concernsathreeyearethnographicstudyoftheseannualevents.Thisbiggerprojecthasanalysedandmappedthe

formationanddifferentaspectsoftheed-techpolicynetworksthroughtheuseofnetworkedethnographicmethods

(PlayerKoro2014;Player-KoroandBergvikenRensfeldt2017).Thesecondprojectisathree-yearethnographical

investigationofhistoricizingthepresent,whenstudyinghowprivate‘edupreneurial’actorsandlogicschangethe

conditionsforwhatcountsasgoodeducationinSweden.Thisparticularstudyexploresthe2018SETTshowinMalmö.

Thepaperdrawsondetailedethnographicaccountsofdifferentactors’participationintheexhibitionhallatthe

event.Theaim,asinmostethnographicstudies,isbyparticipatingintheevent,talkingandlisteningtodifferent

actors,toofferarichmeansofdevelopingknowledgeaboutthemeaning-makingprocessesofactors’policy

enactment(Beach2010)representedbydifferentschools,businesses,tradeunionsandgovernmentactors.

Themainfindingisthatregardlessofthesectortheactorsrepresenttherearenotanyindepthideasaboutsociety,

schooloreducationexpressed.Insteadthedrivingforceandthemainmessagesarelocalandexpressedintermsof:a)

Privateactors–theirownproductb)TradeUnions–theirownmessagec)Municipalities–localschoolgovernment

andtheirownaccomplishmentsd)Governmentalstructures(TheSwedishInstituteforEducationalResearchandThe

NationalAgencyofEducation)-themission,theirreportsOurconclusionisthatthiscreatesanatomisticeducational

policygovernancespacewithblurredboundariesandacomplexnetwork,drivenbybusinessideasandeconomical

agendasratherthansocialideasaboutwhateducationshouldbefortheindividual,societyanddemocracy.Few

studieshavescrutinizedthiskindofeducationalarenawhereeducationalpolicymakingistakingplace,asweargue,in

thewakeofaneoliberaleconomicreorganizationofthepublicsector.Ethnographicapproachesofferrich

opportunitiesforexploringthisarenawhereeducationalpolicyisformed,transformedanddisseminated.

AnastasiaKalokyri

OvercomingandmitigatingmethodologicaldifficultiesofconductingethnographyaboutstudentswithADHDina

Scottishsecondaryschool

Ethnographyhasbecomeoneofthemostcommonapproachesforconductingeducationalresearch(Pole&Morrison,

2003).Thereisanumberofstudieswhichhaveusedethnographytoexplorethesocialidentitiesofpre-school

(Konstantoni,2012)andprimaryschoolchildren(Kustatcher,2015;Connolly,1998)aswellastheidentitiesofchildren

withcommunicationdisabilities(Wickenden,2011)andothervariousdisabilities(e.g.MacArthuretal.,2007;Davis&

Watson,2001;2002).However,ethnographicstudieswithstudentswithADHDarerare(Bailey,2014)andparticularly

withsecondaryschoolstudents.Thepurposeofthispaperistoaddressmethodologicalchallengesbasedonan

ethnographicstudyabouttheschoolexperiencesof10studentswithADHDwhichtookplaceinalargesecondary

schoolinScotland.Despitetheincreasinguseofethnographiesinschools,scholarsoverlooktheimportanceof

reportingthemethodologicaldifficultiesofcapturingdatafromasecondaryschoolwhichcanbevaluableinformation

forethnographerstobeawareofbeforeenteringthefieldwork.Theapproachthatneedstobeadoptedisdifferent,

forexample,fromprimaryschool,wheretheethnographercanobservethestudentseveryhouroftheschoolday.

Doingethnographyinasecondaryschoolcanbeverychallenging,especiallyifthestudentsbelongtodifferentschool

years,differentclassroomsdependingontheirability,andattenddifferentfacilitieswithintheschool(mainstream

classes,segregationUnits,theLearningBase).Thus,theethnographerneedstotakesubstantialdecisionsonthemost

effectivewaystocollectthedata.

Themainmethodologicalchallengesidentifiedinthefieldworkofthisstudyinclude:selectionofparticipantstudents

amonganumberofstudentswithADHDandselectionofparticipantteachersofvariousspecialtiesdependingon

predefinedcriteria;establishmentofanopenandreciprocalchannelofcommunicationwiththeschooltoutiliseits

resources;gettingtheparents’consentontime;strategicandmethodicalplanningofobservationsbasedoneach

student’stimetableinordertospendasmuchequaltimeaspossiblewitheachstudent;creationofrelationshipof

trustwiththeschoolstaffandstudentsinordertobridgeculturaldifferences.Despitethechallenges,itappearstobe

possibletorecorddatafromobservationsfromsecondaryschoolstudentswhobelongtodifferentyearsandclasses

anddocomplexethnographiesincomplexenvironments.Hence,organisationalskills,adaptability,flexibilityand

planningaheadarerequiredinordertoovercomethemethodologicalchallenges.Theuniquecontributionofthe

papertoeducationandethnographyistoequipscholarswithpracticalknowledgeinordertomakethemmoreaware

ofpotentialchallengestheymightfacebeforeorduringtheirethnographicfieldworkatsecondaryschoolsbydrawing

onthepersonalexperiences,challengesandtheirmitigations,whichIencounteredduringmyfieldwork.Thiswill

potentiallyassistfutureresearcherswhowishtoundertakeanethnographyinasecondaryschoolandmaximisethe

amountofopportunitiesfordatagathering.

Bailey,S.(2014)ExploringADHD:anethnographyofdisorderinearlychildhood.Oxon:Routledge.

Connolly,P.(1998)Racism,GenderIdentities,AndYoungChildren:SocialRelationsInAMulti-Ethnic,Inner-City

PrimarySchool.London;NewYork,Routledge.

Davis,J.&Watson,N.(2002)Counteringstereotypesofdisability:Disabledchildrenandresistance.In:Corker,M.&

Shakespeare,T.(eds.)Disability/postmodernity:Embodyingdisabilitytheory.London:Continuum,pp.159-174.

Davis,J.M.&Watson,N.(2001)Wherearethechildren'sexperiences?Analysingsocialandculturalexclusionin

'special'and'mainstream'schools.Disability&Society,16(5),671-687.

Konstantoni,K.(2012)Children'speerrelationshipsandsocialidentities:exploringcasesofyoungchildren'sagency

andcomplexinterdependenciesfromtheMinorityWorld.Children'sGeographies,10(3),337-346.

Kustatscher,M.(2015)Exploringyoungchildren’ssocialidentities:Performingsocialclass,genderandethnicityin

primaryschool.UnpublishedPhDthesis,UniversityofEdinburgh.

MacArthur,J.,Sharp,S.,Kelly,B.&Gaffney,M.(2007)Disabledchildrennegotiatingschoollife:Agency,difference

andteachingpractice.TheInternationalJournalofChildren'sRights,15(1),99-120.

Pole,C.&Morrison,M.(2003)Ethnographyforeducation.McGraw-HillEducation(UK).

Figure1:Resusitatinga'patient'

MaleneKjaer

Whathappened–doyouknow?Workingwithinheritedethnographicdata

Inthispaper,Ishowanddiscusshowwecanworkwithcollectedethnographicdatawhichisencounteredbychance

(Bishop,2009;Hammersley,1997).Iwillexplainhowinheriteddatacanbeofgreatscientificvaluetoworkcarriedto

workinaneducationalsetting.

Thepapertakesit’spointofdeparturefromaclosecase-material.Amaster’sstudentwroteherthesisusinginherited

videoethnographicdatafrommedical(MacLeodm.fl.,2015)learningsituations,inwhichtrainednursesdealtwith

multiplesimulatedheart-attacks/resuscitationof‘patients’.Thestudentherselfdidnotcollectthedata(nordidher

supervisor,me),itwasinheritedfromadoctoremployedatalargerDanishhospital.Theyneededhelplookinginto

andunderstandingthecommunicationhappeninginthelearningenvironment,includinghowtheinstructionsfrom

thedefibrillatorwerefollowed.Thus,thescientificworkforthestudentbeganwithunderstandingethnographicdata

thatshedidnotcollect,understandingtheworkofnurseswhomshehadnevermet,andmakingananalyticalchoice

aboutrelevance(bothtoherthesisresearch,tothedoctorwhoprovidedthedata,andtothepracticeshesoughtto

influence).

Followingonfromthis,inthepaperIaskandanswerthesequestions:

Howcanweworkwithdatawehaven’tcollectedourselves?Whataretheaimsandpitfalls?

Canwegettoknowtherecipients(ofagivenpractice),ifwehavenevermetthem?

Ifwedonotknowhowthepractitionersregard(theproblemsandsuccessesof)thepracticeathand,howdowe

decidewhichpartoftheavailabledatatoanalyseindepth?

Myarticlewillanswerthequestionsbothconsideringtheanalyticalfindings(Zimmerman,2008),thatcamefromthe

masterstudent’thesislookingintohowtheinteractionbetweenthenursesandthedefibrillatorworked–andalso

howinamoregeneralsense,workingwithinheriteddatacanprovidebothpitfallsandrichfindings.

InthispaperIaimtodescribeameta-layerintheE&Econtext.Ifindsharing(video)ethnographicdatatobeabenefit

(Piwowar,Becich,Bilofsky,Crowley,&Workspace,2008)bothfortheE&Ecommunityandacrossresearchtraditions

andpractices,whichcangaininsightsfromthedifferentfindings.Butsharingcanhavebothinsightsandpitfalls

(Hammersley,2010).Myaimisforthepapertoshowtrytoshowhowwecanreflectivelydealwithinheriteddatain

suchawaythatweuseitinnewresearchinthebestmanner.

Bishop,L.(2009).EthicalSharingandReuseofQualitativeData.AustralianJournalofSocialIssues,44(3),255–272.

https://doi.org/10.1002/j.1839-4655.2009.tb00145.x

Hammersley,M.(1997).QualitativeDataArchiving:SomeReflectionsonitsProspectsandProblems.Sociology,31(1),

131–142.https://doi.org/10.1177/0038038597031001010

Hammersley,M.(2010).CanWeRe-UseQualitativeDataviaSecondaryAnalysis?NotesonSomeTerminologicaland

SubstantiveIssues.SociologicalResearchOnline,15(1),1–7.https://doi.org/10.5153/sro.2076

MacLeod,A.,Kits,O.,Whelan,E.,Fournier,C.,Wilson,K.,Power,G.,…Brown,P.A.(2015).Sociomateriality:A

TheoreticalFrameworkforStudyingDistributedMedicalEducation.AcademicMedicine,90(11),1451.

https://doi.org/10.1097/ACM.0000000000000708

Piwowar,H.A.,Becich,M.J.,Bilofsky,H.,Crowley,R.S.,&Workspace,onbehalfofthecaBIGD.S.andI.C.(2008).

TowardsaDataSharingCulture:RecommendationsforLeadershipfromAcademicHealthCenters.PLOSMedicine,

5(9),e183.https://doi.org/10.1371/journal.pmed.0050183

Zimmerman,A.S.(2008).NewKnowledgefromOldData:TheRoleofStandardsintheSharingandReuseofEcological

Data.Science,Technology,&HumanValues,33(5),631–652.https://doi.org/10.1177/0162243907306704

AaronKoh

Multi-sitedglobalethnographyofeliteschools:Amethodologicalreflection

Multi-sitedglobalethnographyisamethodologicalcontributiontoeducationalresearchmethodology,andmorebroadly,ethnography.Thisnewmethodologicalframeworkwasdesignedspecificallyfortheresearchproject“EliteIndependentSchoolsinGlobalizingCircumstances,”whichstudiedseveneliteschools,oneschoolineachofthefollowinggeographicallocations:Singapore,HongKong,India,Australia,SouthAfrica,Barbados,andEngland,overafive-yearperiodfrom2010to2014.Theaimofthisarticleistogiveadetailedmethodologicalrenditionoftheepistemologies,andtheoreticalandconceptualbearingsthatunderpinmulti-sitedglobalethnography.Drawingattentiontohowthemethodologyreinvigoratesconventionalwaysofdoingethnography,“differentstrokes”isusedtoalludetothenewmethodologicalelementsweintroducedinmulti-sitedglobalethnography.Overall,thearticlehighlightedtheinsights,hindsight,andoversightsgainedduringandafterfieldwork,sothatfurtherresearchcanenrichmulti-sitedglobalethnography.

Thispaperintroducedanewmethodology,“multi-sitedglobalethnography,”specificforthestudyofeliteschools.Itisnotjustoneofthoseaccountswherewesimplyduplicatedandrecycleda“method”andimporteditintoourstudy.Thiswasclearlynotpossiblegiventhescopeandscaleofthestudy.Weaskednewquestionsthatalsorequiredanewmethodologicalframeworkthatwasrobustenoughandinnovativelyderivedfromtheoretical,epistemological,andconceptualresources.AsBourdieu(citedinWacquant,1989,p.54)hasremindedus,“theproblem(s)underinvestigation”is/aretheanchor(s)thatweneedtoreturntowhendecidingonmethodologicalchoiceanddesign.

Inthispaper,multi-sitedglobalethnographyispresentedasanewapproachtostudyingeliteschools.Ihavecalledourcontributionstoethnography“differentstrokes.”Butcautionisneeded,asthismethodologicalframeworkwasdesignedtoaddresstheresearchquestionsspecifictoourstudy;itmaynotbeduplicatedasawholeintootherprojects.Thereare,ofcourse,waystotakeourmethodologyfurtherasitcanbetaken-upandadaptedforuseinresearchon“schooling”andbroaderstudiesoncomparativeeducationresearch.As“thecomplexitiesofeducationalrealities”emerge,whatisneededis“multiPluriTrans”—takenapartas“multi,”“pluri,”and“trans”approachestoinvoketheideathatethnographyisnecessarilyaninterdisciplinarymethodologicalenterprise(Bollig,Honig,Neumann,&Seele,2015,p.10).

Reflectingonourcompletedprojectthreeyearslater—andyes,reflectionbringsbackmemories,thegoodandbad,pleasantandnotsopleasant—werealizethatreflectionisapowerfulmethodologicalframeworkwhichcanbringtothefore“insights,”“hindsight,”aswellas“oversights,”sothatwecancontinuetoreinvigorateethnographywithfreshapproachesusing“differentstrokes”and“differentfolks.”

Bollig,S.,Honig,N.S.,Neumann,S.,&Seele,C.(2015).Approachingthecomplexitiesofeducationalrealities.InS.Bollig,M.S.Honig,S.Neummann,&C.Seele(Eds.),MultiPluriTransineducationalethnography:Approachingthemultimodality,pluralityandtranslocalityofeducationalrealities(pp.9-33).Bielefeld,Germany:TranscriptVerlag.

Wacquant,L.J.D.(1989).Towardsareflexivesociology:AworkshopwithPierreBourdieu.SociologicalTheory,7(1),26-63.

ChelseaE.Korth

ApproachingCriticalDemocraticEducation:HowHarmonySchool“Does”Democracy.

Inthe1960’sand70’sintheUS,thousandsofindependentschoolsopenedaspartofthe“FreeSchools”movement.A

subsetoftheseschoolswerefoundedwiththeintentionofdemocratizingtheschoolexperienceandproducing

graduateswhowouldactaswell-educatedandparticipatorycitizens.Duringtheheightofthismovement,Rocand

BarbBonchekfoundedHarmonySchoolasasmall,democraticsecondaryschoolinIndiana.NowapreK-12school

servingapproximately270studentseachyear,Harmonyhaslongoutlasteditsfoundingmovementandmaintaineda

commitmenttocriticaldemocraticeducation.Afteratwo-yearethnographicstudyoftheHarmonyHighSchool,I

foundthatHarmony“does”democraticeducationthroughbothintentionalpoliciesandpractices,aswellasthrough

inherentculturalpracticesthatcreateandmaintainanenvironmentofhumanization,care,andacceptance.

DemocraticschoolingpracticessuchasFamilyMeetings,student-dominatedcommittees,majorityandconsensus-

basedvotingand“training”fordemocraticparticipationarethebackboneofthedemocraticcurriculumoftheschool.

Participantsidentifiedmanyofthesepracticeswithfeelingheardandempowered,eveninsituationswheregenuine

changewasnotbroughtabout,orincaseswhereaparticipantwasonthelosingsideofavote.Ifoundthatrather

thanprivilegingthevoiceofcertainparticipantsbasedongenderor“popularity”,ashasbeenseeninotherstudies,

voiceswereprivilegedbasedonexperience/gradelevelandpersonality(particularlyextroversionversusintroversion),

thoughthevarietyofparticipationopportunitiesmitigatedthissomewhat.

Perhapsmostsurprisingly,studentparticipantsexpressedstrongopinionsonhowschoolaffectedtheirmentaland

emotionalhealth.ManyofthemtransferredtoHarmonyduetobullyingandlackofacceptance,oftenrelatedtotheir

sexualorientationorgenderidentity.Havingteacherswhotheyfeltknewthemandtheirsituations/backgroundswell,

beingpartofasmallcommunitythatisacceptingandsociallyopen,andhavingthefreedomtoexpresstheiridentity

claimswithoutjudgmentwerethemostimportantfactorstothemfeelingpositivelyabouttheirschoolingexperience.

Identifyingacultureofcareandhumanizationaspartofacriticaldemocraticagendaisasubtlebutimportantfinding

intoday’sschoolingclimate.

Thisstudywasatwo-yearethnographyofthesecondaryprogramatHarmonySchoolwhichIcompletedformy

dissertationproject.IutilizedCarspeckens’sCriticalEthnographyinEducationResearchtodesignandguidethestudy.

Iaskedthefollowingresearchquestions:

1. WhateducationalbeliefsandintentionsunderlieHarmonySchool,accordingtovariouscommunity

members(i.e.highschoolteachers,students,administratorsandformerteachers)?

2. HowdoestheHarmonyhighschoolcommunityviewandenact“democracy”?

3. Howdostudentsandteachersexperiencetheschoolandviewthemselveswithinthelarger

theories,structuresandpracticeswhichunderlieit?

Ispentthefirstyeardoingobservationsandconstructingtheprimaryrecord,andthesecondyearconducting

interviews,focusgroupsandcontinuingobservations.Ialsocompletedover150hoursofobservationsandcollecteda

lotofarchivaldata.Icompletedinterviewswithfifteenparticipants.Thisincludedtheschool’sfounderandcurrent

headRocBonchek,fiveteachers,oneformerteacher,andninestudents.Thiswasroughly20%oftheavailable

participants.Becausetherewassomuchdata,andbecauseitwassorich,thefindingswerealsofulsome.Myinitial

listoffindingscametonine,butwithfurtherworkitbecameclearthatsomeofthemwerebetterwhenconnectedor

nestedwitheachother.Intheend,Iidentifiedthreemainfindings.

Firstly,IfoundthatHarmony’scultureofcareandhumanizationwasthesinglemostcommonlycodedforinthe

interviewdata.Itwasoftendiscussedindirectoppositiontoexperiencesinotherschools,andwascitedas

responsibleforthelargepopulationofstudentsidentifyingasLGBTQIA+withinthehighschool.Itwasrelatedclosely

tostudentsfeelingheard,knownandacceptedwithintheirschool.Iwasalsocloselyconnectedwithfeelinglikethey

hadagenuinevoice/say/powerintheirschoolbecausetheyfeltlistenedtoanddidn’tfeeljudgediftheyexpressedan

unpopular/minorityopinion.

Secondly,Ifoundthattheschoolwasactively“doing”democracyinthreemajorways,whichItitled“Practice”,

“Pedagogy”and“Training”.Practiceisthemostobviouscategoryasitinvolvesthepracticesmostreadilyidentified

andassociatedwithdemocraticeducationsuchasFamilyMeetings,committeework,votingpractices,policy-change

events,etc.Itistheactualpracticeofstudentsandteachersmakingdecisionsthroughdemocraticprocesseswithin

theschool,andthepolicieswhichunderliethatwork.Pedagogyreferstodemocraticpracticesbeingintegratedinto

classroomsbyteachingstaff.Caseswherethiswasnotbeingdonewerealsoattendedto.Trainingreferstosituations

withintheschoolwherestudentswereliterallygiventrainingindemocraticpracticessuchascitizenship,legalrights,

civildiscourse,civildisobedience,formingpolitical/youthgroups,etc.Thiswasprimarilydonethroughspecialevent

days,student-ledeventsorteacher-initiatedextra-curriculars.Ialsofoundthatpartof“doing”democraticeducation

withinthehighschoolprogramwasabouteducatingforspecific,intendedresults.Forexample,educatingstudents

withtheintentionofcreating“globalcitizens”,“responsible,contributingmembersofacommunity”,“Decent

Humans”,“Adults”,etc.

Finally,Ifoundthatvotinganddecision-makingwithintheschoolwasconstantlybeingnegotiated,andhowitwas

doneinanygivenmomentaffectedpower,voiceandagency.Participationwasbasedonanapprenticeshipmodel

withnewandyoungerstudentslearninghowtoparticipatefromolderstudentsandteachers.Outsidetheirclassroom

role,teachersalsoactedasgate-keepers,change-agentsandmentorswithintheschool,andhadtheirownentiretier

ofconsensus-basedparticipationinstaffmeetingswherestudentswerenotpresent.

Thereisagreatpaucityofresearchonindependent/private(i.e.“alternative”)democraticschools,both

internationallyandintheU.S.context.Thefewethnographiesofsuchschoolstendtobeconcentratedinthe1960’s

and70’s,whendemocraticeducationhadavoguepopularityforabrieftime.Despitethislackofresearch,thereare

hundredsofdemocraticschoolsinoperationintheUnitedStatestodayandhundredsmoreabroad(AERO,2016)

(IDEN,2016),indicatingcommunityandfamilyinterestinsuchschoolsacrosstheworld.Therehasalsobeenasmall

butmeasurableuptickindemocraticeducationliteratureinthepastdecade,focusingprimarilyondemocraticcharter

schoolsanddemocraticeducationprogramswithintraditionalpublicschools,andcouchedasstudying“student

voice”,“studentengagement”and“studentleadership”.

Thepolicycontextofeducationtodaymeritsaseriouslookatsuchschoolsforthreemajorreasons.Firstly,many

policymakershavebeencallingforgreaterinnovationineducation(U.S.DepartmentofEducation,2012)(U.S.Senate

Newsroom,2015),butresearchtellsusthatinstitutionalisomorphismlimitstheabilityofhighlyregulatedand

interconnectedorganizations,suchaspublicschools,tobeheterogeneous(Welch,2011)andfurther,thatcharter

schoolsonthewholehavefailedatthebriefofinnovationoverall(Lubienski,2003)(Lake,2008).Therefore,itlogically

followsthatweshouldlooktoprivatealternativeschools,democraticschoolsamongthem,whicharelargelyfree

fromregulationandmoreboundtotheneedsanddesiresofindividualcommunities,aspossiblesitesofinnovative

educationalpracticesandstructures.

Secondly,issuesofsocialjusticecompeleducationalresearcherstoexamineboththeknownandtacitinequalitiesof

contemporaryglobaleducationsystems,aswellastoexaminepossiblealternativeswhichmaybemorejust,more

equitable,andthereforemoreethical.Manyhavecriticizedthedistinctlyneoliberaldirectionofmucheducation

policyinthepastfewdecades,leadingtohighlevelsofregulation(e.g“commoncore”,NCLB),andmanypotentially

damagingevaluationpracticesinourpubliclyfundedschools.Thisistosaynothingoffederalmismanagementofthe

DepartmentofEducationundertheTrumpadministration’sjurisdiction.WithinU.S.publicschools,poorandminority

studentsarelargelysegregatedfrommiddleandupper-classstudentsinfailingschoolswhichoftenlackbasic

resources(Kozol,1991).RegardlessoftherhetoricoftheAmericandreamwhereanyonecanworkhardanddowell,

andtherhetoricofmeritocracywherewell-behavedstudentscansucceedatahighlevel,gotocollege,andbe

whatevertheywanttobe,decadesofeducational,socialandeconomicresearchhaslaidbarethetruthofsystemic

inequalityintheU.S.A.

Thirdly,Americandemocracyisincrisis.TheEIUDemocracyindexfor2017denotestheU.S.asa“flaweddemocracy”,

ranking21stintheworld.TheEIUalsowrotethat,“ThelatesteditionofTheEconomistIntelligenceUnit'sDemocracy

Indexrecordstheworstdeclineinglobaldemocracyinyears.Notasingleregionrecordedanimprovementinits

averagescoresince2016,ascountriesgrapplewithincreasinglydividedelectorates.Freedomofexpressionin

particularisfacingnewchallengesfrombothstateandnon-stateactors…”Thistrendhascontinuedandarguably

gottenworsein2018,consideringrecentlyreleaseddocumentsquestioningthefreeexerciseofpastU.S.elections,

andrecentgovernment-sponsoredhumanrightsviolations,amongamyriadofotherissues.Discussingdemocratic

schoolsandeducationwithinthecurrentpoliticalclimaterequiresadmittingthatourcurrentstateofdemocracyis

flawedandfacingmanyattacks,andthatstudyingandsupportingciviceducation,youthparticipation,youthvoice

andsimilarissuesisoneformofcriticalactivism.Democraticeducationcanalsobeaformofyouthactivism,makingit

apotentiallypowerfulformofeducationforpromotingthevalueof,andteachingtheskillsforprotecting,basic

humanrightsandfundamentalfreedoms.

Ibelievethattheresultsofmystudyareexcitingandimportantinthefieldofeducationandethnography.My

findingsspeakparticularlystronglytoissuesofsocialjusticewithinschools,particularlyaswemoveforwardinto

manyofthenewissuesofthe21stcentury,suchaschangesinracial/ethnicandgenderidentityclaims.Thefactthat

somanystudentsfeltattacked,ostracizedandunsafeinpreviousschoolenvironments,butfeltthatHarmonyhad

giventhemasafespacetohealandbegintodeveloptheirpassions,indicatestomethatwecouldlearnalotfrom

“unusual”schoolswhichcouldinformpolicychangeeffortsinthefuture.Takingacriticalethnographicorientation

providesanopportunitytoexploreindependentdemocraticschoolsthroughamethodologywhichitselfvalues

democraticengagement.Thisapproachwasessentialtocontextualizingthestudyinawaythatattendedtolarger

systemicprocessesandissues,andallowedforgenuineexaminationsofpower.

FatmaBusraAksoyKumru

Youngchildren’sperceptionsandpracticesofdemocracyinanearly-yearssetting,Scotland

ThissubstantivepaperisbasedonastudyconductedattheUniversityofEdinburgh.It investigatesyoungchildren’s

(aged4-5)understandingofdemocracy.Consideringdemocracyas amultidimensional conceptwhich ismore than

form of government, this exploratory project aimed to examine the perceptions and daily democratic practices of

young children in a nursery setting. The findings are drawn from ethnographic fieldwork conducted in a nursery

settinginlargeScottishcity.Thequalitativedatawasanalysedthroughthethematicanalysisprocedures.Asaresult

of this study, three themes are identified: collaboration, respect and participation. The findings highlighted that

children’sdemocraticpracticesareexercisedandperceiveddominantlyinacollaborative,respectiveandparticipatory

wayintheirdailylives.

Theintelligibilityandapplicabilityofdemocracybyallsectionsofsocietyareimportant.Theimpactofearlyageson

thefutureisremarkableandtheknowledgeandskillsgainedintheseyearsarevital.Intermsofeducationofyoung

children innurseries, thispaper reveals the importanceof applyingdemocratic activities to sustain children’s inner

capacities. This could lead to further curriculum contents and learning processes which emphasises collaboration,

respectandparticipationintermsofenablingdemocraticpracticesinearlyyearssettings.Tothisend,thefindingsof

thisstudycouldgiveaninsightforearlyyearspractitionerstowidenchildren’sspacesfortakingpartin.

Conductingethnographicmethodswithveryearlyages isstartingtobehighlightedpracticebetweenresearchers in

childhoodstudiesandeducationsinceitenableschildrenassocialactorswhotakeanactivepartinshapingtheform

thattheirownchildhoodstake.Countertodominantstereotypesaboutyoungchildrenbeingunabletotakepart in

democratic practices, this ethnographic researchhighlighted children’s viewsondemocracy for further educational

andsocialpoliciesaffectingtheirpositionineverydaylives.Inthisway,ethnographyasamethodologycouldgrownot

only todescribe theresearchedphenomenabutalso tohaveakey role inshaping theconceptsandpracticeswith

direct contribution of its participants. Thus, the key contribution is about stressing ethnography as a method for

participationandmakingyoungchildren’svoicesheard.

Followingprincipleshaveenforcedwithintheethnographicpartofthisstudy.Theworldofchildrenwasreachedwith

thehelpofagatekeeper.After the formsofconsentwerecollected fromfamiliesasanobligation,verbalconsents

wereobtainedfromthechildren.Manyofthechildrenwerecuriousandhavealreadystatedthattheywantedtohave

a‘nickname’formynotes.Participatoryobservationwasdonewithchildreninthenurseryeverydayfor1monthand

allactivitieswereattendedincludingforestschoolsessions.Inthisway,arichdataaboutthedailyroutines/patterns

of children in this nursery and the location of democracy in these patternswere reached.During the process, the

researcherdiarywasusedtoprovidereflexivityandthevalidityandreliabilityofthedatawereincreased.

Besides the positive aspects of ethnography that research diary provided, the personal challenges that I have

experiencedwerereflectedthroughthis.Asaresearcherfromanotherculture,ittookmealongtimetogetusedto

the environment and to understand the dynamics within. For instance, language was a barrier at first but then I

realizedthatithasenrichenanddeepenmyrelationshipwithchildreneverytimewhenIaskabouttheexamplesor

explanations for a certain thing. Additionally, the ethnographic part of the study constructs different concept and

questionsrelatedtomycurrentdoctoralresearchaboutchildren’sdecision-makingprocessesandadult-childpower

dynamics within these processes. This clearly addresses the power of ethnography for further curiosity of the

researcherwithinitsprinciplesanddynamics.

ChristineLarroqueandMorganeGovoreaunu

Thereflexiveanalysisinthe(trans)formationoftraineeteachers:attheheartofanapparatus.Ethnographyofan

apparatusofreflexiveanalysisinatrainingofteacherstudentsintheFrenchCatholicprivateteachinginFrance.

Thissubstantivepaperaimstoprovideaquantitativeandqualitativestudyaboutreflexiveanalysisintrainingof73

teacherstudentsinprimaryandseconddegreeinaninstituteofFrenchCatholicprivateteaching,whichFrench

acronymisISFEC.Thehybridmethodologycombiningobservantparticipation-andnon-participantobservation-ofa

traineeteacheranthropologistandaninstructorofreflexivemethodswithheadteachers,PrincipalEducation

Counsellors(PEC)andtraineeteachers.

Ifschoolisa«slipperyground»(Filiod,2007:581),thetrainingofteacherstudentsisalsoamajorissueinpublished

reportswhichdiagnoseandsuggestremediestotheproblems,almosteveryyear.Paradoxically,thetrainingof

teachersstudentsisrarelyaresearchobjectperseinanthropologyorethnologyofeducation,whereasresearchin

educationalstudieshavetackledthissubjectforaboutthirtyyears(Anderson-Levitt,2006).Concerningthetrainingof

teachers,inanthropologicalstudies(Malet,1998,2008),researchusuallyconcernsquestionsofprofessionalidentity.

Inthiscontext,ourworksaimatunderstandingthroughtheuseofethnographymethodologiesaninstitutional

apparatus(Agamben,2007)forreflexivetraining,ascomprehendedthroughfieldresearch.Signsofprofessional

competence(Schön,1994),areexpectedforeverypractitionnerofeducationincludeskillsframeworksandtoolsfor

self-assessment(Campanale,2007).Theauthorssuggestreflexiveanalysisasequallyimportantforprofessional

development.Realisedthroughavarietyofmodalities(forexamplelogbooks,groupsofanalysisofprofessional

practices,reflexivewritings),thedevelopmentofareflexiveposturebecomesanimportantpartoftrainingfor

educationemployees,particularlytraineeteachers.Hence,itwouldbe«thedominantparadigmineducation»

(Paquay,1994,Perrenoud,2003,Zeichner,1983,citedinCollin,2013).

Wewillshowthatthereflexivepracticeamongstudentteachers(73trainees)mayencounterdifficultiesinits

implementation:towhatextentdoesthisapparatusoftraining,understoodinitstechnical,discursiveandsymbolic

dimensions,entailcontradictorydemandsanddeontological,ethicaldilemmasfortrainees?Inordertoanswerthis

question,wewillanalysethecaseofthetraininginFrenchCatholicprivateteaching,towhichwebelongas

respectivelyteacherstudentandtraininginstructor.Intheframeworkofanobservantparticipation(Soulé,2007),our

positionwillbeanalyzedasan«externalinclusion»(Bonhoureetal.,2015).Thecomparativeapproachof

anthropology(Laplantine,2013:169)willberecognisedintheanalysisofanalogoussituationsinprofessionaland

trainingareas.Thischoiceisnotonlymethodological:ifthelong-termanddailyfamiliaritywiththisinstitution

provideusopportunitiesforresearchandanalysis,wepostulatethatthecontradictorydemandsanddilemmas

producedbythisapparatusofreflexiveanalysisentailspecificquestionstotheCatholicteachingduetoits

educationalproject(thehumanbeingatthecentreoftheeducationalsystem)andtheChristiandoctrinethatdrives

it.CaringparticularlyforemancipatoryaimsofthecriticalpedagogyofPauloFreire(Pirieira,2018),wewishtoanalyse

theanthropologicalparadoxes(Kail,Sobel,2011)andtheirprescriptivecharacter(Mahmood,2009:289)atstakein

thepositionofreflexivepractitioner.PragmatismandexperimentationcomingfromJohnDewey’spedagogyand

todaysupportedbyseveralanthropologists(Ingold,2018),willbeanalyzedthroughnarrativesoftrainingsituations.

ALTET,M.(2002)Analysedepratiquesprofessionnelles.Orléans:IUFMconférence-BOURGEOISE.(1996)L’adulteen

formation.RegardsPluriels.Louvain-la-Neuve:DeBoeck.

BLANCHARD-LAVILLE,C.,FABLET,D.(2000)L’analysedespratiquesprofessionnelles.Paris:L’Harmattan.

DELALANDE,J.(2009)“Pratiquerl’anthropologiedel’enfanceensciencesdel’éducation:uneaideàlaréflexion”,in

Vergnioux,A.40ansdessciencesdel’éducation.Caen:PÜC,p.103-112.

ETIENNE,R.,FUMATE.(2014)Commentanalyserlespratiqueséducativespourseformeretagir?Louvain-la-Neuve:

DeBoeck.

FILIOD,J.-P.(2007)“Anthropologiedel’école.Perspectives”,Ethnologiefrançaise,n°4,vol.37,p.581-595.

HALL,E.T.(1971)Ladimensioncachée.Paris:ÉditionsduSeuil.

INGOLD,T.(2018)L’anthropologiecommeéducation.Rennes:PressesuniversitairesdeRennes,122p.

KAIL,M.,SOBEL,R.(2011)“Réflexionsautourduparadoxedel’actedeconnaissanceenanthropologie”,L’Hommeet

laSociété,3,n°181,11-16.

LAPLANTINE,F.(2013)L’anthropologie.Paris:Payot.

PERRENOUD,P.(2010)Dixdéfispourlesformateursd’enseignants.Paris:ESF.

PIERROT,A.,CARLVALHO,I.C.M.(2015)Anthropologieetéducation[conférence].Paris,161718septembre.

PEREIRA,I.(2018)PauloFreire:pédagoguedesopprimés.Montreuil:Libertalia.

SCHÖN,D.A.(1994)Lepraticienréflexif.Àlarecherchedusavoircachédansl’agirprofessionnel.Paris:Logiques

(Éditions).

WOODS,P.(1990)L’Ethnographiedel’école.Paris:ArmandColin.175

YangLiuandLinZhou

LearningChineseinChinatownwithanAugmentedRealityMobileGame

Theaimofourstudyistodemonstratethatlanguagelearningisnotsimplyatransmissionofknowledge,rather,it’sa

transformativeprocess(Mezirow,1991).Whilelearningisfrequentlytreatedasacognitivechangeordevelopment,

wedepicthowlearningisembodiedinstudents’interactionalactivitieswithinasocioculturalandsemioticecology

(vanLier,2004).AsoneoftheoldestChinatownsintheUS,theChinatowninHonolulunotonlyservesasasignificant

historical,culturalandpoliticalsymbolinlocalcommunities,butalsofunctionsasadiversegatheringplace.Fromthe

perspectiveofalanguageeducator,Chinatowncanbeseenasalearningenvironmentnotlimitedbythefourwallsof

theclassroom.Researchonlanguagelearning“inthewild”(Hutchins,1995;Wagner,2015),andespeciallyonplace-

basedlearningviamobiletechnologies(Holden&Sykes,2011;Hellermannetal,2015)haveofferednewperspectives

toreconceptualizewhatlanguagelearningtrulyencompasses.ThroughdesigninganAugmentedReality(AR)mobile

gameforChineselanguagelearners,wenotonlyrecognizethesymbolicsocioculturalmeaningofChinatownfor

learners,butalsoincorporatesemioticresourcesasaffordancesforthelearnerstoengagetheirgamingactivities

with.

Inthisstudy,ethnographyisobservableontwolayers.Thefirstlayerisfromtheperspectiveofthedesigners.As

designersoftheARgame,inordertoutilizetheresourcesintheactualplaceandcreatethelearningspaceintheAR

gameforthestudents,weneedtofirstidentify,documentandreflectonthesocialactivitiesandculturalelementsin

theChinatowncommunity(forareviewofplaceandspace,seeHiggins,2017).Thesecondlayeristhroughthe

learners’lenseofexperiencingandinteractingwithintheenvironment.Asresearcherswhorecordedandplayedthe

ARgamewiththestudents,wecanobserveandinvestigatehowlearningisunfoldedthroughstudents’

transformativeexperiencesinthisecology.

Duetothedouble-layerednatureofthisstudy,ourfindingsarefocusedonthesefollowingpoints:

• Thereisamisalignmentbetweenthelanguageusageandlinguistic/semioticlandscape(ScollonandScollon,

2003;JaworskiandThurlow,2011)intheHonoluluChinatown:whileabundantChineselanguageandcultural

elementsaredominantlypresentedinthisenvironment,mostoftheactivitiesaremediatedthroughEnglish.

• Chinatownisaprimelocationforbusinessandcommunityactivitiesforalllocalresidentsandoutsidevisitors

inHonolulu.ThediversesocialpracticesmayormaynotbeconnectedwithChinaorChineselanguageand

culture.

• Despitethechallengesincreatingalanguagelearningmobilegameinaplacewherethetargetlanguageis

mostlytreatedasaniconicsymbol,ourgamenarrativeandquestshavesuccessfullydirectedstudents’

attentiontothesemioticresourcesintheenvironmentandthereforeraisedstudents’awarenessofthe

social,politicalandculturalaspectsinChinatown.

• Weconcludethatecologicallylanguagelearningcannotbetreatedasacquiringthelinguisticknowledgeof

thelanguage;itishowlearnerstransformtheirthinkingandunderstandingthroughdifferentstagesof

experiencingandexploringintheecology.

JohannaLönngren

“It’sokay,nobodycanreaditanyways”:Experiencesofusingstenographyinethnographicfieldwork.

Mostethnographicfieldworkinvolvesproducingjottings:briefwrittennotesthataretakenduringfieldobservations

andthatlaterserveasamemorysupportforconstructingdetailedfieldnotes.Inproducingjottings,ethnographers

facethechallengeofrecordingasmuchdetailaspossible.Theliteratureisrepletewithadviceonwhattorecord,but

thereislessguidanceonhowtoproducejottingsasquicklyandefficientlyaspossible.Whilemanyexperienced

ethnographershavedevelopedtheirownsystemsofabbreviations,noviceethnographersmayfinditdifficultto

developtheirownjottingsysteminparallellwiththeirfirstfieldwork.Anoviceethnographermyself,Ifacedthis

challengeasIpreparedformyfirstethnographicfieldworklastyear.Toaddressthechallenge,Idecidedtolearn

stenography.Intheliterature,stenographyissporadicallymentionedasonepossiblewayofspeedingupthe

productionofjottings.However,thereisalackofconcreteanddetaileddescriptionsofhowtheuseofstenography

mayaffectethnographicresearch.Toaddressthislack,theaimofthismethodologicalcontributionistodescribeand

evaluatetheuseofaspecificstenographicsystem,theMelinsystem,inthecontextofanethnographicstudyinafirst-

yearengineeringprograminSweden.

Inthisstudy,theuseoftheMelinsystemofstenographyfacilitatedtheproductionofjottingsbyspeedingupnote

takingandreducingwristpain,thusallowingmetotakemorenotesforlongerperiodsofobservationandtooften

includeverbalquotes.However,Iexperienceddifficultiesinreadingmyownstenographicnotes,whichresultedin

slowertranslationofjottingsintodetailedfieldnotes.Theuseofstenographyhadotherimportanteffectsonthe

research:1)Theslowerprocessofproducingfieldnotesgavememoretimetoreflectonmyobservationswhile

writingfieldnotes,thusfacilitatingcontinuousanalysisinparallellwithon-goingfieldwork.2)Stenographyeffectively

renderedmyjottingsunreadabletoanybodyexceptmyself.Thisallowedmetotakenoteswithoutrestrictionsandit

allowedparticipantstomorecomfortablytalkaboutsensitivetopicsbecause“nobodycanreadit[thenotes]

anyways”.3)Itelicitedinterestandappreciationfromresearchparticipants,thuscontributingtoinitiate

conversationsandbuildrapport.4)Itmadetheresearchmoreenjoyable,whichhelpedtomediatestressandanxiety

duringmyfirstfieldworkexperiences.

Inthismethodologicalcontribution,Idescribeandevaluatetheuseofstenographyforproducingjottingsina

concreteethnographicresearchproject.Theresultsprovideinsightsforethnographerswhofindaneedtodevelop

thewayinwhichtheyproduceandusejottings.Specifically,theresultshelpresearcherstotakemoreinformed

decisionsaboutwhetherornotstenographymaybeaviablealternative.Theresultsmaybeparticularlyvaluablefor

noviceethnographerswho,maybeforthefirsttime,facethechallengeofproducingjottingsquicklyandefficiently.

MairtinMacanGhaillandMikeSeal

Criticalpedagogy,sexuality/genderandinclusion:ethnographyasanalternativerepresentationalspace

TheaimofthispaperistoexploreBritishbornmillennialSouthAsianmen’sdevelopmentofacriticalframeworkto

engagewithquestionsofsexualityandgenderwithinthecontextoftherepresentationofSouthAsianmen.More

specifically,weareseekingtoexaminewhatspacescriticalpedagogyopensupfordiscussionofsexualityandgender

withindiverseSouthAsiancommunities.ThisisoccurringatatimewhenMuslimparents,amongothers,are

protestingaboutanequalityprogramme,NoOutsiders,atalocalprimaryschoolthatisseenaspromotingLGBTQ

rights.

Theresearchparticipantswereawarethattherehasbeenaremarkableshiftintheeducationalrepresentationof

SouthAsianmalestudents.Inanearlierperiod,theywereprojectedas‘pro-school’incontrastto’anti-school’

African-Caribbeanstudents.However,therewerealsoimagesoftheassumedregressivegender/sexualpracticesof

thepatriarchalAsiancommunityandwithinthegenderedpoliticsoftheplayground,SouthAsianyoungmenwere

feminised.Currently,theydiscussthepressuresoflivingwithdominanteducationalrepresentationsofMuslimmale

studentsthatassumethattheyarebothhighlyvulnerableandamajorthreattosocietypossessingananti-British

ethnicity.Theysuggestthishasresultedinotheraspectsoftheirlivesnotbeingaddressedpedagogically,including

issuesofsexualityandgender.Forexample,theyreporttheirexperienceoftheinstitutionalapplicationofreligious

categoriesasaformofemasculation.

Drawinguponourownethnographicresearch,wesetouttoenabletheresearchparticipants,asamillennial

generation,toinhabitanalternativerepresentationalspacethatprovidesinsightfulnarrativesaboutthecreative

complexityofinhabitingsubjectpositionsastheynegotiatebetweenthecompetingdiscoursesoftheir(traditional)

religiousbeliefsandmore(liberal)experiencesandsocialpracticesaroundgenderandsexuality.Afurtherkey

elementoftheethnographicresearchprojectistheyoungmen’sself-authorisationthattheyseeashavingbeen

deniedthemthroughouttheirschoolingexperience.Interviewsaresupplementedbyarangeofotherresearch

strategiesthatincludeobservations,informalconversationsandinterviewswithindividualsfromthelocalcommunity.

Byrecognisingthatethnographicaccountsaremutuallyconstructed,itispossibletoidentifynarrativesthatserveto

unsettlecurrentdominanteducationalunderstandings.Insodoing,acollectivereflexivityandanaccompanying

conceptualreconfigurationofdominantepistemologiesisaccomplished.Thisisparticularlysignificanttoensurethat

wedonotre-inscribethedominantrepresentationsofSouthAsian/Muslimmen.

Keythemeshaveemergedindeployingtheethnographicapproachthatrequirefurtherinvestigation,including,the

complexitiesofdialogueinbuildingcriticalpedagogicalspacestoopenupdiscussionofsexualityandgenderwithin

diverseSouthAsiancommunities;theappropriatenessofwesternprogressivetermstocapturesexualandgender

identities,behavioursandlifestylesamongSouthAsians;questionsofhowtocounterdominantrepresentationsthat

assumethattheypossessaregressive,hyper-patriarchal,traditional(religious)masculinityandthegeneralisationof

the‘Muslimgroominggang’withreferencetochildsexualabusetoallMuslimmen;andconstructingcaring

masculinityandinter-personalsocialrelationsamongamillennialgeneration.

BeatrizMacíasGómez-Estern,JoséLuisLaluezaSazatornil,andVirginiaMartínez-Lozano

Makingthetransitiontoschool:aparticularchallengeforRomachildren

Fromacultural-historicalperspective,humandevelopmentistheproductofparticipationincultural

practicesthathavehistoricallybeenconstructedwithintheframeworkofinstitutionssuchasthefamily

andtheschool.Acrossthesepractices,thereisalwayssometypeofdiscontinuitywhichmustbe

addressedandovercome(Hedegaard,2005;Rogoff,1993,2003).However,whenthecultural

frameworkofthefamilyisfarremovedfromthatoftheschool,asisthecaseamongcertainethnic

minoritiesorimmigrantpopulations,thediscontinuitiesbetweenthetwoscenariosmaybevery

significant,andhenceacceptanceoftherationaleforschooltasksandachievementofasuccessful

transitionmaybebotharduousandprotracted(Greenfield&Cocking,1994;Poveda,2001).Therefore,

schools,seekingtheinclusionofmembersofminoritygroupssuchasRomacommunities,muststart

fromanawarenessoftheconcernsandprioritiesofthisculturalgroupinordertodesigninterventions

thatwillfacilitatetheirtransitionbetweenscenariosandtopromotedialogueinthisrespect.Abetter

understandingofthiscommunity’ssocializingpracticesandofotherformsofbehaviourwouldhelp

teachersandeducationmanagersunderstandthedifficultiessometimesencounteredinensuringschool

attendance.Atthesametime,schoolsasinstitutionshavetheirownvalues,normsandobjectivesthat

shouldbeconveyedandsharedamongallinvolved.Oneaspectofthisistheneedtofosterchildren’s

understandingofandresponsetothedemandsoftheschoolenvironment.Inthistask,familiescanplay

anessentialrole,assupportersoftheirchildren’stransitiontoaformaleducationsetting.Ofcourse,

familiesmustbeinformedoftheschool’sconcernsandambitionsforthechildren.Thus,establishing

commonknowledgeofwhatmattersinthetwopracticesofschoollifeandhomelife(Edwards,2010,

2012,2017)regardingtheissuesfacingchildrenisofcrucialimportance.

Thispaperpresentstwoexperiences,oneinBarcelonaandtheotherinSeville,oftheRomacommunity

intheirchildren’stransitionstoformaleducation.Theauthorshavebeenpermanentlyinvolvedinthese

experiencesfor25(Barcelona)and10years(Seville)respectively,weretheyrunServiceLearning

programswithUniversitystudentswhocollaborateashelpersorinstructorsineducativeprojectswith

Romacommunitychildren.Inbothcases,theneighbourhoodcontainsmanychallenges,withhighrates

ofabsenteeism,academicfailureanddropout.Theauthorshavesimultaneouslyplayedtheroleofsocial

agents,researchersanduniversityteachers,underacommunityengagedresearchscheme(Vasquez,

2003,Cole,M;&DistributiveLiteracyConsortium,2006;DiGiacomo&Gutierrez,2015;Lalueza&

Crespo,2009;Macias,Martinez&Vasquez,2014).

Toplacetheseexperiencesincontext,andbasedonliteratureandourownlongtermethnographic

work(Crespo,Pallí&Lalueza,2002;Crespo,Lalueza,Portell&Sànchez-Busqués,2005,Padros,2016),

wewillfirstpresentthemainfeaturesofRomaculture,knowledgeofwhichisfundamentalto

understandinghowtheeducationalpracticesdescribedbelowareconstructed.Knowledgeofthe

evidentdiscontinuitiesandcontradictionsbetweeneducationalinstitutionsandthevaluesheldby

Romafamiliesisanessentialprerequisiteforcreatingasysteminwhichschoolsandfamiliescanwork

togethereffectively.Thesechallengesconcerntheacquisitionofnewmotivesbyfamiliesandchildren

enteringtheeducationalsystem,whileretainingtheirestablishedvaluesandbeliefs.Asuccessful

responsetothesechallengesrequiresthemasteryofnewtoolsandculturalartefacts,togetherwiththe

creationofsharedpracticesandnarrativesinwhichparticipantsfromminorityculturesfeelrepresented

andrespected.

Asparticipantsandobservantsoftheprocesseshappeninginthetwoexperiencesdescribedin

BarcelonaandSevilla,wehavewitnessedhowtheschoolsandcommunitiesinvolvedintheeducative

projectsdescribedhavedevelopeda“thirdspace”(DiGiacomo&Gutierrez,2015),asetofshared

narrativesandpractices,thatfacilitatethetransitionoftheRomachildrenfromfamilytoschoolcontext

andvicecersa.Ourdataconsistonfieldnotesanddirectobservationgatheredbyourselvesandthesets

ofstudentsthathaveparticipatedintheprojectsalongallitslife.

Finally,inthispresentation,wewillillustratethesecomplexprocessesofschool-communityculture

bridgingbydescribingtwoepisodes:onetakingplaceinanout-of-schoolactivity,theotherwithina

primaryschool.Weshowhoweducationprofessionalsaddressthedifferentchallengesdescribedabove

andhowtheyworkcloselywithchildrenandfamiliesinordertofacilitatetheirtransitiontothe

surrounding‘normative’culturerepresentedbyschooling.

OlivierMarty

Usingtheresearcher’smanagerialknowledgetoobserveworkinadistancelearninginstitution:amethodin

ethnographyofeducation

IconductedathreeyearsfieldworkinaFrenchdistanceeducationinstitutionequivalenttotheUK’sOpenUniversity.

Thisfieldworkconstitutesthebulkofapostdoctoralhabilitation,defendedin2017attheuniversityofRouen

(France),inanthropologyofeducation.Idescribedthemiddlemanagementdedicatedtodistancehighereducation;

inchargeofdesigningcurriculaforthreeyearsdegreeprogramsinpartnershipwithuniversities.Whenstudyingthis

managementandengineeringwork,IfounditrelevanttomakeuseofmanagementsciencesthatIhadpreviously

learntinaFrenchgrandeécole.Atfirst,Idescribedtheacquisitionofacademicknowledge,andthenitsuseonfieldby

theworkers.

Therefore,thedesriptionsarepredeterminedbyknowledgethatIcamewithandthatwaspartiallysharedbythe

educationworkersobserved.Iassumethesepreconceptionssincetheyareencouragedbytheveryorganization

studiedandpresentedasanidealofmanagement.

Ontheotherhand,itappearsthatsomeofthemanagersresisttheseideas:defendingotherpoliticalvaluesand

perceptionsofeducationandrefusingtoapplywhattheycall«newpublicmanagement».

Ipresentthiscontroversyonknowledgetodescribeworkrealitiesthroughacontestationaboutthewaytomeasure

thevalueofadesignedcurriculum(Marty,2014b).Whereassomeofthemanagersusetheinstitutionalconceptual

toolstoaccountforfinancialandmarketingvalue,othersarguethateducationvaluescannotbequantifiedand

shouldnotbereducedtomanagementsciencesorcommodified.Thereisadeontologicalcontroversywithinthe

organization,amongitsdifferentcorporations(direction,managers,teachers),promotingdifferentacademicviews

onrealities.

Mycontributiontoethnographyandeducationismethodological(seealsoMarty,2014a).Inmywork,Ishowhow

preconceptionscouldbeusedcarefully:itissomewhatusefultobeeducatedtotheknowledgeprevalentonfield

(herelearningmanagementscienceistheequivalenttolearningafewwordsintheindigenouslanguage);butthat

shouldnothidefieldcontroversiesanddebates.Knowledge,eventhoughacademicallystabilizedandtaughtin

curricula,isadaptingonfieldanddoesn’tencompassthewholereality.Workersarediscussingitandcriticizing

managementsciences.Inmypointofview,itisofanuppermostimportancefortheeducationethnographertobe

abletoprecisewhenpreviousknowledgeisrelevantonfieldandwhereareitslimits.

MartyO,2014a.Amodelofdistanceanalysis.Epistemicfieldnotesforeducationethnographers.Ethnographyand

Education,Taylor&Francis(Routledge),vol.10(n°1),pp.17-27.

MartyO.,2014b,MonetizingFrenchDistanceEducation.AFieldEnquiryonHigherEducationValue(s).International

ReviewofResearchinOpenandDistanceLearning,AthabascaUniversityPress,vol.15(n°2)

ElseCathrineMelhuusandLisbethLjosdalSkreland

Doingethnographyasmateriality

Focusingonobservationswewouldliketodirectattentiontomaterialconditions/dicoursesandsocialpracticesinour

ethnographicresearch.Wearecurrentlyengagedinaprojectstudyingtheyoungestasylumseekersarrivingin

Norway.Mostofthemattendkindergartensandnurseriesandinourobservations,wehavebecomeawareofthe

manyinteractionsbetweenchildrenandartefacts.Cultureanalyticstudiesoftechnologyindicatesthatpowerand

valuesarelinkedtogetherwiththedesignandmaterialrealityoftheobject.Thismeansthatthingsaswellaspeople

“act”andareapartofarealitywherebothpeopleandthingsmutuallyinfluencetheperceptionoftheworld(Bille

andSørensen,2012;Miller,2005).Thingsarepowerfulbecausetheyparticipateindeterminingourexpectationsby

settingthesceneandensurenormativebehaviour.Oftenwithoutchallenge.Ourgoalhasbeentoexplorehowthings/

artefacts/inkindergartensbecomeevidentandinwhatwaystheyphysicallyconstrainorenablesmallchildrenin

theirkindergartenlives.Wewishtogivesomeexamplesinwhatwaysethnographicresearchkantakematerialityinto

account,andalsosomeofthechallengesdoingmaterialityresearchgivesus.

Wehavefoundcertainobjectstobeofgreaterimportanceinthekindergarten.Thingsandobjectscreatehierarchies

ofmaterialitybecausetheymediateculturalandnormativetruths.Culturalpatternsareestablishedinthemeeting

betweenthings(Frykman,2005,s.29).Objectslikewoollenclothes,outdoorclothing,legobricksandlunchboxesare

ofgreatimportanceinaNorwegianculturalsettingandtheseareartefactswehavefoundtocarryimplicit,

determining(ordecisive)expectationsbysettingthesceneandensuringnormativebehaviour(Miller,2005).Assuch

allthings,humanandnon-humaninkindergartensettings,willbepartofthediscursivepracticesthattakeplace

(Barad2007).

Inaneducationalcontextteachersareoftenunawareofthepowerofmateriality.Byinvestigatingwhichobjectsand

inwhatwaychildrenandemployeesmeetdifferentobjectsinakindergartenwehopetounfoldpracticesinamany-

relationalapproach.Byemphasizingtheseperspectivesinourethnographicapproach,wehopetoenableteachers

andchildrenintheirworkandlivesbyfocusingonaperipheralbutstillimportantareaofeducation.Takingthe

agencyofthingsintoaccount,culturalpracticesbecomespartofthekindergartensettings,andhelpusunderstandin

whatwaysandwhichvalueswepromoteandhowthewholeenvironmenttellswhatitmeanstobecome/bea

integrated,welladjustedasylumseekerinaNorwegianculturalcontext.

Barad,Karen2007.Meetingtheuniversehalfway.Quantumphysicsandtheentanglementofmatterandmeaning.

USA:DukeUniversityPress.

Frykman,J.(2005).Nårtingblirredskap.IM.KraglundogL.Otto(red.)MaterialitetogDannelse(s.135-157).

København:DanmarksPædagogiskeUniversitetsForlag.

Miller,D.2005.Materiality.Durham&London:DukeUniversityPress

Bille,Mikkel&Sørensen,TimFlohr,Materialitet.EnindføringIkultur,identitetogteknologi.København:

Samfundslitteratur.

ThorstenMerl

In/sufficientlyable.HowteachersdifferentiatebetweenpupilsinGermaninclusiveclassrooms

TheethnographicstudyfocusesonclassesinlowersecondaryschoolsinGermany,thatareconsideredbythe

teacherstobeinclusive.Basedonpracticetheoryandpoststructuralism,acentraldifferentiationofpupilsinteachers’

regulationsisanalyzed.Thosethatareabletomeettherequirementsoftheguidelinesareexpectedtobehave

accordingtothem.Thosethatcan’tmeettherequirements,areexemptedandmaylegitimatelydeviatefromthe

expectations.Thiscanbeobservedintheclassroom,forexample,whenpupilsaretoldtobesilent,yetonepupilis

nottoldofffortalking,butisinsteadgiventheoptiontoleavetheclassroomforan'extrabreak'ifunabletobehave

appropriately.Throughthisperformeddifferentiationteachersdetermineday-to-daywhoisableandwholacksthe

requiredabilitiestocomprehensivelyparticipateintheinclusiveclassroom.However,becausepupilswithascribed

insufficientabilitiesarenotsanctionedintheobservedlessons,butinsteadarerepeatedlyallowedtodeviatefrom

thestillexistingexpectations,theteachersfulfilltherightofpermanentmembershipforallpupilsintheclass.

Thestudyalsocontextualizesthisdifferentiationwithperspectivesofthedisabilitystudiesineducationand

discoursesondis/ability.Itcantherebybeshownthatevenin'inclusive'classesuniversalexpectationsofabilities

existandarethemselvesacauseoftheascriptionofinsufficientabilities.Furthermore,thelong-termtreatmentof

pupilsasinsufficientlyablecanbeunderstoodasthecreationofdisability.Finally,thestudydiscusseswhythe

observedclassesfailtosatisfypedagogicalconceptionsofinclusion,understoodasenablinganequalparticipationof

allpupils,andtowhatextentthisisduetothesocial-basedandschool-basedconsensusonthenatureofability.

ThestudyisoneofthefewethnographiesinGermanythatactuallyshow,whathappensinaclassroomthatis

consideredtobe‘inclusive’.Itanalyzesthatandhowtheteachers’practicesininclusiveclassroomscanbe

understoodasawayofdoingdis/ability.Thoughitistheteachers’practicesthatperformdis/ability,social-basedand

school-basednormsofabilitycanbeunderstoodastheunderlyingcauseforthat.Byshowinghowestablished

expectationsofabilitiesrestrictinclusionthestudyisacrucialcontributiontoacriticalperspectiveonprofessionalism

ofteaching.

GyörgyMészáros

Habitusandschooling:themakingofthemiddleclass/underclassinthesemi-periphery

Theaimofthissubstantivepaperistoinquirehoweducationcontributetothemakingofthemiddleclassand

underclassinHungary,asemi-peripheralcountry.Itisbasedonanethnographicstudythatcomparestwodifferent

schools:oneisanaverageuppersecondaryandhighschoolwithmiddle-classstudentsinatownnearBudapest,the

otherisaprimary,lowersecondaryschoolneara‘ghetto’ofthecapitalcitywithRom/Cigány(underclass)population.

Methodologically,thestudyisatraditional,long-term,comparativeethnography:twoyearsinthetwoinstitutions.In

thislastphaseofthefieldwork,theresearcherisconductinginterviewsandfocusgroupsandintensifyingtheuseof

othercollaborative,interpretivepracticessuchaseverydayconversations,sharingmyinterpretationsthrough

Facebookandduringregularmeetingswithteachers,sharedfieldnoteswithanotherresearcherwhoisateacherin

thehighschool.Thesenewdataturnedthefocusofinterpretationontheconceptofhabitus(Bourdieu)asanew

interpretiveframeworkinadditiontotheoriginalMarxistanalysisofsocialreproductionandintegratedtoawider

philosophical-anthropologicalapproach(educationastheshapingofsocialsubjectivities).Intheinterpretation,

prioritywillbegiventotheanalyticalcategoryofsocialclass,butconsideringtheintersectionsofclass,gender,

ethnicityandsexualorientation.Inaddition,theframeworkwillbeintegratedwithareflectiononthesemi-peripheral

characteristicsoftheshapingofclasspositions(Wallerstein,Arrighi).

Teachersinbothschoolsareagainsttheactualeducationpolicyofthegovernmentwhichreinforcesclassdivisionsin

thesocietyaspartofalargerpoliticsofmeritocracyandinequalitiesofthegovernmentinatypicalsemi-peripheral

contextcharacterizedbydependenceandtheneedforinformallabour.However,inbothschools,everyday

educationalinteractionshaveaclear(oftenhidden)patternofshapingthehabitusofthepupilsaccordingtothisclass

division.Examplesofmicro-processesshapingthehabituswillbeoffered.Intheprimaryschoolneartheghetto,there

ismuchmorereflexivityamongtheteachersaboutthispatternandthereareeffortstofindwaysoutofthissystemic

constrains,althoughitseemsalmostanimpossibleendeavour.Inthehighschool,thissystemicdimensionof

schoolinganditsrepercussionsonthesocializationofpupilsremainsmostlyun-reflected,andtheotherpartofthe

societyispracticallyinvisible.Thislatterreinforcesagainthepoliticsofclassdivision.

Thetheoreticalapproachoffersacomplexinterpretiveframeworkthatcombinesworldsystemtheory,traditional

Marxistviewsandtheconceptofhabitus.Theethnographicstudycanhelpunderstandthemicroprocessesthrough

whichhabitusisshapedineducationandclasspositionsareformedinasemi-peripheralcountry.Thecomparison

betweenthesetwotypesofschoolwithadifferentpopulationmightshedlightondifferentandsimilareducational

micro-processesinrelationtotheshapingofclasspositionsandhabitus.Methodologically,theabove-mentioned

collaborativeapproachofthelong-termethnographymightoffersomeinnovativedimensions.

PaulineMogerandSophieWard

‘Bettertolightacandlethantocursethedarkness’-anethnographyoftransformativeagencythroughchildren’s

theatre.

Thepurposeofourpaperistopresentworkinprogress,thefirststageofalongerethnography.Overa20-month

period,August2017toMarch2019,wewereimmersedinthefieldtoexamineanduncoverthelearningprocesses

takingplaceasaresultoftheimplementationofchild-centredartspractice.ThatpracticehappensinChildren’s

TheatreandinthepracticeofTheatreHullabaloomorespecifically.Webelievesomething‘beyondtheordinary’is

takingplacethatmeritsourattention.Welookedatpracticetakingplaceinaphysicalspace,‘TheHullabaloo,newly

openedinDecember2017citedasa‘nationalcentreofexcellence’.Weobservedthecreativeplayinstallationswhere

babies,children,parents,grandparents,teachersandtheplay‘hosts’experiencedandfacilitatedcreativepractice.

Wewatchedtheatreplays,andobservedtheatreaudiences,satinthecaféandlistenedtoconversations.Wetalked

topeoplecentraltorunningandleadingtheorganisation,programmingthevenueandmakingtheatre.Wealsospoke

toteachers,parentsandfunders.Wewereandcontinuetobecommittedtoresearchingthelivedexperienceofour

participants,seekingtouncover,understandandportraythelearningthatistakingplaceinaspacetheyinhabit.Our

paperprovidesanaccountofthesubjectiverealityofourparticipant’sexperiences,understandingwithdepthand

complexitythesocialmeaningoftheirengagementandlearning.OurresearchinvolvedcloseassociationwithTheatre

Hullabalooandthevenue,togettotheheartofpracticethatisauthenticallytransformative(Hammersley,1992;

Brewer,2000;Pole&Morrison,2003;Jeffrey&Troman,2004;Atkinsonetal,2007).

ConsideringtheancientChineseproverb‘Bettertolightacandlethantocursethedarkness’,ourfirststagefindings

indicatethatTheatreHullabaloo’schildledpracticeofferssomething‘beyondtheordinary’inlearningandperceived

asbeaconoflightbyourparticipants.Wefoundthispracticehas‘buyin’fromadiverserangeofparticipantsand

stakeholders,whoappearalignedintheirbeliefthepracticeisexcellentandthelearningprocessessignificant.

TheatreHullabaloos’primaryaudienceistheveryyoung(includingbabies)to16years.Wefoundthechild-led

practiceandlearningprocessesencompassed,addressedandembracedthevulnerabilityandfragilityofthis

audience’scognitivedevelopmentandgrowth.Wefoundthatchildrenareplacedinthepositionofexpertsand

creatorsofmeaning.Weuncoveredpracticeandalearningpedagogythatmapsthecreationofartisticmaterial

againstthedevelopmentalneedsofchildren,challengingtheperformativeconstructionofchildrenas‘outcomes’and

‘futurebeings’.Wefoundthatchildrenareseenasactivesocialshapers,runningcountertotheperformativeculture

oftheformaleducationsystem.Wefoundthatourparticipantsbecameimmersedinaspacewheretheydid

experiencealeveloftransformation.

Asethnographers,wesetouttointerrogatesocialinteraction,placingahighstatusonourparticipant’sperspectives

andunderstandingsofthephenomenaunderscrutiny,learningthatistransformative.Weilluminateaparticularstyle

oflearningthatdoesnotappeartobehappeninginourformaleducationsystem.Weexposepracticestakingplace

thatchallengetheprohibitive,stifling,performativelearningcultureembeddedinformaleducationalcurricula.We

contributetothediscussionthatemergingdevelopmentandimplementationofeducationandculturalpolicyshould

takenoticeofthechild-ledpracticewehaveexposedandexamined.

KristellaMontiegel

"UseYourVoice”:VocalizationandMoralOrderinanOralPreschoolClassroomforDeaforHard-of-Hearing

Children.

IntheUnitedStates,severaleducationaloptionsexistforchildrenidentifiedasDeaforHardof-Hearing(D/HH);

however,thereisonemajorconsiderationcenteredonthechild’scommunicationmodalitythatdictatestheir

placementintoaparticulareducationalsetting:WhetherornottheD/HHchildwillcommunicatethroughsignedor

spokenlanguage.Historically,theideologyunderlyingoraleducationintheUnitedStatesframesDeafnessorHard-of-

Hearingnessasadisabilityand,assuch,isstructurallyreinforcedthroughinstitutionalandpedagogicaleffortsthatare

centeredonpromoting(primarilyEnglish)oralspeechasthedominantlanguage.

Theinitialaimofthisethnomethodologicalstudywastoexplorehowanoraleducationapproachisactualized‘onthe

ground,’or,thewaysinwhichthislanguageideologyoperatesatthemicro-levelofsociality.Datafromthis

ethnographiccase-studyconsistofacollectionofextensivefieldnotestakenduringninemonthsofvolunteeringin

oneD/HH,oralpreschoolclassroominLosAngeles,California.Usingamodifiedgroundedtheoryframework,I

identifiedthethemeofvocalizationasadistincttypeofsocialphenomenonintheoralpreschoolclassroom,and

developedandmodifieditsdimensionsandconditionsuntilIwaseventuallyabletointerpretvocalizationasvalued,

regulatory,andconstitutiveofalargermoralorderthatfunctionstoorganizetheinteractionsofthechildrenand

teachersintheoralclassroom.Vocalizationsareshowntobepartofthetaken-for-grantednessofthemainstream,

hearingworld;thus,intheoralclassroom,theprogressionofdailyactivitiesarevirtuallyentirelyorganizedto

facilitatethechildren’sdevelopmentofspeech.Yet,asthechildrendonotnecessarilyknowthislargerontological

goal,aquestionarisesonhowtoteachthemtohabituallyuseandrelyonspeechwhencommunicating,orwhat

mechanismsareinvolvedinconstructingthisoralideology.

Findingsrevealedthatchildrenaresocializedintoanoralideologythroughthemoralorderoftheclassroom,anorder

constructedinthepatternsofbehaviorofstudents’andteachers’practicalactivitiesonamoment-by-momentbasis.

Specifically,teachersusedinteractional,strategicroutinesforelicitingstudents’vocalizationsinthreemainsituated

activities:1)Respondingtostudents’requestsfortheirwants/needs;2)interveninginepisodesofchildren’sbad

behaviors,and;3)determiningacceptableclassroomparticipation.Bymakingstudents’speech–or,rather,lackof

speech–anobjectofmoralconcern,theteachersrevealthemoralityof“usingyourvoice”asaconstitutivefeaturein

theeverydaylivedexperiencesoftheoralclassroom.9.-Contributiontoeducationandethnography:Tomy

knowledge,thisisthefirststudytoethnographicallyinvestigateanAmericanoralpreschoolclassroomforD/HH

children.

SaeidSafaeiMovahhed

Disciplinarycultureandeffectiveteaching:aculturalanthropologicalstudy

Duringthelastcoupleofdecades,manyresearchershavebeentryingtoexplicate"effectiveteaching"inhigher

education.Asaresult,whenonesearchestheterm,avastamountofpapersandresearchreportspopupinthe

literature,involvinglistsofattributesandcompetenciesofeffectiveteachers.Buttheimpressivepointisthat

"effectiveness"hasbeenviewedmostlyfromatechnicalvantagepointanddisciplinarydifferenceshavenotreceived

proportionateattention.Atthesametime,somesociologistsofsciencebegantoviewdisciplinesastribesand

territorieswhoowntheirexclusivenorms,rituals,andvalues.Hence,thisresearchaimsatinvestigatingeffective

teachinginhighereducationwithintheframeworkofdisciplinaryculture.

Methodologically,theresearchmaybedeemedasinterpretiveethnographyasitaimsatrepresentingemicallyhow

membersofdisciplinaryculturesperceiveandinterpreteffectiveteaching.Hence,basedonTonyBecherclassification

ofdisciplinesintocivilandrural,twopostgraduateclasseswereselected,namelyfromPureMathematics(involving

15studentstorepresentcivildisciplines)andEducationStudies(involving18studentstorepresentruraldisciplines).

Tocollectdata,theresearcherdeployednon-participantobservationforafullsemesterandinformalinterviewswere

alsoconductedatregularintervals.Thefieldnotesandinterviewprotocolswereanalyzedthematicallytoproduce

meaningfulcategoriesforresultsrepresentation.Ascredibilitywasofgreatconcernintheresearch,threestrategies

wereusedforthispurposenamelymembercheck,peerdebriefingandprolongedengagement.

Basedontheinterpretations,membersofruraldisciplinesevaluateteachingaseffectivewhenitfocusesonclassic

texts,caresabouthumanandsocialissues,approacheslaymenjargons,emphasizesunderstanding,appreciates

varietyofteachingstrategiesandlearningstyles,holdsacriticalstancetowardsculturalissues,andtakesonalenient

approachinmarking.Ontheotherside,membersofcivildisciplinesevaluateteachingaseffectivewhenitfocuseson

updatedresources,iscontent-oriented,approachesprofessionalterminology,emphasizespracticality,andtakesona

toughstanceonmarking.

Thisresearchfocusedonhowpostgraduatestudentsvieweffectiveteachingintheirdisciplinaryculture.Toilluminate

abetterimageofdisciplinaryculture,weneedtoinvolveothermembersoftheculturessuchasundergraduate

studentsandinstructorsaswell.Thefindingsmayhelpuniversities'officialstodeviseproportionateandamenable

criteriaforrecruitmentandappraisalofinstructors,basedondisciplinarydifferences,andrefrainfromimposing

globalstandardsandmeta-narrativesonvariousfieldsofstudy.Peopleusuallyholdaunitstandardintheirmind

whentheytalkabouteffectiveinstructors.Theymaybecomeawarehowteachingfunctionsareinfluencedby

disciplinarycultureandtakeintoaccountthedifferencesintheirjudgments.

1

AkikoNambu

Assistantlanguageteachers’encounterswiththeschoolcultures:anethnographicstudy

Inordertoimproveforeignlanguageeducation,theJapanesegovernmentinitiatedtheJapanExchangeandTeaching

(JET)Programmein1987byintroducingteam-teachingbyindigenousJapaneseteachersofEnglish(JTEs)andyoung

graduates fromoverseas as assistant language teachers (ALTs) intoEnglish language teaching throughout Japanese

schools.Previousstudiesmainlyfocusingontheclassrooms,haveshownthat,insomecasestherehasbeen,alackof

interactionandcollaborationbetweentheJTEsandALTs.However,itwouldbeunfairtoendthisdiscussionwithout

taking into consideration the nature of teachers’ professional development community as shaped by the school

cultures.Newly-qualified teachersarenot finishedproducts; rather theyare shapedby thecultureof their schools

(Bartell,2005;Feiman-Nemser,2003).Inordertorevealtherangeofcomplexfactorswithintheschoolcultures,this

ethnographicstudyaimsto investigatetheways inwhichtheALTsarewelcomedandaccepted intotheschools,as

wellashowtheALTscopewiththecontextsofspecificschoolsettingsandcultures.Inaccordancewiththeaimsof

thestudy,theethnographicapproachallowsinvestigationintowhatpeopledo(behaviour),whattheysay(language),

and the tension between what they really do and what they ought to do, as well as what they make and use

(artefacts)withintheirsocialandculturalcontexts(Spradley,1980).Inthisway,ethnographyenablesmetoprovide

valuable insights into team-teaching interactions and collaborations, by exploringhow theALTs and JTEs are faced

with specific opportunities and constraints in fulfilling their roles within the cultures of their schools. Data were

obtainedinthreedifferentsecondaryschoolsinJapanforsixmonths,employingmultipledatacollectionmethods–

interviews,observationsinandoutsidetheclassrooms,fieldnotes,artefactsanddocuments.

Issues concerningpowerand control emerged from the findings. This study revealed that the schools assigned the

JTEstheroleofALTs’evaluators,givingthempowertotraintheALTsbythepowerofgazedefinedbyFoucault(1975).

ThiscreatesapowerrelationshipbetweentheJTEsaswatchersandtheALTsasbeingwatched.Thepowerofgaze–

surveillance–seemstobethemainfunctionoftheteachers’professionalcommunitiesinreceivingtheALTs.Through

this top-downprocess, theALTs seem tobedisciplined in their schools.However, this judgmental andhierarchical

environmentaffectstheALTs’impactontheschools,whichinevitablyresultsinlesscontributiontotheimprovement

2

oftheschools.

Conductingethnographicstudies inJapaneseschools ischallengingsince it isnotcustomarytovisitschoolsoreven

asktoregularlyvisitclassroomsinJapan(Sakui,2004).However,theremaybeimpedimentstoeffectiveteachingthat

lieoutsidetheclassroomintheschoolcontexts(Lortie,1975)–theschoolcultures.Itisexpectedthatthisstudywill

openthewayformoreethnographicresearchontheschoolculturesandteam-teaching,aswellasontheeducational

policyinJapan.

Bartell,C.A. (2005).Cultivatinghigh-quality teachingthrough inductionandmentoring.ThousandOaks,CA:Corwin

Press.

Feiman-Nemser,S.(2003).Whatnewteachersneedtolearn.EducationalLeadership,60(8),25-29.

Foucault, M. (1991). Discipline and punish: The birth of the prison. (A. Sheridan, Trans.). London: Penguin Books.

(Originalworkpublished1975).

Lortie,D.(1975).Schoolteacher.Chicago,IL:UniversityofChicagoPress.

Sakui,K.(2004).Caughtinadilemma:ThebeliefsandpracticesofJapaneseteachersofEnglish(Unpublisheddoctoral

thesis).UniversityofAuckland,Auckland,NewZealand.

Spradley,J.P.(1980).Participantobservation.Belmont,CA:Wadsworth.

JanNespor

“Time”inEducationandEthnography.

Timeisatthecenteroflong-runningdebatesinethnography--howlongdoesfieldworkneedtobe(e.g.,Emerson,

1981;Jeffrey&Troman,2004;Marcus,2007);howshouldfieldworkers’schedulesandtemporalroutinesmaponto

thoseofparticipants(Smith,1987),howcanwewriteethnographieswithoutdetemporalizingpracticeordenying

coevalnesstothoseweworkwith(Bourdieu,1977;Fabian,1983;2006).Toanextentsuchissuesreflecttheoriginsof

ethnographyincontextsofcolonizationandprojectsofdomesticsocialcontrol.

Thecurrentcontextofneoliberalcapitalisminvolvesadifferentsetoftime-centeredethnographicproblems,

particularlyforthosestudyinginstitutionslikeschoolsthatarebothtime-structuredandtime-structuring.For

example,howmightwepursuea)‘theethnographyofimaginariesandimaginarytime’--variouspolicyframesand

accountabilitysystemsfunctionasdiscountingandrisktreatmenttechniquestoredefineschoolingasasetof“time

transactions”inwhichthemeaningsofeventsareprojectedfarintothefuture(Knorr-Cetina,2010;Amin,2013;

Ezzamel&Robson,1995,p.164),b)‘theethnographyofskilldisintegration’–asneoliberalismredefinesschoolingas

acompetitionamongindividualstoconstructoneselfasamarketable“bundleofskill,”skillitself,aswellknowledge,

isundererasureas“flexible”workarrangementsareshrinkingthehalf-livesofknowledgeformsanddestabilizingof

thevalueoftheskillsschoolsclaimtoprovide(Knorr-Cetina,2010;Sennett,1998,pp.96,98),c)‘theethnographyof

schoolsignals’--thespatialandtemporalrangesofthevaluesofeducationalcredentialsarechanging,withsome

collapsingintothelocalororganizationally-specific(perhapsreplacedbytemporallycircumscribedcertificatesor

“badges”),othersbecoming‘global’;d)‘theethnographyofspatiallyandtemporallydisarticulatedinteraction’–not

entirelyanewproblem,butoneassumingnewformsastheuseofdigitaltechnologiesintroducesasynchroniesinto

geographically-distributedteaching-learningrelations,ande)‘theethnographyofexhaustion,’thestudyofstudents

andteachers’practiceaseverydaylifeisretemporalizedthougha“generalizedinscriptionofhumanlifeintoduration

withoutbreaks,definedbyaprincipleofcontinuousfunctioning”(Crary,2014,p.8;Brenner,2003),and“olderhabits

ofclocktimeare...eclipsed,the‘signifier’ofthesingledaycalledintoquestion;somenewnonchronologicaland

nontemporalpatternofimmediaciescomesintobeing”(Jameson,2003,p.707).

Myaiminthispaperistoshowhowtheseshiftsinneoliberaltemporalitycreateproblemsforeducational

ethnography,andsecondtoanalyzehoweducationalethnographersaredealingwiththeseproblems.Forthelatter,I

willreviewworkspublishedinkeyjournalsofthefield(e.g.,Ethnography&Education,Anthropology&Education

Quarterly,InternationalJournalofQualitativeStudiesinEducation,etc.).Athirdaimistomakesomeprovisional

suggestionsforwaysforward.

AndreasNuottaniemi

DefiningtheobjectinEthnographicLinguisticLandscapeAnalysis(ELLA)

Thisisamethodologicalpaper,exploringdifferentwaysofdefiningtheobjectofanalysisinELLA–Ethnographic

LinguisticLandscapeAnalysis(cf.Maly,2016;Blommaert,2013).InmyPhD-projectIinvestigatehowlanguage

ideologiesandsocialrelationsofpowerarebeing(re)producedinthelinguisticlandscapeofaSwedishruralschool.I

amparticularlyinterestedinhowtheactuallanguageuseofimmigrantandindigenousminoritypupilsisbeing

representedandreflectedinthelinguisticlandscape,andhowthiscontributestotheunevendevelopmentand

productionofspace(Lefebvre,1991).Myaimusingethnographyinthisstudyistodevelopadeepunderstandingof

thecontext,makingitpossibletogobeyondtheseeminglymonologicalshapeofsigns,andexposetheideologicalas

wellasrelationalcontents.

WithinLinguisticLandscapeStudies(LLS)theobjectofanalysishasoftenbeendefinedbyreferringtoaseminalpaper

byLandry&Bourhis(1997:25)as“[t]helanguageofpublicroadsigns,advertisingbillboards,placenames,street

names,commercialshopsignsandpublicsignsongovernmentbuildings,ofagiventerritory,regionorurban

agglomeration”.Ibelievethisdefinitiontobeflawedforgeographicalaswellaslinguisticreasons,andasthebasisfor

aneducationalethnographicstudyitmightnotonlybeinadequatebutalsomisleading.

Notwithstandingtheurbanbias,languageinaneducationalsettingmusttodayincludemuchmorethanwrittentext,

suchasimagesandsymbols(Kress,2010)butperhapsevenorallanguage,soundsandthebodyassuch(Shohamy&

Waksman,2009).Anotherconcernofmineishowtocapturetheonline/offlinenexusofcontemporarylinguistic

practices.Bothteachersandstudentsdoalotoftheirdailycommunicationonline,andinordertogetafuller

understandingofthelinguisticlandscapeIthereforebelievealsodigitalenvironmentsneedstobeconsidered.These

areofcourseonlypreliminaryfindings,andinmypaperthethoughtswillbefurtherexploredandexpanded.

Ethnography,likemultilingualism,isusuallyconcernedwithdemarcationsofdifferentkinds(cf.Blackledge&Creese,

2010),anddefiningtheobjectofanalysisshouldthereforebeanongoingethnographicendeavour.WithmypaperI

wanttofurtherthediscussionaboutmethodologyinLLS,andmorespecificallyinELLA.

Byexploringmethodologicalissuesinrelationtoaplannedethnographicstudyofsocalledschoolscapes(i.e.the

linguisticlandscapewithineducationalenvironments,cf.Brown[2012])inaruralschool,Ifurthermorecontributeto

educationalstudiesbyfocusingonmultilingualisminaruralcontext,sinceissuesofsuperdiversityineducationhas

usuallybeenconsideredalmostsolelyinurbanenvironments(Lindgrenetal,2016).

Blackledge,A.&Creese,A.(2010).Multilingualism–ACriticalPerspective.London:Continuum.

Blommaert,J.(2013).Ethnography,SuperdiversityandLinguisticLandscapes–ChroniclesofComplexity.Bristol:

MultilingualMatters.

Brown,K.(2012).Thelinguisticlandscapeofeducationalspaces:languagerevitilizationandschoolsinsoutheastern

Estonia.Gorter,D.,Marten,H.&vanMensel,L.(ed.).Minoritylanguagesinthelinguisticlandscape,s.281-298.New

York:PalgraveMacmillan.

Kress,G.(2010).Multimodality–asocialsemioticapproachtocontemporarycommunication.London:Routledge.

Landry,R.&Bourhis,R.(1997).Linguisticlandscapeandethnolinguisticvitality–anempiricalstudy.Journalof

LanguageandSocialPsychology,16(1),23-49.

Lefevbre,H.(1991).Theproductionofspace.Oxford:BasilBlackwell.

Lindgren,E.,Sullivan,K.,Outakoski,H.&Westum,A.(2016).ResearchingLiteracyDevelopmentintheGlobalised

North:StudyingTri-lingualChildren’sEnglishWritinginFinnish,NorwegianandSwedishSápmi.D.Cole&C.Woodrow

(ed.)SuperDimensionsinGlobalisationandEducation,55-68.Dordrecht:Springer.

Maly,I.(2016).Detectingsocialchangesintimesofsuperdiversity:anethnographiclinguisticlandscapeanalysisof

OstendinBelgium.JournalofEthnicandMigrationStudies,42(5),703-723.

Shohamy,E.&Waksman,S.(2009).Linguisticlandscapeasanecologicalarena–Modalities,Meanings,Negotiations,

Education.E.Shohamy&D.Gorter(ed.)LinguisticLandscape–ExpandingtheScenery,313–331.NewYork:Routledge.

JanGustafssonNyckel,Eva.M.JohanssonandKarinLager

QualityinEarlyChildhoodEducationandCare:officialpolicyandlocalpractices.Ameta-ethnographic

investigation

There are a major policy change based on neoliberal ideas such as effectiveness,qualityandschool

readinesswithinearlychildhoodeducationinEurope,AustraliaandUSA(Heydonetal.2015).OECD

pointsoutthatqualityinearlychildhoodeducationareaprioritypolicyareaandtheyexpressedthese

troughstroughdocu-mentsuchasQualityMattersinEarlyChildhoodEducationandcareinSweden

(Taguma,LitjensandMakowiecki,2013)and‘StartingStrong’(OECD2017)(Alasuutari,Markströmand

VallbergRoth,2014).ThisqualitydiscourseaffectsECECcurriculaandpracticeandpointsouttheneed

forqualityindicatorsandeffectivemethodsforthepurposeofasuccessfulpreschool.Swedenisone

exampleof this policy change where the curriculum states that each local preschool mustcarryouta

systematicqualitywork(NationalAgencyforEducation,2018).

Whatimpactandconsequencesthissystematicqualityworkwillhaveforthelocalpreschools;forthe

teachers,thechildrenandthepedagogicalpracticesareinmanywaysunknown.Inthisstudywe

examinetheseissuesthroughameta-ethnographicinvestigationwithafocusonboththeofficialpolicy

andthelocalpracticethroughempiricalexamplesfromethnographicstudiesfromSweden,Australia,

Canada,US,UKandGermany.

Itisimportanttopointoutthatthereareveryfewethnographicstudiesonassessment,

documentationandqualityworkinpreschool.Ourselectionofbooksandarticleshasbeenmadethrough

thefollowingprinciples:Stepone:wesearchedforliteraturethroughtheUniversityofGothenburg's

searchengine:Articles fromthee-journals library subscribe and all printedmaterial purchased by

the library after1976.Inthisprocessweusefollowingkeywords:qualityinpreschool,documenta-tion

andassessmentinpreschool,ethnographyandweidentifythreeSwedishstud-ies(Insulanderand

SvärdemoÅberg,2014;Johansson,2016;Elfström,2017).Insteptwoweconductedasearchthroughthe

databaseEricusingthekeywordsearlychildhoodeducation,preschool,ethnography,quality,

assessmentanddocumenta-tion with and without the keyword Sweden. In this selection process we

identifyone study from Australia (Grant, et al. (2018), one from Canada (Heydon et al.2015),one

fromUSwithempiricalexamplesfromSouthAfrica(Akpovo,NgangaandAcharya,2018)onefromUS

withempiricalexamplesfromKenyaandNepal(Cleghorn and Proshner, 2012), two from UK

(Bradbury, 2013; 2014) and onefrom Germany (Schulz, 2015). Taking our departure from a

Swedish perspectiveweacknowledgethedifferencesincurriculabetweencountriesaswellasthesimi-

laritiesinthefocusonquality,documentationandassessment.WhileassessmentintheSwedish(and

theNordiccountries)ECEtraditionisseenasacontradiction,inforexampleAustraliaandCanada,itis

seenasanecessarypartoftheECEtradi-tion Bennett (2005). These differences make a fruitful

contribution to our meta-ethnographyinsearchingtounderstandhowofficialpolicyworkswithinlocal

prac-tices.Intheanalysis,weusetheideasaboutmeta-ethnographyaslinesofargumentsynthesis

(Noblit&Hare,1988).

A lineofargument synthesis is, according toNoblit&Hare, (1988)aquestionofinference.“Whatcan

wesayaboutthewhole”(page62),basedonninestudiesthatwehaveidentifiedandselected?Through

theanalysis,itwaspossibletodiscernanoverallpatternofsimilaritiesanddissimilaritiesinanew

interpretivecontext.

Acrossdifferentcountries,curriculaandvariouseducationsystems,therewereanumberofsimilarities

betweenthedifferentethnographicdescriptionsofquality,assessmentanddocumentation.

WeidentifyfourcommonthemesthatshowsimilaritiesinthematerialandtheyareAssessmentmethod

-templateasstructuringtool,playingthegame,ProductionofknowledgeandnumbersandTimefor

quality.WithinthethemeAssessmentmethod-templateasstructuringtoolitwasmadeclearthat

assessmentmethods-templatescanbedescribedorviewedasakindofarulingrelationsand

structuringthepedagogicalactivities,theteachersandchildren’sworkwherethetemplatesappearto

havetheirownagency.Intheuseofthesetemplates,theassessmentanddocumentationreceivemore

fo-cusonthestructureandorganizationoftheeducationalpracticethanitspedagogi-calcontent.This

meansthatthechildoftenbecomesinvisibleinthedocumenta-tionandtheirlearningidentityisshaped

orformedasgoodorbad.Thedocumentationthusbecomespartofthedesignofthepreschool'squality

(Jo-hansson,2016;Schutz,2015;Bradbury,2013,2014;Grant,2018;Elfström,2017).Throughthese

structuringmethodsandtemplates,aProductionofknowledgetakesplace,whichinthenextstep

describedthechildthroughnumbersandsummedupinaqualityassessment-Assessmentofthechild

becomesnumbers(Bradbury,2013,2014;Grant,2018).Thetwothemesabovecouldbeseeninrelation

tothethemeplayingthe game, which shows that many preschool teachers find it important to

displaytheiractivitiesforparents,principalsorpoliticians.

The perceived requirement for performativitymeans that there is a fabrication ofdocumentationand

assessmenttogiveasgoodapictureofthepreschool'sactivi-tiesaspossible(InsulanderandSvärdmo

Åberg,2014;,Elfström,2017;Bradbury,2013,2014;Johansson,2016;Grant,2018;Heydon,2015).

ThroughthethemeTimeforquality,itismadeclearthatdocumentationandqualityassessmentsof

childrenand activities are perceived as time-consuming by many pre-school teachers andtaketime

fromotherimportantpedagogicalactivities(Grant,2018;Heydon,2015).Althoughtherearegreat

similaritiesbetweentheninestudiesbuttheanalysisalsoshowdissimilarities,whichareimportantto

highlight.Thesedissimilaritiesareex-pressedbyfourthemeswhichareSocialbackgroundanddifferent

assessmentpractice,Re-sistanceagainsttheEuro-Westernmode,Resistancethroughteacher

knowledgeandIndividuali-zationofassessment.InthethemeSocialbackgroundanddifferent

assessmentpractice,Jo-hansson (2016) made an analysis of two different preschools, one in a

suburbanareaandoneinamiddleclassarea.Thestudyshowtwodifferentsocializingpat-ternsthrough

thewaythepreschoolwasorganizedandhowlinguisticandsocialcompetencewereassessedin

practice.Thepreschoollocatedinthesuburbarehaddevelopedabehaviorculturewhilethepreschool

inthemiddleclassareahaddevelopedamoresalientnegotiationculture.

Thisresultwouldweinterpretintermsofdifferentculturalandlinguistichabitusthatareboth indicated

andreinforcedwithinthesetwodifferentpreschoolsandcouldbeseenasathreatagainstsocial

inequalityandequity.TheanalysisalsoshowsaResistanceagainsttheEuro-Westernperspectiveof

quality.BothCleghornandProshner,(2012)andAkpovo,NgangaandAcharya(2018)describea

resistancetoEuro-WesternperspectiveofqualitywithethnographicexamplesfromSouthAfrica,Kenya

andNepal.Inthesestudies,therearedifferentimagesofwhatisgoodquali-tyinearlychildhood

education.Therewasadifferenceinhowminorityworldpre-school´sdescribequalitycomparedtohow

themajorityworlddiscourseandpolicydescribequalityinpreschool.InthedevelopmentworkinKenya,

NepalandSouthAfrica described in the articles, the were a tension emerged between the Euro

Westerndiscourseofqualityandthelocalpreschool'sconditionsandperspectivesinKenya,Nepalor

SouthAfrica.

Through the themeResistance through teacher knowledge, Bradbury (2013, 2014) showinher

analysisthatpreschoolteachersexercisearesistancetoassessmentthroughtheir teacher knowledge

Bradbury (2013, 2014) expressed that the teacherknowledge was seen as a prerequisite for

good documentation and assessmentwithintheECE.Intheanalysis,however,theoppositeappears

wheremanypre-schoolteachersusetheirteachingknowledgetoexerciseresistancetodocumenting

andassessingchildrenandtotrainthemfortests.Finally,InsulanderandSvärdmoÅberg(2014)show

thatthereisanIndividualizationofassessmentfocusingontheindividual child's learning and readiness

for school.Many preschool teachers inthestudy documented the individual child and not the

pedagogicalactivityitselfandtheycarriedoutananalysisoftheindividualchild'slearning.

Inour time, there isastrongdiscourseonqualityandassessmentthroughdocumentationwithinthe

ECE.Thisqualitydiscourseworksthroughvariousassessmentpracticesthatstructurethepre-school's

pedagogicalactivitiesandpositionteachersandchildreninawaythatdoesnothavesupportincurricula

andpolicydocuments.Ourmeta-ethnographicanalysisshowsanumberof"unintendedconsequences"

(Giddens,1984)forthepre-schools, their teachers and children. The analysis shows that these

empirical pat-ternsregardingqualityandassessmentcanbefoundinbothEurope,Australia,theUSand

Kenya,NepalandSouthAfrica,whichcanbelinkedtoastrongandglobalpolicydiscoursewithstrong

linksto,amongothers,OECD.Ourknowledgeofqualityinpreschoolasofficialpolicyandlocalpracticeis

inmanywaysinadequateand the importance of meta-ethnographic analysis and comparisons

between differentcountriesisthereforeimportant.Itisalsoimportantforethnographytocar-ryout

metanalysisthatcanclarifydifferencesandsimilaritiesbetweendifferentcountries and education

systems.Meta ethnography as approach andmethod canbedevelopedandourstudyisacontribution

inthatdevelopmentswork.Ourstudyalsoshowsagrowingshortageofsocialinequalityandequityin

termsofassessmentandqualitywithintheECE.Therefore,itisimportanttodevelopameta-

ethnographic analysis that can make a difference in an increasingly neoliberal-influenced

preschoolpolicyandpractice.

Bradbury, A. 2013b. Understanding Early Years Inequality: Policy, Assessment and Young Children’s Identities. London: Routledge.

Bradbury, A. (2014) Early childhood assessment: observation, teacher ‘knowledge’ and the production of attainment data in early years settings, Comparative Educa- tion, 50 (3), 322-339 322-339, DOI: 10.1080/03050068.2014.921371

Cleghorn, A., & Prochner, L. (2012). Looking into Early Childhood Education and Development Spaces: visual ethnography’s contribution to thinking about quality. Global Studies of Child- hood, 2(4), pp 276 -285.

Elfström Pettersson, K. (2017). Production and Products of Preschool Documentation: Entangle- ments of children, things, and templates. Diss. (sammanfattning) Linköping : Linköpings uni- versitet, 2017. Linköping.

Insulander, E., & Svärdemo Åberg, E. (2014). Vilken kunskap erkänns i det systematiska kvali- tetsarbetet? Om oförenliga tankestilar i dagens förskola i dagens förskola. Tidsskrift for Nor- disk Barnehageforskning, 7(12), 1-18.

Johansson, E. M. (2016). Det motsägelsefulla bedömningsuppdraget: En etnografisk studie om bedömning i förskolekontext. Gothenburg studies in educational sciences. Diss. Göteborg: Göteborgs uni- versitet.

Grant, S., Comber, B., Danby, S., Theobald, M., & Thorpe, K. (2018). The quality agenda: gov- ernance and regulation of preschool teachers’ work. Cambridge Journal of Education, 48(4), 515-532, DOI: 10.1080/0305764X.2017.1364699

Heydon, R., Moffatt, L., & Iannacci, L. (2015) ‘Every day he has a dream to tell’: classroom liter- acy curriculum in a full-day kindergarten. Journal of Curriculum Studies, 47(2), 171-202, DOI: 10.1080/00220272.2014.1000381

National Agency for Education. (Skolverket). (2018). Läroplan för förskolan: Lpfö 18. Stockholm: Skolverket.

Noblit, G.W. & Hare, R.D. (1988). Meta-ethnography synthesizing qualitative studies. Newbury Park, Calif.: SAGE.

OECD (2017), Starting Strong 2017:Key OECD Indicators on Early Childhood Education and Care, Start-

ing Strong, OECD Publishing, Paris, https://doi- org.ezproxy.ub.gu.se/10.1787/9789264276116-en.

Taguma, M.,I. Litjens and K. Makowiecki (2013), Quality Matters in Early Childhood Education and Care: Sweden. Quality Matters in Early Childhood Education and Care, OECD Publishing, Paris, https://doi-org.ezproxy.ub.gu.se/10.1787/9789264176744-en.

Schulz, M. (2015). The Documentation of Children’s Learning in Early Childhood Education. Children & Society volyme 29 (3), pp. 209–218.

8

RosarioPalacios

Searchingfortheirspot:specialeducationalneedsstudentsplacemakingandstruggleforinclusioninnon-inclusive

materialities.

Startingupfromtheconceptofplaceasrelatedtoasitewhichhasbeenlivedinandmeanssomethingforits

inhabitants,inthiscase,forspecialeducationalneedsstudents(SENstudents),Idescribeandanalysetheirschool

experiencesfromaspatialperspective.Arguingthatplacesarenever‘finished’butalways‘becoming’(Pred1984,

Thrift1997,DeCerteau1984)myexplorationofstudents’experiencesatschoolaimstounpacktheprocessofplace

makingbySENstudentsanditsrelationswiththeirpeers,teachersandschoolstaffwhoembodydifferent

understandingsofinclusionandspecialeducationalneeds.Thearticleincludesthematerialobservationofphysical

characteristicsofclassrooms,schoolyardsandotherspotsusedbystudents.Ianalyzespacesasscripts(O’Tooleand

Were,2008;O’Halloran2013)fordefiningdifferenceandorderwhichallow(ornot)SEN’sstudentstobeinplaceand

howtheyaresubverted(ornot)inpracticeandconvertedintoplacesofbelongingforSENstudents.Bydoingso,I

showhowtheprocessofplacemakinginschoolisdeeplyconnectedwiththeirinteractionswithothers.Following

authorswhoproposematerialitybothshapesocialinteractionandatthesametimeisshapedbyit,andthatjustas

wecansearchformeaninginsocialpracticeswecanalsodosoinplaces(Molotch2003,Tschumi1998,Casey1993:

29),Ishowhowwaysofunderstandingandconstructingdifferenceareenactedintheprocessofplacemaking.

IconductedparticipantobservationinfourschoolsinSantiago-Chileforaperiodofayearandahalf.Ihadinformal

conversationswithstudents,teachersandschoolstaff,andobservedclassesandrecesstime.Drawingsofclassrooms

andschoolyardsweremadeinordertoavoidphotographyorvideowhicharemoreinvasiveformsofregisteringdata.

Iworkedwiththemasameansforbothregisteringimagesandreflectingthroughthepracticeofmakingimages

(BatesonandMeadquotedinBanksandMorphy1997).Acknowledgingtheimportanceofvisualmethodologies,I

usedthemnotonlyasanillustrationofwhatIamexplainingverbally,butalsoasawayofreinforcingmyarguments.

Theuncannyanxietyofbeingoutofplacemovessomespecialneedsstudentstodeveloptheirimaginationandmake

placesforbelonginginschoolcornerswhicharenotplannedforthem.Teachers,otherstudentsandstaffnegotiate

withthemalongthisprocess,allowingornottheuseandappropriationofspace.Thematerialityoftheobserved

schoolsappearsasnotinclusive,butSENstudentsinteractwithitinaveryfamiliarway,challengingbarriersand

openingtheirpossibilities.Asiftheywereusedtobeinnon-inclusiveplaces(theircity,sometimestheirhomes),they

developatalentforplacemakingbasedonsocialinteractionsandmateriality.

AnanalysisofplaceinrelationtoSENstudents’experiencesinschoolrevealspossibilitiesforschooldesign,

curriculumandschoolcommunityengagement.TheinclusionorexclusionsomeSENstudentsexperienceopensup

possibilitiestotryoutnewalternativesforlearning,friendshipandpoliticalparticipation.Conductingobservations

includingvisualdataandtakinganethnographicapproachallowsustoreflectinaverypracticalwayaboutthe

consequencesofmaterialityinstudents’everydaylife.

Banks,M.andH.Morphy(1997).RethinkingVisualAnthropology.NewHaven-London,YaleUniversityPress.

Casey,E.(1993).GettingBackintoPlace.BloomingtonandIndianapolis,IndianaUniversityPress.

Certeau,M.d.(1984).Thepracticeofeverydaylife.Berkeley,UniversityofCaliforniaPress.

Maso,I.(2001).PhenomenologyandEthnography.HandbookofEthnography.P.Atkinson,A.Coffey,S.Delamont,J.

LoflandandL.Lofland.London,Sage.

Molotch,H.(2003).Wherestuffcomesfrom.NewYork-London,Routledge.

O'HalloranK.(2013)O’Toole,Michael.TheEncyclopediaofAppliedLinguistics.Oxford,Blackwell.

O’TooleP.andWereP.(2008)Observingplaces:usingspaceandmaterialcultureinqualitativeresearch.Qualitative

ResearchVolume:8issue5:616-634.

Pred,A.(1984)“PlaceasHistoricallyContingentProcess:StructurationandtheTime-GeographyofBecomingPlaces”.

AnnalsoftheAssociationofAmericanGeographers,Vol.74,No.2,June:279-297.

Thrift,N.(1997)"TheStillPoint:Resistance,ExpressivenessEmbodimentandDance".Pile,SandKeith,M.eds.

GeographiesofResistance.London,Routledge:125-151.

Tschumi,B.(1998)ArchitectureandDisjunction.CambridgeMA,Londres,MITPress.

ElizabethPérezIzaguirre

CanBasquebeprotectedinmulti-ethnicenvironments?EthicaldilemmasinBasqueschoolethnography

Thisispaperaddressesethicaldilemmasinethnographicresearchfocusingonthemethodologicalchallengeof

researchingintheethnographer’shomecountry.Ethnographicfieldworknecessitatesalong-termcommitmenttoa

researchsettinganditsparticipants,involvingbothtimeandenergyinvestedinthefieldandprofessionaland

personalresponsibilitiesthattheethnographeracquiresduringtheresearchprocess.IwritefromtheBasqueCountry,

myhome,andwheremostofmyfieldworkisconducted.ThelogisticsofresearchingthecommunityIampartofare

simple,however,myethnographicexperienceinvolvesconstantre-positioningataprofessionalandpersonallevel.

ThispaperaddressesethicaldilemmasIfacedwhenresearchinginteractionsbetweenBasqueeducatorsandnon-

autochthonousstudentsinaBasquepublicschool.ThedataIrefertowascollectedinasecondaryeducationpublic

center,whichIwilldesignateasUdabia,overninemonthsofparticipantobservation,interviews,andfocusgroups.

BasquepubliceducationactivelypromotesBasqueasaminoritylanguageandspeakingBasquemarkscommunity-

belonging,hence,ethnicidentity.However,Udabiahadanuncommoncharacteristic:ahighpercentageofits

studentshipwerefromimmigrantfamilies.ThisparticularitymadeworkinginUdabiaaburdenformanyteachersand

achallengeforothers.ThoseforwhomUdabiarepresentedaburdenfoundclassroominteractionacrimoniousand

complainedthatimmigrantstudentsrefusedtospeakBasque.Bycontrast,educatorswhoviewedthediverse

studentshipofUdabiaasachallengebelievedthatteachingimmigrantstudentsinvolveddifferenteducational

practicesfromthoseusedwhenteachingautochthonousstudents.Fortheseteachers,instructingimmigrantstudents

inBasquewasnottheirpriority.

Thisresearchcontextenabledmetofurtherunderstandthereasonsandjustificationofbothgroupsofteachers.The

challengeasanethnographerandamemberoftheBasquecommunity,wastoexplorebothdiscourses,asthey

representedtheintersectionbetweentwomarkedlydifferentiatedelementsinBasqueeducation:theprotectionof

Basqueasaminoritylanguageandidentity,andthepromotionofinclusiveeducation.Methodologically,thisresearch

focusobligedmetore-positionmyselfasanobserverduringfieldwork,particularlyinresponsetoteachersengagedin

acrimoniousdiscourse.Iconcludethattheprocessofprofessionalandpersonalre-positioningencouragedby

ethnographicresearchinafamiliarsettingisfundamentaltodevelopingawell-groundedsetofguidelinestoimprove

educationalinteractioninlocalcontexts.

CatarinaPlayer-KoroandMarianneDovemark

Qualityassuredteacherskillsforsale-asolutiontoschool’schallengeswithintheSwedisheducationsystem?

Theglobalrestructuringofthestatehasledtochangesinhowtoorganiseanddeliverpublicpolicies.Thisgovernance,

referredtoasnetworkgovernance,describeshownewactorsjoinedupincomplexandevolvingsocialnetworksare

activeintheformationofstatepolicyandthedeliveryofpublicservicesingeneralandpubliceducationinspecifically.

Networkedgovernanceisacomplexandmulti-facedprocessofprivatisationthataretakingplace“…‘of’,‘in’and

‘through’publiceducationandeducationpolicymaking,‘in’and‘through’theworkofeducationalbusinessandthe

actionsofthestate”(Ball,2008,p83).Accordingly,newkindsofpolicyactorsfromtheprivatesectorandinterest

groupsareincreasinglyparticipatingincontemporarythinkingaboutpubliceducationandeducationreforms.

Thispaperwillpresentsubstantivefindingsfromanetworkethnogrphy(Howard2002).Theaimhasbeentobecome

involvedinandexploreprocessesinvolvingformsofnetworking(Juneman,Ball&Santori,2018)bystudyinghow

private‘edupreneurial’actorsdevelopsqualificationprogrammesandotherserviceswhereteachers’skillsare

defined.InthispaperwehavespecialfocusoncompanyAreteAcademyLtd.

Examplesofthecompany'sservicesandproductsareobservationassessmentprotocols.Theobservationsgivethe

principles,accordingtothecompany:‘agoodbasisfordiscussingteaching’andteachers’skillswiththeiremployed

teachers.Theobservationsassessmentprotocolscan,accordingtothecompany’swebsite,behelpful‘inadvanced

forsalarydiscussionswithvariousteachers.’Theobservationsarebuiltuponascalefromonetofivebasedona

numberofdifferentstatements.Forexample:‘Theteacherchallengesandinspiresthestudents(onascalefromone

tofive);basedonthestudents'interestsandpriorknowledge(onascalefromonetofive);givesstudentsinspiring

tasksthatcanbesolvedwithdifferentcomplexities’(onascalefromonetofive).AreteAcademyLtd.alsooffers

lessonobservationsthatareconductedbytheirownedtrainedobservers.AreteAcademyLtd.’sobservershave,

accordingtotheirwebsitea‘solidteachingexperience’andhaveundergonetheirown‘observertraining’andare

‘accustomedtoconductinglessonobservations’.

Privateactorstogetherwithgovernmentalactorsandactorsfromthepublicsectorareparticipatingintheformation

andthinkingaboutpubliceducationandeducationreforms.Inthisspecialcase,wediscoveramongotherthingsthat

(i)theprivatecompanyAreteAcademyLtd.hasapreferenceforwhataskilledteacherneedstoknow,(ii)teacher

trainingisdisplacedfromthemainprovider(thestate/municipality)toprivatecompanies,(iii)thecompetenceofthe

stateteachereducationisinawayrejected.Privatecompaniescanbecreated,ase.g.meritcompaniesfor

qualificationofteachers,inresponsetopolitical,economicandsocialpressures(Beach2010).AreteAcademyLtd.is

anexampleofanorganisationsthathasbeenformedinresponsetopolicy.

Itisofgreatimportancetoexploreanddisseminateknowledgeabouthowprivatecompaniesdealwithcertain

educationalprojectsbutnotothers.WhenexaminingprojectsundertakenbyAreteAcademyLtd.wecanconclude

thattheyaregeographicallyconcentratedtometropolitanareasandtorichermunicipalitiesinthesouthernand

centralofSweden.Municipalitiesandschoolsthatalreadyhavehighstandardschools.Thequestionisifactivitieslike

AreteAcademyLtd.’sdecreasesormaybeactuallyincreasesthedifferencebetweenmunicipalitiesandschools?

Ball,S.J.(2008)TheLegacyofERA,PrivatizationandthePolicyRatchetEducationalManagementAdministration&

Leadership,Vol36(2)185–199.

Beach,D.(2010).IdentifyingandcomparingScandinavianethnography:comparisonsandinfluences.Ethnography&

Education,5(1),49-6.

Howard,P.N.(2002).NetworkEthnographyandtheHypermediaOrganization:NewMedia,NewOrganizations,New

Methods.NewMedia&Society,4(4),550-574.doi:10.1177/146144402321466813

Jungman,C.,Ball,S.J.&Santori,D.(2018).OnNetwork(ed)EthnographyintheGlobalEducationPolicyscape.InD.

Beach,C.Bagley&S.MarquesdaSilva(eds)TheWileyHandbookofEthnographyofEducation.Medford:Wiley

Blackwell.

AuliyaRidwan

Pedagogy,Leadership,andCulturalReproductioninContemporaryIndonesianPesantren(Islamicboardingschools)

Thispaperaimstoshowhowthepedagogiesemployedinpesantren(Islamicboardingschools)–particularlythe

pedagogiesofthekiai(headteacheraswellaspesantrenleader)–reproducecultureovergenerationsinIndonesia.

Withtheboardingschoolsystem,santri(students)gothroughscheduledactivitiesinsideandoutsidetheclassroom

24/7forseveralyears,interactingwiththekiaiinsideandoutsideclassrooms.

Pedagogiesinpesantreninvolvetheprimaryfield(schooling)andthesecondaryfield(community,interaction,and

activitiesoutsideclassroom).Inthecontextofpesantren,kiaileadershipisasignificantelementappearinginthe

primaryfieldaswellasinthesecondaryfield.Akiaiisnotonlyaseniorteacherinapesantrenbutalsoarolemodel

forsantriineveryinteraction.Astheprimaryandsecondaryelementofpedagogies,kiaiinitiatenewhabitus

intosantriandstrengtheningitthroughpesantrenpedagogies.Thispaperdescribesthelearningactivitiesin

pesantren,bothintheclassroomandoutside,andhowthefigureofthekiaicontributestothedevelopmentof

santri’shabitus.

Thispaperisbasedupon12monthsofethnographicfieldworkinthreepesantreninIndonesiain2018.Thefirst

pesantrenislocatedinMadura;itwasestablishedinthemiddleofthe19thcentury,andhaskeptusingthelearning

materialsandpedagogiesfromitsperiodofestablishmentwithonlyveryslowandminormodification.Thepesantren

aimstocultivateIslamicvirtuesthroughitsstudentslearningclassicIslamictextsandreligiousexercises.Thesecond

andthethirdpesantrenwereestablishedinthemiddleofthe20thcenturyandarelocatedrespectivelyinEastJava

andLombok.BothpesantrenstillmakeuseclassicIslamicresourcesandacceptWesterneducationmaterialsand

pedagogiesandallocatemuchportionofexperientiallearningintheireducationsystems.TheJavaPesantrentrains

santritomanifestreligiousvirtuesinsocialactions,Islamiceducation,andenvironmentalconcerns.TheLombok

Pesantrentrainssantritoindependentlyplanandrunprogramsofactivitiesoutsidetheclassroom,withfocuson

environmentalissues,women’sempowerment,andinterfaithdialogue.

Kiaiarethemostimportantpedagogicelementinpesantren.Theyappearasintellectualandidealmodelsfortheir

santri.Theyareactivelyinvolvedinthesantri’stasksandshowgreatereffortthananyoneelseinthepesantren.

Therefore,santritendtoadopttheirkiai’sintellectualandworkethics.InMaduraPesantren,santribecomereligious

leadersandtrustedfiguresintheircommunityafterfinishingtheirpesantreneducation.IntheJavaandLombok

Pesantren,santriareabletobecomeexamples,pioneers,aswellasleadersfortheircommunitytosolvesocialand

environmentalissues.AlumniofthelasttwopesantrenunderstandthatIslamicvirtuesshouldunderlieutilitarian

actionsandsciencemustunderlieactionforeffectiveresults.

Thispaperdemonstateshowpesantrenpedagogiesandthepresenceofkiaileadershipinsideandoutsideclassroom

constructedsantri’sculture,whichisalignedwiththeirkiai’sculture.Throughlongexposureofpesantreneducationin

Indonesia,santrireproducetheirkiai’sintellectual,workethics,aswellasworldviewaboutlivinginwidersociety.This

explainswhythe‘brand’ofapesantreninIndonesiaalwayscorrelateswithitskiaileadership,pedagogicalattributes,

andalumniprofile.

HanneRiese

Ethnographyofthepresentandself-consciousnessastheintersectionofobservationandinterviewing.

Thepaperintendstoinvestigatetherelationshipbetweenobservationandinterviewinethnographicresearchin

education,anddiscusstheroleofself-consciousnessofbehalfoftheresearcher.Inparticularself-consciousnesswill

bediscussedwithreferencetothechallengesposedbyincreasinglydiverseeducationalcontextsincombinationwith

standardizedcurriculums.

Qualitativeinquiryhasbeencharacterisedasareformistmovementencompassingavarietyofepistemological,

methodological,politicalandethicalcritiquestowardssocialscientificresearchfavouringexperimental,quasi-

experimental,correlationalandsurveyresearch.Participantobservationandinterviewshavebeendominatingways

ofcollectingdata,andarediscussedasseparatetechniques.Ethnographyimpliestheuseofbothapproaches,

howevertherelationshipbetweenthetwotechniquesarescarcelydiscussed,andreachinganagreementastohow

todefineethnographyseemsproblematic(Hammersley,2006,2018).Comingfromhighlydivergingepistemological

roots,butatthesametimeintimatelyintegratedinpractice,observationandinterviewconstituteethnography.

However,theknowledgeproducedthroughthisisnotonlyamatterofproductivetriangulation,butalsorepresents

challenges.Theresearcher’smediationbetweendifferentformsofdataconsciouslyaswellassub-consciouslyimplies

positioningwithregardtothefieldandthedata,thushasconsequenceswithregardtopower.Thepaperwill

investigatetherelationshipbetweenthetwoformsofknowledgeinethnographicinquiry,andtheresearcherswork

onherownself-consciousness.Accountsfromtwodifferentethnographicfieldworksineducationalsettings

characterisedbydiversitywillsupportthearguments.

Thepaperwillcontributetothediscussiononwhatethnographyis,aswellasitsroleininvestigatingthepresent-day

situationineducation.Furthermore,itwillidentifyanddiscussthechallengesfacinganethnographicresearcherin

educationalsituationscharacterizedwithdiversityinstudentpopulationsaswellasinmedialrepresentations.

Hammersley,M.(2006).Ethnography:problemsandprospects.EthnographyandEducation,1(1),3-14.

doi:10.1080/17457820500512697

Hammersley,M.(2018).Whatisethnography?Canitsurvive?Shouldit?EthnographyandEducation,13(1),1-17.

doi:10.1080/17457823.2017.1298458

CharlottaRönn

Aninnovativevideorecordingapproachinethnographicresearch:toexploringpupils’lowvoicedconversations

whilescaffoldingpeersataSwedishlowersecondaryschool

Littleisknownaboutpupils’informallow-voicedconversationswithpeersduringlessons.Thepurposeofthis

paper/presentationistoaccountforanexplorativeresearchdesign,inapplyingmultiplemethods,andparticularly

videorecordings,togeneratingdatathatgainsaccesstopupils’informalcommunicationintheclassroomwithout

muchdisruptingofthenaturalflowofactivitiesbetweenpeersintheclassroom.Ethnographicstudiescandescribea

classroomculture,wheretheresearchlateronneedstoreportinatext,inordertorestrictmultiplemeaningsand

alsototellastorywithclaimsbasedonevidence(Walford,2009).Whenresearchfocusesonpupils’interactionwith

peers,agroupofpupilsisoftenrecordedinanotherroomoutsidetheclassroomortie-clipMicrophonesareused

attachedtoafewpupilsinsidetheclassroom.Thisfacilitatesrecordingonetopicatatime(e.g.Melander&

Sahlström,2010),butinterfereswiththerolesintheclassandmighthinderthepupils’spontaneoustalkwithpeers.It

isofimportancetoquestioningwhatcountsasknowing,doingandbeinginagroup,andwhohasaccesstothe

practices,socialconstructionsandprocesses(Baker,Green,&Skukauskaite,2008).Thisstudyaimedatapproaching

thepupils’flowofinteractionandtheirperspective:whodotheyturnto,whatdotheyaskpeers(insteadofasking

theteacher),andhowdotheyprovidehelptopeersintheclassroomcontext?

Participantobservationsofaclassin8thgrade(14year-olds)atamunicipalschool,wasfollowedbyaninnovative

stagingofthreecamcordersandseveralDictaphones.Thiswaslaterfollowedupbyinterviewswiththepupilsinthe

class–aimingatprioritisethepupils’perspectivesandexperiencesofcollaborationwithpeerswhiledoinglesson-

relatedassignments.Heath,HindmarshandLuff(2010)emphasizetheimportanceofexploring,adjustingtherigging

ofthegearatasite.Thiswasdoneinthecurrentstudy,seekingtoobtainawayofrecordingintheclassroommaking

allthepupils’voicesheardintheirinformalconversationswithpeers.

Thestagingoftherecordingdeviceshadtwomainobjectives.Firstly,byfocusingonamorequietpartofthe

classroomwhereallpupilsoccasionallywent,insteadoffocusingonparticularlyselectedindividuals,allpupilsinthe

classwerecovered.Secondly,elaborateddiscreetplacingoftherecordingdevicesrendereditpossibleforthepupils

tobeobliviousoftherecordings,whichfacilitatedtoexploreanaturalflowofinteractionbetweenpeers.The

recordedfileswerelatersynchronizedandtranscribedinmultipletranscript.However,aninconveniencewasthat

somefragmentsofthepupils’lowvoicedconversationswereinaudiblewhiletranscribing,duetobackgroundsounds

intheclassroom.

Theinnovativedesignandpassivestagingofthecamerascreatedaclosenesstothepupilperspectiveofinteracting

withpeers,allowingrecordingthepupils’morespontaneousandauthenticconversationswhilescaffoldingpeers.This

displayedthatwhatteachersmightoverhearintheclassroomdiffersfromthepupils’lessonrelatedlow-voiced

conversationswithpeers.

Anincreasedunderstandingonthenaturalflowofpupils’interactionintheclassroompracticeseenfromapupils’

perspectivesmightleadtobetteradaptedteachingtomeetallthepupils’needsandprerequisites.Thestudyisof

interestfromamethodologicalpointofviewandcouldbeadaptedtootherethnographicresearchcontextsthanthe

classroom.

Baker,W.D.,Green,J.L.&Skukauskaite,A.(2008).Video-enabledethnographicresearch:amicroethnographic

perspective.InG.Walford(Ed.),HowtodoEducationalEthnography.London:theTufnellPress.

Heath,C.,Hindmarsh,J.&Luff,P.(2010).VideoinQualitativeResearch–AnalysingSocialInteractioninEverydayLife.

London:SAGEPublicationsLtd.

Melander,H.,Sahlström,F.(2010).Lärandeiinteraktion.Stockholm:Liber.

Walford,G.(2009).Forethnography.EthnographyandEducation,4(3),271-282.

ShariSabeti

Speakingin‘PacificTongues’:usingspokenwordpoetrytoexploreexperiencesofdisplacementamongst

Marshalleseschoolchildren

ThisisasubstantivepaperthatisbasedonethnographicfieldworkcarriedoutduringvisitstotheMarshallIslandsand

Hawai’ibetweenApril2017andMay2018aspartofanESRC/AHRCfundedprojectonForcedDisplacement.The

projectinvolvedaseriesofparticipatoryartseducationworkshopsincollaborationwithartistsinordertoexplore

children’sexperiencesofdisplacement,identityandbelonging.Thepaperproposedherefocusesindetailonpoetry

workshopsconductedbyMarshallesepoet,KathyJetnil-Kijineracrossthreeschoolsattendedbychildrenwithquite

differentexperiencesofmigration.Drawingondetailedfieldnotes,anin-depthinterviewwithJetnil-Kijiner,teacher

interviewsineachschool,aswellasthechildren’spoetry,thepaperexploresthewayinwhichJetnil-Kijiner

conceptualizedherworkasapoetandactivist,themethodssheusedtoencouragethechildrentosharetheirstories,

andherreflectionsontheprojectasawhole.Itplacesthisinthecontextofliteratureonthetheoryandpracticeof

spokenwordpoetry(Yanofsky,vanDrielandKass1999)asaparticularlyeffectivewayofreachingoutto,andgiving

voiceto,youngpeople,aswellasworkontheconsciousness-raisingpotentialsofurbanyouthpoetry(Jocson2006).

GrantKesterhasarguedthatdialoguessetupbetweenartistsandcommunitiescanfoster‘empatheticidentification’

(2014)andhavethepotentialtoleadtoarenewedsenseofculturalidentity.Thispaperconsiderseachsiteindetail,

arguingthattheworkshopwithwhichtheartistmostidentifiedwasnottheonewherethechildrenmostidentified

withher.

Thepaper’sprimarycontributionistoourtheoreticalunderstandingofeducatingthroughthearts,inparticular

throughactivistpoetry,bytakingafine-grainedethnographicapproachtothepracticeofonepoetassheconductsa

seriesofpoetryworkshopswithchildren.Itconsidersthevalueofbringingartistsintoschoolsettingsandfocusesin

particularonthepotentialeffectsofWesternconsciousnessraisingmethodologiesemployedinanon-Western

context.

MargitSaltofte

Zonesofin-BetweenasCreativeSpacesexemplifiedbypupils’interactionsatschool

Zonesofin-between(Saltofte2013,2018)areorganizational,socialandphysicalspaceswithininstitutionalsettings

(suchasschools)wherethereisthepotentialfordoingsomethingelsethanyouaresupposedto.Thecaseherefocus

onin-betweenzonesinschools.Differenttypesofpresence,interactionsandexpressionsshowthemselveswhen

pupilstakeabreakfromformalinstructionandinteractaspartofapeercommunity,sharingandexploringinterest.

Interactionsandsocialrecognitionprocessesintheseliminalzones;zonesofin-betweenwillbeexemplifiedby

ethnographicdescriptionsandanthropologicalanalysisoftheireverydaycreativity(Sawyer2006).Thedataisbased

ontwoperiodsoffieldwork(2007/08and2014)among7th,8th,and9thgradepupilsataDanishfreeschool.The

ethnographydescribescreativeimprovisationsandsocialandcommunity-buildinginteractionsasexpressionsand

meaningsofaspecifictypeofin-betweenzonecreativity.

Pupilsformthezone,oratleastitscontentandexpressions,bythemselves.Theydosobybeingpresentandacting

differentlyandinamoreexperimentalmannerthanduringtheordinaryteacher-structuredteaching.Theformsof

expressionrevealedduringmyfieldworkincludedparodiesofteachersandculturalexpressiveformsfrombeyondthe

schoolcontext.Theimprovisationsandcreativeexpressionsareinspiredbyandtakingtheirformfromboth

experiencesintheschoolsettingandfromtheexplorationandexpressionsofsharedinterests.Thiskindofcreativity

appearsspecifictemporalandspatialsettings,generallyonthemarginsorperipheriesoftheschoolsite.The

interactions,knowledgeandimprovisationsinthesecommunitiesdifferfromthoseobservedintheteachingsetting

orinteacher-pupilinteractions.Thewayspacesandrelationsarepracticedisbasedonskillsandknowledgeofthe

peercommunity.

Zonesofin-betweenmomentsandsituationscanleadtooropenupthepotentialforsocialinteractions,

improvisations,andcreativeexpressions.Theexpressionsareformedandperformed,andtheyrelyonthecharacter

ofthepeercommunities.The’quality’ofin-betweenzonesdependsonthepossibilityofhavingunrestrictedtime

togetherandonhavingplacestobe-oratleastmeet–thatcanallowpupilstoexperimentwithskillsandexpressions

thattheycansharewithfellow‘in-betweenpeers’.Zonesofin-betweenaresitesforexperimentingwithsocialand

expressiveimprovisations,developingasharedrepertoireofthegroupincreatingandshowingtheirinterestand

skills,anddifferentiatingthesefromschoolsubjectsandfromothergroupsofpupils.Insum,zonesofin-betweenare

sitesofanalternative,pupil-managedcreativity.

AvihuShoshana

EthnographiesofAlternativeEducationandPlayPedagogyinIsrael:Whatis“Alternative”inAlternativeSchools?

Anin-depthanalysisoftheanthropologicalresearchliteratureshowsthatdespitethegrowthinthenumberof

alternativeschoolsintheworld,itisverydifficulttolocatethickethnographiesinalternativeschools.Thisresearch

lacunaisdisappointinginlightoftheinterestinglinktheseschoolsofferregardingbetweenculture,educationand

subjectivityortheculturalproductionofthesubjectandthealternativeeducationalorganization.Moreover,inview

ofthefactthatalternativepedagogies(suchas"democratic"and"Waldorf")havebeendevelopedinaspecific

culturalcontextandhavemigratedtoothercultures,theirethnographicresearchcanteachusaboutculturalimport,

culturaltranslationandhybrideducationalinventions(orwhatisalsocalledglocality).

Thisarticleisbasedonanethnographyofauniquealternativeelementaryschoolcalled"EducationalExperimentation

inaPlaySpace"andoperatesa"playpedagogy."Thispedagogydoesnotreferto"play"asastateofremissionthatis

contrarytolearningorasadidacticteachingtool.Thisisplay-basedpedagogyasaneducationalconcept.Thestudy's

findingsrevealhowarithmeticlessonsareconductedthrough"picking"arithmeticexerciseshangingfromtreesinthe

forestorgatheringoystersonthebeachneartheschool.HowlearningEnglishisdoneby"fishingwords"(throwinga

rodintoalargetubandtryingtocatchwordsandmakesentences),orbybakingcakesintheformofletters,andhow

historyislearnedviathe"feastofthegods"inancientGreece.Theethnographiesfurtherteachhowalternative

educationrequiresteachersandschooladministratorstodevelopnewlanguageandcategoriestocreatean

"alternative"reality("playschool,""gameteacher,""gamestudent,""playlearning")thatopposesthe“traditional”

one(or"mainstreameducation.")Finally,thefindingsshowtheconstantmovement(andtension)betweenstructure

andanti-structure,releaseandboundaries,freedomanddisciplinethatcharacterizesalternativeeducation.The

discussionsectionseekstoofferanswerstothequestion,"whatisalternativeinalternativeeducation,"toexplorethe

implicationsoftheconstantmovementbetweenstructureandanti-structure(orthedesiretodeviatefrom

mainstreameducation),andtoinitiateadiscussionabouttheurgentneedforcomparativeculturalethnographiesof

everydayeducationalactivityinalternativeschools.

VandanaSingh

EthnographythroughCamera:investigatingthegenderedexperiencesoffemaleandmalepupils’inNorthernIndia

primaryschool.

UNESCO(2015)hasapplaudedIndia’scontributionandcommitmenttowardsUniversalPrimaryEducation;however,

genderparityininstitutionshaslongbeenproblematic.Thisismainlybecauseinequalitiesaredeep-rootedinthe

customs,religions,andcultureofIndiansociety.Asaresult,girlsandwomenhaveunequalcontroloverresourcesand

decision-makingincomparisontomenandboys.Althoughschoolsaimtoequalisethesegenderdisparities(SDGGoal

5.1.1.2016),inreality,thefindingsuggestsdifferently.

Thisethnographiccasestudyexploresgenderinequalitiesintwofifthgradeprimaryschools(aged11-13yearsold)

throughparticipantobservations,focusgroups,andphoto-elicitationinterviews.Themethodologicalchallenges,like,

obtainingequitablevoicesandnotprivilegingmalepupilswhereasmutingvoicesoffemalepupilsinfocusgroup

interviewsledtousingphoto-elicitationinterviews(PEI).PEIshelpedinunpackinggenderedexperiencesandgender

shapingoftheprimaryschoolfemaleandmalepupils’.Theirexperienceswererecordedthroughtheimagesthatthey

producedandthroughtheverbalaccountsgeneratedbyelicitationinterviews.Whereas,focusgroupsprovided

understandingsaboutgenderdynamics,visibilityofmaleorinvisibilitiesoffemalepupilswithinagroup.Fieldnotes

capturedthedistributionofspacesbenefitingsomestudentswhilstlimitingothersandinsightsintoteachers’

pedagogicpracticesintheclassroomandoverallschoolenvironment.

Thestudyfoundthatthephoto-elicitationinterviewsevokedparticipants’voicesregardingtheirdiscriminatory

genderedidentitiesandgendershaping.Thediscriminatoryexperiencesoffemalepupilsaretheresultofcertain

places,thetimewithintheschoolandclassroom,whichhindertheirprogress.Thefindingsalsodemonstratethe

presenceofclearboundariesaroundgenderedrolesandgenderstereotypingconnectedtothoseplacesandtimes.

Thepaperconcludes,inspiteofseverallimitationsforfemalepupilstobuildtheirgenderedcapabilities,theyhave

negotiatedtheboundariesthroughtheiragency.Theagencycanbeseen,forexample,bybringingthesocialand

culturalpracticesfromtheoutsideworldtothelearningenvironmenttonegotiatethephysicalspacesandtimewithin

thefourwallsoftheschools.

UNESCO(2015).ReportonUniversalEducationalGoals.UNESCOParis.

UNESCO(June2013).EducationSectorTechnicalNotes.GenderEqualityinEducation.DocumentCode:

ED/ADG/2013/05.UNESCOParis.

KimSkinner,LillieConnor-Flores,LeiflynGamborg,HeatherLavender,andHuyNguyen

Accessto“ConcertedCultivation”ThroughMentorshipandOpportunitiestoLearnataCommunityBikeShop

Characterizedasanaddition,complement,oralternativetoformaleducation(UNESCO,2019),non-formaleducation

includeslearningopportunitiesvaluableforsocial,cultural,andself-development(p.24).Focusedonhumanrights,

theUNCommitteeontheRightsoftheChildconsideredtheaimofeducationis“toempowerthechildbydeveloping

hisorherskills,learningandothercapacities,humandignity,self-esteemandself-confidence”(CRC,2001,para.1).

Despitewidespreadsupportforchildempowermentanddevelopment,unequalaccesstoout-of-schoollearning

opportunitiespersistsintheUnitedStates.Drawingondatafromathirteen-monthethnographicstudyataninnercity

neighborhoodbikeshopintheUS“deepsouth,"thisstudyexploredthenatureandconsequencesofaccessto

“concertedcultivation”(Lareau,2003)opportunitiesconstructedovertimebyurbanyouthandmentorswho

participatedinacommunity-supportedbikeshopbyandforyoungstersages6to18.

Usinganinteractionalethnographicapproach(Green,Dixon,&Zaharlick,2003),weinvestigatedhowlearning

opportunitieswereconstructed,adopted,andadaptedthroughgroupmembers’interactionsinthemomentandover

time.Dataanalysiswasrecursiveinnature,asweexamineddataonanongoingbasisthroughoutthestudy.Collected

throughparticipantobservation,datasourcesincludedfieldnotes,audiotapes,interviews,andwrittenartifacts.

Multiplelevelsofanalysiswereconducted,including:transcriptionoftheaudiorecords(Green,Skukauskaite,Dixon,

&Cordova,2007);constructionofeventmaps(Spradley,1980);andidentificationandanalysisofatellingcase

(Mitchell,1984).

OuranalysesfocusedonthediscourseanddiscursiveinteractionsacrosstimeofFrontYardBikeparticipants,aswell

asthenegotiationofeventsbymembersthroughtheseinteractions.Whileanalysisisongoing,initialfindingsshow

evidenceofchangeinthediscourse,thediscursiveinteractions,andthelearningoutcomesofimpoverishedyouth

whenprovidedintentionalaccesstoopportunitiesdesignedtobuildtheirculturalcapital.Overtime,olderyouth

developeddispositionsandattitudesreflectiveofexpectationsofbikeshopmentorsandcommunity,forexample,

throughchoiceofself-directedactivities,negotiationoftasks,andexpressionof“parental-like”concernfor

developmentofyoungerchildren.

Buildingonpreviousethnographicworkineducationalsettings(e.g.,Bloome,Carter,Christian,Otto,&Shuart-Faris,

2005;Walford,2008)andethnographicworkfocusedonmarginalizedyouthandlearning(e.g.,Jeffrey,2014;Jeffrey&

Woods,2009;Russell,2011),thisstudymakesvisiblethenatureandconsequencesofyoungpeople’sengagementin

practicesandprocessesofworkdevelopmentinacommunitybikeshop.Byfocusingonthelearningopportunities

constructed,adopted,andadaptedinthiscommunity,thisstudyrevealedthedevelopingandshiftingnatureof

learning,includinghowyouthchangedtheirunderstandingofselfandothersintheirlocalsocialworlds.

Bloome,D.,Carter,S.,Christian,B.M.,Otto,S.,&Shuart-Faris,N.(2005).Discourseanalysisandthestudyof

classroomlanguageandliteracyevents:Amicroethnographicperspective.Mahwah,NJ:LawrenceErlbaum.

Edwards,D.A.,&Mercer,N.(1987).Commonknowledge.London:Methuen.Geertz,C.(1993).Localknowledge:

Furtheressaysoninterpretiveethnography.NewYork:BasicBooks.

Green,J.L.,Dixon,C.N.,&Zaharlick,A.(2003).Ethnographyasalogicofinquiry.InJ.Flood,D.Lapp,J.R.Squire&J.

M.Jensen(Eds.),HandbookofresearchonteachingtheEnglishlanguagearts(2nded.,pp.201-224).Mahwah,NJ:

LawrenceErlbaumAssociates.

Green,J.L.,Skukauskaite,A.,Dixon,C.,&Cordova,R.(2007).Epistemologicalissuesintheanalysisofvideorecords:

Interactionalethnographyasalogicofinquiry.InR.Goldman,R.Pea,B.Barron&S.Derry(Eds.),Videoresearchinthe

learningsciences(pp.115-132).Mahwah,NJ:LawrenceErlbaum.

Gumperz,J.J.,&Levinson,S.C.(1996).Introduction:Linguisticrelativityre-examined.

InJ.J.Gumperz&S.C.Levinson(Eds.),Rethinkinglinguisticsrelativity(pp.21-36).NewYork:CambridgeUniversity

Press.

Jeffrey,B.(2014).Theprimaryschoolintestingtimes:Aclassicethnographyofacreative,communityengaged,

entrepreneurialandperformativeschool.London,UK:EthnographyandEducationPublishing.

Jeffrey,B.,&Woods,P.(2009).Creativelearninginprimaryschool.London,UK:Routledge.

Lareau,A.(2003).Unequalchildhoods:Class,race,andfamilylife.Oakland,CA:UniversityofCaliforniaPress.

Mercer,N.,&Hodgkinson,S.(Eds.).(2008).Exploringtalkinschool:InspiredbytheworkofDouglasBarnes.London:

Sage.

Mitchell,C.J.(1984).Typicalityandthecasestudy.InR.F.Ellens(Ed.),Ethnographicresearch:Aguidetogeneral

conduct(pp.238-241).NewYork:Academic.

Russell,L.(2011).Understandingpupilresistance:Integratinggender,ethnicityandclass.London,UK:Ethnography

andEducationPublishing.

Spradley,J.P.(1980).Participantobservation.NY:Holt,Rinehart&Winston.

Walford,G.(2008).Thenatureofeducationalethnography.InG.Walford(Ed.),Howtodoeducationalethnography

(pp.115-139).London,UK:Tufnell.

Wolcott,H.F.(1999).Ethnography:Awayofseeing.Lanham,MD:Altamira.

AmandaR.Smith

ParticipantIntegratedImagework:MaterializingtheInvisibleinEthnography

Thepurposeofthispaperistodiscussthepotentialofparticipantart-making,specificallyparticipantintegrated

imagework(PII),asanethnographicmethodformakingvisibleaffective,subconscious,ephemeral,ortheotherwise

hiddenintheeverydaylivesofpeople.Todescribethismethodology,Ishareexamplesfromatwoyearprojectwitha

groupofteenagerswhoconductedphotoethnographicself-studiesontheirengagementwithtextsintheireveryday

lives.ParticipantsusedPIIthroughmixed-mediaart-makingasananalyticmethodtostudytheirphotographsbyusing

transparencyfilmtocreateliterallayersofannotationthatcouldbeplacedoverafocalphotographforavarietyof

viewings.

PIIofferedawaytomakethefamiliarstrangewhichisoftenattheheartofethnographicstudies.Itachievesthisin

twoways.First,approachingtheanalyticaltasktomakesensein/with/throughthephotographsasanartistic,creative

processratherthanrelyingsolelyontraditionalcodingofferedtheopportunitytoslowdowntherelations.This

slowingcreatedspaceforthings-bodies-objectsanddifferentsetsofrelationstosurfacefor/withtheartist.When

invitedintoanactofcreationratherthanjustanactofobservation,theyoungresearcherswereabletoseeandfeel

differentlywiththephotographs.Second,arthasadifferentrelationshipwiththinking,action,feeling,andperceiving

thanotheranalyticalmethodssuchastalk,writing,ortraditionalcoding.Whilethoseothermethodswerealsousedin

thestudy,employingartwasawaytogainaccesstomoremultisensoryandembodiedwaysofthinkingwiththedata.

Asaresult,ineveryartpiecethestudentresearcherwasabletosurface,throughcolor,linedrawing,andannotation,

somethingthatwouldhaveremainedinvisibleotherwise:affectiveintensity,sensoryexperience,andmercurialor

ephemeralrelations.

Thismethodmaybeofgreatusetoeducationalethnographers.Asthetheoreticalbasisforethnographicworkhas

expandedtoincludeRhizoanalysis,Actor-NetworkTheory,AffectTheory,NonrepresentationalTheory,andFeminist

NewMaterialismsresearchershavebeenseekingtoolsthatwillprovideaccesstoaffectandcomplicatedorhidden

relations.Thismethodisonesuchtoolthatoffersarathersimplebutdeeplynuancedwaytomaterializethe

otherwiseinvisible.Thismethodisalsousefulforthosethatworkwithyoungpeopleofallagesinandoutofschools.

Unboundbylanguage,studentscandemonstrateandcreatecomplexandevocativeartthatoffersawindowinto

theircomplicatedwaysofbeingandlearningthattheymayotherwisebeunabletocommunicateinalltheirfullness.

CourtneyStafford-Walter

SeparationandSociality:BoardingschoolsandIndigenousyouthinSouthernGuyana.

ThroughoutlowlandSouthAmerica,state-runeducationalprojectsimplementedinindigenouscommunitiesbring

aboutalotofcomplexsocialprocessesandimpactvariousaspectsofindigenouslife.Classroomeducationischanging

thewayscommunitieslivetogetherandmodifyingtraditionalsocialrelationships,particularlyintergenerational

relationships,invariousways.Thetimethatyoungpeoplespendinclassroomsvastlydiminishesthetimetheywould

spendwitheldersandparents.Thisisnotsomethingtobetakenlightlysinceintimatekinshipnetworksare

consideredcrucialtothedynamicsofmutualcarecentraltoAmerindianlives.Buildingonthesefoundationalideas,

thispaperwillexplorethewaysinwhichanethnographicapproachallowstheresearchertodrawconclusionsabout

thewiderimpactofparticularformsofschoolingonindigenousyouthandtheircommunitiesinSouthernGuyana.

Basedon13monthsoffieldworkwithWapishanapeople,thisethnographicallygroundedpaperdemonstrateshow

participantobservationwithinandoutwiththeschoolenablethedrawingofdeeperconclusionsaboutthe

relationshipbetweenstate-runboardingschoolsandsocialchange.

AsIspokewithAmerindianeldersinGuyana,theyinsistedthat,despitethefearthattheirchildrenwouldleavefor

boardingschoolandneverreturntotheirhomevillage,attendingsecondaryschoolwasanimportantandvaluable

opportunityforAmerindianyouth,anditwouldgivethenextgenerationachanceata‘better’life.Ononehand,

indigenouspeopleunderstandthatengagingwithformaleducationcanbeaprimarywayofrenegotiatingtheir

relationshipwithoutsidersinordertoprotectthemselvesandtheircommunities.Ontheotherhand,schooling

interruptstheyouth'srelationshiptotraditionalknowledge,butdoesnotprovideassuranceforanotherwayoflife.

Educatedindigenousyouthcanbecomeprofessionals,butthenumberofjobsavailabletothemarelimitedintheir

communities.Inordertosecuremanyjobsthatthesecondaryschoolequipsthemfortheywillhavetoleavetheir

homes,presentingthemwithadifficultchoicebetweenworkingandhonoringtheircommitmentstotheirfamilies

andtheircommunities.InthispaperIwillexplorethetensionbetweenthevalueAmerindiansplaceonformal

schooling,whichseemstobeeverincreasing,anditscosts,suchasseparationfromkinandcommunityandspiritual

andphysicalwellness.

Usinganethnographicapproachtounderstandingtheimpactofformalschoolinginindigenouscommunitiesis

essential.InthispieceIwillillustratehowlongtermparticipantobservationallowedmetoanalyzetherelationship

betweenboardingschooleducationandAmerindianyouth.Beyondthat,Iwilldemonstratehowthisapproach

supportedmoreprofoundconclusionsabouthowthisparticularformofschoolingimpactstheseyoungpeople’s

familiesandtheircommunitiesinSouthernGuyanaandfostersandencouragesrapidsocialchangethroughoutthe

region.

SandyStewartandMaropengModiba

Schoolcultureandliteracydevelopment:Readingsupportvolunteers’views.

Debatesabouthoweducationalethnographyshouldbeconductedandreportedupon(Walford2008)todevelop

understandingoftheculturalmaterialthatshapesinteractionsandactivitiesineducationhaveemphasisedthe

needforresearcherstoallowtheparticipantsintheresearchtocontributetotheprocessofmeaningconstruction

(Gilbert,2008).Thispaperreportsonaprocessofindividualconsciousnessraisingoftheculturalcontextand

materialthatshapedhowreadingsupportvolunteers(RSVs)openedupandconnectedbothhistoricallyand

politicallywiththeworldofthechildrentheywerehelpingtolearntoreadEnglishtextswithcomprehension.

Fromtherichnessofthevolunteers’reflectionsandinsightsweconstructvignettestoexploreingreaterdepth1)

theeverydayexperiencesthatRSVshaveinthefieldand2)theirbeliefs,attitudes,valuesandperceptionsonthe

assistancetheyprovidedtotheteachers,3)howtheirpresenceintheschoolseemstohaveaffectedthereading

cultureattheschooland4)learnersandteachers’interactionswiththem.Thevignettesarebasedonfocusgroups

discussionsandlessonobservationsthatwereusedinthefirstphaseofthestudytocapturetheRSVs’lived

experiencesofhelpingteachreadingattheschool.Therefore,thisisapaperthatisbasedonastudyinprogress.

ThepaperarguesthatsituatingtheRSVsinaninquiryinwhichtheyhadtoreflectontheirinvolvementinteaching

reading,resultedinpromotingacriticalconsciousnessoftheculturaldevelopmenttheywerehelpingtocultivate.

Examiningtheinteractionsandactivitiestheyusedhighlightedthesensemakingoftheexperiencedschoolculture

andenhancedreflectionsontheworthinessoftheircontribution.ItsituatedtheRSVsinaninquiryinwhichthey

couldconfrontwhattheywereactuallydoingandexplaintheimplicationsthereof;namely,aspectsthatfacilitated

andconstrainedthechildren’sliteracydevelopment.

Thefindingsinthisstudyarelikelytoaddtoandenhanceanunderstandingofcurriculumasculture.Inaddition,

thestudymayaddtoemergingresearchontheuseofvignettesinthedevelopingworld(Gourlayetal.,2014)and

theirevaluationasaresearchtool(Stravouka&Lozgka,2018).

Gilbert,N.(2008).ResearchingSocialLife,3rdedition.London:Sage.

Gourlay,A.,Mshana,G.,Birdthistle,I.,Bulugu,g.,Zaba,B.andUrassa,M.(2014).Usingvignettesinqualitative

researchtoexplorebarriersandfacilitatingfactorstotheuptakeofmother-to-childtransmissionservicesinrural

Tanzania:acriticalanalysis.BMCMedicalResearchMethodology,14(21),2-11.

Stravouka,P.A.&Lozgka,E.CH.(2018).VignettesinQualitativeEducationalResearch:InvestigatingGreekSchool

Principals’Values.TheQualitativeReport,23(5),HowtoArticle3,1188-1207.Retrieved

from://nsuworks.nova.edu/tqr/vol23/iss5/12.

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

BethSuttill

“Youraccentisannoying…youshouldtalkmorelikeus”:thechallengesofdevelopingrelationshipsanddefining

rolesinethnographicfieldwork

Formyresearchintotheself-identitiesofyoungpeopleonacourseforthosewhoarenotineducation,employment

ortraining(NEET)Iconductedanethnographyata‘lifeskills’centreintheMidlands.Thispaperexploresthe

challengesthataroseoverhowIdefinedmyselfanddevelopedrelationshipswithmyparticipants.Accesstothe

organisationhadbeengainedontheagreementthatIwouldworkasaclassroomassistantalongsidemyobservation

ofyoungpeopleatthecentre.BeforeenteringthecentreIwasawarethatmycharacteristicsandhowIpresented

myselfcouldhaveanimpactonmyresearch,andwhileIcouldcontrolsomeaspectsofmypersonalfront,others

werenon-negotiable.WhileIacknowledgedthatmygenderandagewouldbeofsignificancetoparticipants,Iwasnot

awarethatmyaccentwouldcauseareaction.

Constructingaroleasaparticipantobserverwasnotaonesidedprocess;“ineverycasethefieldworkerisfittedintoa

plausiblerolebythepopulationhe[sic]isstudying”(Vidich,1955:356).Iplayedanumberofrolesinmyrelationships

withtheyoungpeopleandthestaffatthecentre.Iwasviewedindifferentways;asafriend,asthepersonfrom

Leedsandasamemberofstaff.Istruggledinmydualrolesasaresearcherandvolunteer.AlthoughthestaffknewI

wastheretodoresearch,thepressuresonthemmeantthattheyvaluedmemoreasavolunteer.Theyexpectedme

tohelpoutwhenneededandIwastreatedasateachingresource.

Thispaperhighlightsthechallengesofconductingethnographicresearchwhereobserverscanfeelobligedtohelp

membersinexchangeforaccess.Participantsandtheresearchercanbefacedwithvariousexpectationsand

demands,andadoptstrategiestopersuetheirowninterests(Wang,2013).Powerrelationswithintheserelationships

thereforeneedtobeacknowledged.Thepaperdemonstratestheimportanceofbeingreflexiveabouttheinteractions

andrelationshipsbetweenresearcherandresearched,focusingonaneducationsetting.

JonathanTummons

Ethnographiesofhighereducationandmodesofexistence:usingLatour’sphilosophicalanthropologytoconstruct

faithfulaccountsofhighereducationpractice

Actor-networktheoryisrelativelyuncommonineducationalresearchbuthasbeenusedbyethnographersinavariety

ofcontexts(Larsson,2006;Nespor,1994;Plum,2018;Tummons,2010).Actor-networktheoryhasnowbeenenfolded

byoneofitsprogenitorsintoalargerproject,AnInquiryIntoModesofExistence-AIME(Latour,2013).Framedasan

anthropologicalinquiryintotheontologicalandepistemologicalconditionsofmodernity,LatourarguesinAIMEfora

radicalshiftinhowweconstructunderstandingsof‘objective’truthand‘scientific’fact,andofthewaysbywhichwe

establish‘meaning’intheworld,alltobeinitiatednadthenreinforcedbyempiricalinquiry.ElementsofAIMEhave

beguntobeemployedthroughexplorationsoflegaltheory(McGee,2014),politicsandpostpolitics(Tsouvalis,2016),

andcontemporaryacademicpractice(DecuypereandSimons,2016).

Inthispaper,IwilldrawonmyownongoingtheoreticalinquiryintoAIMEinordertoexploredatathatisemerging

fromongoingempiricalresearchintotheprovisionofdistributedmedicaleducationinCanada,andthewaysinwhich

constructionsofprofessionalismareformedwithinsuchprogrammes(Tummons,2019;Tummonsetal.,2018).The

contributionsthatthispaperwillmakearetheoretical/methodologicalandempirical.Thetheoretical/methodological

contributoncomesthroughacriticalapplicationofAIMEtoethnographyofeducation:Latour’sworkhasovertime

beenconflated–erroneously–withpostmodernistandsociocmaterialistperspectives,andtheanthropologicaland

sociologicalfoundationsofhisworkhavebeenlostsightof.Thispaperseekstocorrectthis.Theempirical

contributioncomesthroughthepresentationoffindingsfromanongoingthree-yearmedicaleducationethnography.

Larsson,S.(2006).Ethnographyinaction.HowethnographywasestablishedinSwedisheducationalresearch.

EthnographyandEducation1(2),177-195.

Latour,B.(2013).AnInquiryIntoModesofExistence.London:HarvardUniversityPress.

Nespor,J.(1994).KnowledgeInMotion:space,timeandcurriculuminundergraduatephysicsandmanagement.

London:RoutledgeFalmer.

Plum,M.(2018).Signingin:knowledgeandactioninnurseryteaching.EthnographyandEducation13(2),204-217.

Tsouvalis,J.(2016).Latour’sobject-orientatedpoliticsforapost-politicalage.GlobalDiscourse6(1-2),26-39.

Tummons,J.(2010).Institutionalethnographyandactor–networktheory:aframeworkforresearchingthe

assessmentoftraineeteachers.EthnographyandEducation5(3):345-357.

Tummons,J.(2019).Educationasamodeofexistence:aLatourianinquiryintoassessmentvalidityinhigher

education.EducationalPhilosophyandTheory.

Tummons,J.,Fournier,C.,Kits,O.andMacleod,A.(2018).Usingtechnologytoaccomplishcomparabilityofprovision

indistributedmedicaleducationinCanada:anactor–networktheoryethnography.StudiesinHigherEducation43(11):

1912-1922.

RuthUnsworth

Assemblingteacherprofessionalism–anethnographicstudy.

Inattemptingtodefineteacherprofessionalismintermsoftheprofessionalbehavioursandbeliefsofteachers,there

haveemergedamyriadofdefinitionsinbothpolicyandacademictheory.Ethnographicresearchaddstothis

discoursebyinvitingustoviewprofessionalbehavioursandbeliefsasrelationallyformedwithinthecultures,

societiesandphysicalworldsofdifferentcollectives(Crang&Cook2007;Nespor1994;Latour&Woolgar1986).

Examinationsoftheinfluenceofknowledgeembodiedwithinthematerialworldoftheteacherofferinsightsintothe

roleofphysical‘signals’(Plum2017),professionalspaces(Clandinin&Connelly1996),documents(Mulcahy2011;

Tummons2014;Barton2017),andthedramaturgicalcreationofglobaltests(Gorur2011)inshapingprofessional

actionsandbeliefs.Yet,inordertofullyunderstandteacherprofessionalism,wemustgainanin-depthviewofhowit

hasbeenassembled.Ifwecan‘unblackbox’(Law1994)asituatediterationofprofessionalismandviewitsconstituent

actorsandtheinterplaybetweenthem,wecanunderstanditscreationandinfluenceitsfuture.

AspartoftheinitialfindingsofanongoingPhDstudy,thispaperofferssuchaviewofteacherprofessionalism.Taking

anactor-networktheoryinformedapproachtoeducationalethnography,whichforegroundstheinterplayofhuman

andnon-humanactorsin‘performingintobeing’actionsandbeliefs,thedataonwhichthispaperisbasedonreports

theprofessionallivesofteachers,leadersandvisitingtrainerswithinoneschool,constructedoveraperiodof4

months.Ethnographic‘deephangingout’(Geertz1998),augmentedthroughsemi-structuredinterviewsand

documentanalysis,enablesthetracingofactor-networksinvolvedintherelationalanddiscursivecreationofthis

iterationofteacherprofessionalism.DrawingontheworkofLatourinactor-networktheoryandtherelational

understandingofactionsandbeliefsofBourdieuandFoucault,thispaperhighlightstheworkoftheactorswithin

teacherprofessionalismandhowtheknowledgetheyembodytranslates,mobilisesandstabilisesteachers’collective

understandingofprofessionalism.Ifwecanaviewtherelationalanddiscursivecreationofasituatediterationof

professionalismandunderstanditsconstituentactorsandtheinterplaybetweenthem,wecancomprehendits

creationandinfluenceitsfuture.Asarelativelyunderusedapproachtoethnographicunderstandingsofteachers’

actionsandvalues,theactor-networktheoryapproachtakenoversanalternative,‘flat’viewofethnographic

fieldwork,inwhichthehumanandnon-humanholdequalimportance.

Barton,D.,2017.Literacy:Anintroductiontotheecologyofwrittenlanguage,JohnWiley&Sons.

Clandinin,D.J.&Connelly,F.M.,1996.Teachers’ProfessionalKnowledgeLandscapes :ofSchools’IStories.

EducationalResearcher,25(3),pp.24–30.

Crang,M.&Cook,I.,2007.DoingethnographiesI.Cook,ed.,London:London :SAGE.

Geertz,C.,1998.DeepHangingOut.TheNewYorkReviewofBooks.

Gorur,R.,2011.ANTonthePISAtrail:Followingthestatisticalpursuitofcertainty.EducationalPhilosophyandTheory,

43(s1),pp.76–93.

Latour,B.&Woolgar,S.,1986.Laboratorylife :theconstructionofscientificfacts[2nded.].S.Woolgar,ed.,Princeton:

Princeton :PrincetonUnivP.

Law,J.,1994.Organizingmodernity,BlackwellOxford.

Mulcahy,D.,2011.Assemblingthe“accomplished”teacher:Theperformativityandpoliticsofprofessionalteaching

standards.EducationalPhilosophyandTheory,43(SUPPL.1),pp.94–113.

Nespor,J.,1994.Knowledgeinmotion-Space,timeandcurriculuminundergraduatephysicsandmanagement

Plum,M.,2017.Signingin:knowledgeandactioninnurseryteaching.EthnographyandEducation,pp.1–14.

Tummons,J.,2014.Professionalstandardsinteachereducation:tracingdiscoursesofprofessionalismthroughthe

analysisoftextbooks.ResearchinPost-CompulsoryEducation,19(4),pp.417–432.

ThijsJanvanSchie

‘Beingadiscovererorbeingdiscovered’;AnethnographicstudyofdevelopmentorientedWaldorfeducationinthe

Philippines

GlobalizationofWaldorfeducationWaldorfeducation,asaconsciousalternativetomainstreameducation,partly

becauseofitsoutspokenideasonpersonaldevelopment,recentlystartedtoglobalize.Thisraisesquestionsabout

howitseducationalprinciplesandpracticesareadaptedlocally.Thispaperaddressesthecomplexityandfrictionof

thisprocessonthebasisofethnographicfieldworkinthePhilippines.Waldorfeducationas‘developmentoriented

education’Early20thcenturyWaldorfeducationwasfoundedinGermanybytheAustrianphilosopherRudolfSteiner.

Waldorf’spedagogyfocusesonbroadpersonaldevelopment,inwhichimportanceisgiventospecificstagesinlife

(seei.a.Lievegoed,2005ortheextensiveoeuvreofSteiner).Developmentisconceptualizedaccordingtotheprincipal

that“ontogenesisrecapitulatesphylogenesis”(Stehlik,2018:219),meaningthatpersonaldevelopmentfollowsthe

historyofmankind.Inthecurriculumthisprincipleisexpressedinhistoricalstoriesandimages,inwhichstudents

couldrecognizethestrugglesoftheirage.AWaldorfSchoolinthePhilippinesThePhilippinesoffersagoodexample

ofacountrywhereWaldorfeducationrecentlyhasobtainedafoothold.

Theschoolthatiscentralinthisstudyopenedin2003.Oneofthedilemmasfortheschooliswhethertocopyapre-

existingEurocentriccurriculumortodevelopanew,localversion.Reformulatingcurricularaspectsisconsidered

difficultsinceitcouldaffecttheschool’scoreidentity.Historyclassesingrade7:‘Beingadiscovererorbeing

discovered’InthePhilippines,aselsewhereinWaldorfschools,7thgradersaretyped‘discoverers’.Attheageof12

theyareabouttoenterpuberty,questiontheauthorityofparentsandteachers,andstarttothinkandjudgefor

themselves.Inhistoryclassesthisdevelopmentalstageismirroredinhistoricalstoriesabout15thand16thcentury

Europe,abouttheRenaissanceandtheAgeofDiscovery.ButcouldFilipinostudentsidentifywithColumbusand

MagellanthewayEuropeanstudentsdo?Aretheythediscoverersorthediscoveredinthesestories?Thisisa

precariousquestioninthehybridculturalcontextofthePhilippines.Teachersfinditaproblemdifficulttocopewith

adequately,alsobecausesofarnoneofthelocalequivalentsseemstobeasatisfactoryalternative(Localalternatives

includestoriesaboutMalaymigrationtothePhilippineArchipelago,the‘Asian’discovererZhengHe,theGalleon

tradebetweenAcapulcoandManilaorthe19thcenturyFilipinoIlustrados’Renaissance.)

Thisstudylinkstotheexhortationsbyeducationalethnographerstonottakeunderlyingstructures,assumptions,and

valuesforgrantedineducation(Delamont2014).Bystudyingalternativeeducationinanunusualsetting,thisstudy

providesa‘mirror’tothingswetendtoqualifyas‘normal’.Furthermoreitcontributestoanacademicdebateabout

whetherornottrendsineducationglobalizeand,ifso,how(seeSpring,2015orAnderson-Levitt,2003).More

specificallyitprovidesacontributiontotheyetlimited,butgrowingbodyofresearchontheglobalizationof

alternativeapproachesineducation,especiallytheglobalizationofWaldorfeducation(otherexamples:Boland,2015

andHoffmann,2016).

Anderson-Levitt,K.(ed.)(2003)LocalMeanings,GlobalSchooling.NewYork:PalgraveMacmillan

Boland,Neil.(2015).“TheGlobalisationofSteinerEducation;SomeConsiderations”.RoSE,Vol.6,pp.192-202

Delamont,S.(2014)KeyThemesintheEthnographyofEducation.LosAngeles:Sage

Hoffmann,Vera(2016).“Creatingplace-basedWaldorffestivals;Anethnographicstudyoffestivalsintwonon-

EuropeanWaldorfschools”.RoSE,Vol.7,no.2,pp.88-104

Lievegoed,Bernhard(2005)(3rded.).PhasesofChildhood;GrowinginBody,SoulandSpirit.Edinburgh:FlorisBooks

Spring,J.(2015)GlobalizationofEducation.NewYork:Routledge

Stehlik,T.(2018).Educationalphilosophyfor21stcenturyteachers.Cham:PalgraveMacmillan.

BegoñaVigoArrazola

Comparingparticularethnographiccasestudiesinaglobalcontext.

Thispaperaimstocontributetothedebateinethnographyresearchtoinfluencetheknowledgebeyondthe

particularethnographiccasesstudied.Theaimistobeabletoidentifycriticalpointsofsuturewithincurrently

hegemonicstructuresinruraleducationexperiencessotheycanbebothunderstood,undermined,challengedand

overcome.

Duringthelastthreedecadesdifferentcountrieshaveexperiencedprofoundchangesinschoolsthroughthe

pressuresofthemarket.AccordingtoBall,anunderstandingofsuchprocessesshould‘addresstheprocessesofre-

contextualizationtorealizethepolicyinspecificnationalandlocalsettings.Ethnographyallowstoimpactonpossible

reformsonparticipationteachingpracticesinruralschools.However,veryfewcomparativeresearchonpolicyacross

differentcountriestendstoconsidertheinfluenceofspaceonthe‘policyaspractice’consideringtheanalysisofdata

collectedfromthoseteachersonwhoseworkpracticessuchpoliciesimpact.Ourmorespecificobjectiveistoidentify

howdifferentethnographicstudiesinfluencetheeducationalknowledgeregardingthesubjectofparticipationinrural

schoolsinaglobalcontext.Thequestionwewillconsidermostis,whatgivesthecomparativeresearchforthe

ethnographicresearchonruralschools?

Thispaperhasconcentratedoncomparativeresearchabouttheparticipationinruralschoolsfromdifferentcountries,

consideringtheopportunitiesthatethnographicresearchcouldgivetoexplainresearchedsituations.Thecomparison

hasbeencentredontheresearchproductionsfromtheethnographiesontheparticipationinruralschoolsinSpain

andSwedenduringtheperiod2008-2017,basedoncrosscaseanalyses.Thepaperalsoconsidersthereviewand

analysisoffourinitialethnographicresearchprojectsintoeducation,carriedoutinrurallocations,privateandpublic

schoolsatdifferenttimes,thatemphasizeparticipationinteachingpractices.Thisanalysisisbasedonshowingfactors

thatmayemergeattherootslevelindifferentruralschoolsandclassroomsfromtheeverydaypracticesofparents,

teachersandpupils.Itcouldpenetratethepolicy-practiceinterfaceandthisisespeciallyimportantintheevaluation

ofeducationalinnovations.

Theresultssofarshowaninnovativeglocalisedresponseontheparticipationinruralschoolsderivednotonlyfrom

differentculturalmediationsateachcountrybutalsofromthesimilarsocialmaterialneedsthatsomeschoolshave

experiencedinbothcountries.Thecomparisonillustrateshowdifferentpolitical,culturalandeducationalcontextsof

thetwocountrieshavepromotedveryinclusiveexperiencesinsomeruralschoolsfromamaterialperspective.The

practicalimplicationsarerelatedtoresearchvalidity.Ethnographiceducationalresearchinglobalandlocalcontexts

couldcontributetogeneralizeandtoformageneralcasenarrativeinaglobalizingworld.

GeoffreyWalford

Whatisgoodautoethnography?Writingintheageoftheselfie.

Thisisamethodologicalpaperthatseekstoencouragethoughtaboutthenatureofautoethnographyandwhichtypes

ofautoethnographymightbemostworthwhile.Thepaperstartswiththeassumptionthatthepurposeofany

academicwritingistomakeacontributiontoknowledge.Thiscontributiontoknowledgemaybetotheory,method,

data,orcritique.

Thepaperwillreviewthevarioustypesofautoethnographicwritingwithineducation,focusinginitiallyonthe

accountsoftheprocessofdoingeducationalresearchwhichstaredtobepublishedinthe1970sand1980s.Mostof

theearlyarticlesandbookchaptersofthistypewerewrittenbyestablishedacademicswhohadalreadypublished

researchthatwasacknowledgedtohavebeenofhighquality.Theymadeacontributiontoknowledgeindiscussing

thepracticalities,compromises,anddifficultiesinvolvedinconductingresearch,andactedasapartialchallengeand

complementtotheresearchmethodstextbooksthenavailable.Thepaperwilldiscussthemeritsandpotential

problemsofsuchaccounts,drawinguponexamplesofsuchwork.

Duringthe1980sand1990sotherformsofautoethnographystartedtobepublishedthatfocusedmoreona

contributiontoknowledgethroughprovidingnewdatarelatedtoeducation.Heretheauthorwroteabouthisorher

experienceasoneexampleofbeing,forexample,ateacher,student,oruniversityacademic.Thepaperwilldiscuss

themeritsandpotentialproblemsofthistypeofaccount,againdrawingonvariouspublishedexamples.

Thepaperwillarguethatworthwhileautoethnography,ofwhatevertype,shouldmeetthecriteriasetforworthwhile

ethnographyassuch.Emphasiswillbegiventotheimportanceofmultiplemethods,long-termengagement,andthe

acknowledgmentofthelimitationsofanystudy.

1

DanaWalker,CarolaynMarín,DeborahRomero,andElisabethVanBeek

StudyingImaginationandCultureinTranslocalYouthRadio:MethodologicalConsiderations

Thispaperexaminesthemethodologicalimplicationsofintegratingethnographywithsociocultural

approachestostudyingimaginationandculture(Zittoun&Glăveanu,2018),intheeducationofimmigrantand

otherhistoricallymarginalizedstudentgroups.1Wegroundouranalysisinayear-longstudyofaschool-based

TranslocalYouthRadioprojectthatconnected13to14year-oldimmigrantandRomastudentsinCataloniaand

Colorado,whowereinvestigatingissuesofconcerntoyouthlocally,andengagingindialogueandsharingtheir

workvirtuallyacrossnationalborders.Aguidingconcernofthestudywastounderstandhowalearningdesign

thatdrawsonimaginationandFundsofIdentity(Esteban-Guitart,2016),canhelpmoveustowardamore

contextualized,culturallyresponsive,andtransformativeeducationforstudentsfromsocialgroupswhose

languages,culturalpractices,andreligionshavebeendevalued,oftenforgenerations,inthewidersociety.

ForthispaperwefocusontheprojectinCatalonia.Studentswentouttothestreets,totheciviccenterand

themall,toconductinterviewsandengageinactivitiesrelatedtotheirinterestsandschool-requiredradio

productions.TheysharedtheirvideosviaInstagramwithschool,family,thepublic,andstudentsinColorado.

Wemapthesemovementsofyouthparticipantsthroughurbanandvirtualspacesovertime,tolearnhow

spatialimaginationcontributedtoshapingtheirsenseofpossibleselvesandspacesofpotentialaction

(Leander&Rowe,2006;Nespor,1997).Welookedforevidenceofstudentsusingtheirimaginationtoconnect

toworldsandselvesoutsideofschool,andhowtheyintroducetheirinterests,identities,andspheresof

experiencetogroupactivitiesandradioproductions(Walker,2018).Theauthorsengagedinparticipant

observationinthetwosites.Ourdatasourcesincludeidentityartifacts(Esteban-Guitart,2012)suchas

geomaps,circlesofsignificantactivities,andnarrativesaboutculturalobjectsbroughtfromhome.Weanalyse

studentInstagramvideos,interviews,andvideorecordingsofgroupinteractionsinproject-relatedactivities.

Thispapercontributestoeducationandethnographybyexaminingtheusefulnessofethnographictheory-

methodforthestudyofthedifficult-to-observe,yetsignificantphenomenaofimaginationineducational

settings.Foryouthtointegrateexperienceswithschool,theymustcarryintotheirhereandnowsomething

fromelsewhere,turning“absence”into“presence.”Adolescentsmustusetheirimaginationtoexpandtheir

socialandsemiotichorizonsastheytravelwithinandbetweeninstitutionalspacesandcreatemeaningsand

experiencesthatcrossboundaries.Wearguethatanethnographytheory-methodisneededtomore

1 Imagination is a dynamic by which a person or a group temporarily leave the here and now of proximal experience to explore a distal experience, in the past, future, or in an alternative world, then bring their explorations back to bear upon, and move forward, the here and now.

2

accuratelydescribetheculturalandcollective-aswellaspersonal-natureofimagination,andtheimportant

roleitplaysineducation.

Akkerman,S.(Ed.)(2018).Imaginationinandbeyondeducation.NewYork:OxfordUniversityPress.

Esteban-Guitart,M.(2012).Towardsamultimethodologicalapproachtoidentificationoffundsofidentity,

smallstoriesandmasternarratives.NarrativeInquiry,22(1),173-179.doi:10.1075/ni.22.1.12est

Esteban-Guitart,M.(2016).Fundsofidentity:connectingmeaningfullearningexperiencesinandoutofschool.

NewYork,NY:CambridgeUniversityPress.

Leander,K.,&Rowe,D.W.(2006).Mappingliteracyspacesinmotion:Arhizomaticanalysisofaclassroom

literacyperformance.ReadingResearchQuarterly,41(4),428-460.

Nespor,J.(1997).Tangledupinschool:Politics,space,bodies,andsignsintheeducationalprocess.Mahwah,

N.J.:L.ErlbaumAssociates.

Walker,D.(2018).“Gettingourspiritsout”:Amicroethnographicexplorationofculturalmemory,personal

sense,andperceivedspaceinYouthRadioArtsforimmigrantyouth.EthnographyandEducation,13(3),286-

307.

Zittoun,T.,&Glăveanu,V.P.(Eds.).(2018).Handbookofimaginationandculture:OxfordUniversityPress.

AnnaWinlund

Learningforschoolandforlife–instructionofrecentlyimmigratedadolescentswithlimitedpreviousformal

schoolingexperiencesinaSwedishintroductoryschool.

Thispaperpresentsfindingsfromanethnographicstudyconductedinagroupofrecentlyimmigratedadolescents

(16-19yearsold)withlimitedpreviousformaleducationwhoaredevelopingbasicliteracyinaSwedishintroductory

school.Literacydevelopmentisnotonlyaboutdevelopingprintliteracy,learninglinguisticexpressions,school

subjectsandgenresofthemain-streamsociety(cf.Janks2008),butalsoaboutunderstandinganddevelopingsocial

behaviorsandrelations(Gee2015).So,besideslearningtoreadandwriteinanadditionallanguage,thesestudents

havetoadapttoformalschoolingpracticesandnavigatetheirwaysintoanewsociety.Thepurposeofthisstudyisto

investigatehowcontextualspecificpractices,inoroutofschool,materializediscursivelyintheinteractionsbetweena

teacherandagroupofstudentswhoaredevelopingbasicliteracy.Theempiricaldataconsistsoffieldnotesand

recordedinteractionsduringaschoolyearaswellastranslatedinterviewswithsomeofthestudentsinthegroup.

Theanalysisshowsexamplesofapedagogythatcanmakethecontextualspecificpracticesinandoutofschool

explicittothestudentsandtherebygivethemroomtodevelopagencyandatthesametimedevelopschool

practices.Thispapermightcontributetotheconferencethroughaperspectivethatisunderstudied:migrant

adolescentswhoaredevelopingliteracyandwhogotoschoolforthefirsttimeintheirlivesinanewsociety.

Thisethnographicstudyfocusesonthenatureofthesestudents’educationaswellasthecultureinthe

classroomandseekstotakeanemicperspectivethroughinterviewsandfieldconversations.Inthatway,I

investigateeverydaypracticesinschoolinrelationtostudents’agencyandtosocialreproduction.Achallenge

worthdiscussingismyroleasaresearchercollectingdatafromadolescentswithwhomIhavenolanguagein

commonandwhohavelimitedabilitiestoreadandwriteinanylanguage.

Gee,JamesPaul.2015.SocialLinguisticsandLiteracies.Ideologyindiscourse.LondonandNewYork:Routledge

Janks,Hilary.2010.LiteracyandPower.LondonandNewYork:Routledge

YangZhao

ParticipationofScottishCountryDancinginLyonandEdinburgh

ThisstudyaimstoexplorehowpeoplepartakeinScottishcountrydancinginEdinburgh,asanexampleina

nativecommunityandinLyon,asanexampleinanon-nativecommunity.Theparticipantsweredancerswith

experienceinScottishdancingandwhogainedpleasurefromScottishdancing.Icollectedandconsideredmy

positionalityandthedialogueinthefieldmypost-fieldworkwasnotfixedintimeandforeverstagnantand

fromanethnographicpointofviewthatIutiliseddanceinitsculturewhichisembodiedinthemymovements.

ThisethnographicresearchconsidersparticipationinScottishcountrydancing:beginnerstomasters,younger

andoldergenerations,Scottishandnon-Scottishpeople.Itincludesdozensofinterviewsincludingcasualchats

anddozensofobservationsand/orparticipationforeachfield(LyonandEdinburgh),questionnaires,aswellas

ethnographicdescriptionsinordertointerpretthesimilaritiesanddifferencesofScottishdanceparticipation

ofgeneralpopulationsbetweenEdinburgh(Easter2017,summer2017,earlyMay2018andwinter2019)and

Lyon(spring2017term),focusedonthreeaspects–theteachingandlearningprocess,dancesandteaching

content,andpeople’ssocialinteractions.Fieldnotesweretranscribedfrommemoryafteracasual

conversationwasheld.

AccordingtoobservationsandinterviewsitseemsthatsmallerInternationalgroups/brancheshaveamore-

friendlyattitudetonewcomersmaybebecauseofdifferentdancesandteachingcontentinballsandclassesin

LyonandEdinburgh.Thefindingsfromthisresearchdemonstratethattheperformativeandsocialaspectsof

dance,asperpetuatedbytheFrenchcommunityinLyonisnotjustforfunbutthedancershavetakenit

seriously,andinEdinburgh,morethanhalfofScottishcountrydancersindancesocietiesareBritish.Forthese

dancersinanativecircumstancetherearedifferencesfromthedancerswhodoScottishcountrydancingin

Lyon.However,thereisnodifferencebetweenthesamedanceinLyonandEdinburghsinceRSCDShas

formalisedthedancesandeverybranch/groupdoesexactlythesamemovementsasthecribsrequire.

Throughthecompletionofthisproject,Iaimtodemonstrate,todancersinLyonandEdinburghinparticular,

thatresearchintosocialdancecandevelopourunderstandingoftheuseoftheartsasaninterfacebetween

peoplefromdifferentculturalbackgrounds.Thecaller(s)orteacher(s),anddancerscouldhelpbuilda

motivationalclimatebybeingfriendlyandniceandtheatmosphereindancesocietiesislikelytoberelatedto

theintensityofteachingcontentandcomplexityofdances,however,thegroupleadersandteachers/callers

mayadjusttheirteachingprocess.Itrecommendsthatfutureresearchcouldpayattentiontohowtoteach

socialdancingwithininstitutionsandtoencouragepeopletoengageindancing.

Membershipandnetworkingmightberelatedtothegoalsandmembership/staffingofthesocieties.The

similaritiesanddifferencesinthetwocitiesshowamoregeneralisedperspectiveofScottishdancegroupsand

demonstrateahighlyorganisedinstitutionaldanceform.So,thismulti-sitedfieldworkmayprovideother

ethnographicstudieswithstrategiestokeepRoyalScottishcountrydanceand/orotherinstitutionaliseddance

membersandexpandthesocietiesinbothnativeandnon-nativesettings.

YanZhu

Areflexiveaccountofmanagingrolesandrelationshipsintheprocessofconductingethnographicfieldworkina

ruralprimaryboardingschoolinChina.

Thisisamethodologicalpaper.Thispaperisdevelopedfrommyethnographicstudy(fivemonths)aboutChinese

children’sunderstandingsandexperiencesoffriendshipswithpeersinthecontextofruralprimaryboardingschool.It

firstlyaimstodiscusstheadvantagesofcombiningparticipantobservationsandinterviewsinthefieldwork,interms

ofexploringcomplexissuesinchildren’severydaylives.Then,itseekstodiscussmyexperiencesintheprocessof

negotiatingmyrolesinrelationshipswithchildren,teachersandschoolauthoritiesinmyethnographicfieldwork.In

theend,itreflectstheethicaldilemmasthatethnographersmightexperienceinChineseeducationalinstitutions.

Therewerefourfindings:1.Acombinationofparticipantobservationandinterviewscansupportresearchersto

targetsomemeaningful‘contradictory’informationtodeepentheunderstandingsofthecomplexityofsomekey

terms(e.g.,friendandfriendship)inchildren’sworld.2.Theways(‘private’waythroughthepersonalnetworkor

‘official’waythroughhigherauthorities)ofgainingresearchpermissionandaccessingthefieldcanshapelocals’

assumptionsoftheresearcher’ssocialidentityandnetwork.3.Relationshipsalwayshaveaudiences.Whenmanaging

relationshipswithteachersandchildren,abalanced‘closeness’and‘distance’doesmatter.4.InChineseeducational

setting,theembeddedConfucianandcollectivistvaluesneedtobeseriouslyconsideredintheprocessofreflecting

thepracticeofethicsinthefield.

Thisresearchcontributestothemethodologicalcalltodevelopadeeperunderstandingofchildhoodviaethnography,

asexpressedinthe“new”paradigmofthesociologyofchildhood.Inthisresearch,ethnographywasshowntobea

usefulmethodforstudyingchildren’srelationships,particularlyindrawingavividpictureofchildren'sexperiencesof

practicinginterpersonalrelationshipsviadailyinteraction.Italsooffersaperspectivetoreflectthepracticesofethics

intheethnographicstudyaboutchildren’sworldinChineseeducationalinstitutions.