Index
Perspectives on and from Institutional Ethnography
ISBN: 978-1-78714-653-2, eISBN: 978-1-78714-652-5
ISSN: 1042-3192
Publication date: 17 November 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Reid, J. and Russell, L. (Ed.) Perspectives on and from Institutional Ethnography (Studies in Qualitative Methodology, Vol. 15), Emerald Publishing Limited, Leeds, pp. 163-167. https://doi.org/10.1108/S1042-319220170000015010
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
actor-network theory (ANT)
, 50, 54–60, 154, 156, 158
and IE
, 60–66
political relevance of
, 65–66
Australia
labor process
, 4–5
professional standards
, 3, 5–6
teacher quality
, 3, 4
Australian Curriculum (ACARA)
, 4, 22
Australian Professional Standards for Teachers (AITSL)
, 4
Australian version
, 6
Autism Diagnostic Interview-Revised (ADI-R)
, 53
Bakhtinian analysis
, 9–16
Bakhtin, M.
dialogic process
, 32
institutional ethnography (IE)
, 52
Barron, Gary R. S.
ANT
, 58–60
IE and ANT
, 66–67
Big Brothers/Big Sisters of America (BB/BSA)
, 132
Bourdieu body hexis
, 31–32
Bourdieu, P.
, 32
consciousness
, 82–83
habitus
, 77
IE and
, 84–85
sociology of
, 79
theoretical abstraction
, 81
Bourke, T.
, 6
Breakfast Club
, 129, 138–139
Callon, M., ANT
, 55
Campbell, M., institutional ethnography (IE)
, 53–54
Chouliaraki, L., CDA
, 101
Clarke, M.
, 4, 6
Clark, K.
, 11
Comber, B.
, 7
community- based participatory research (CBPR) methodologies
, 109–113
community-based research (CBR)
, 109–113
Connell, R.
, 6
Corman, Michael K.
ANT and IE
, 63–64
institutional ethnography (IE)
, 53
critical discourse analysis (CDA)
, 100–101, 104, 155
Crosstown Primary school
, 30, 32–33
Daniel, Y.
, 17–18
demonstration of evidence performance
, 15
DeVault, M.
, 11, 14–15
dialogic analysis
, 8–16, 19, 25
Doucet, A.
, 37, 38
Eagelton, T.
, 12
Education Action Zones (EAZs)
, 127
educational settlement
, 5
Effective Writing and Thinking Course
, 99
emergent research designs
institutional ethnography (IE)
, 115–118
epistemology
, 51, 60
equity policy enactment
, 97, 104
ethnography
, 36
institutional ethnography (IE) and
, 150
Every Child Matters (ECM)
, 134
Excellence in Cities
, 127, 128, 129, 134
Excellence in Schools
, 127
experiences influence
, 19
Fairclough, N.
CDA
, 100–101
Farrell, L., IE and habitus
, 79
“flagship” student-equity program
, 99
focus group
, 74
Foucault, M.
, 38
Frank, A.W.
, 14
Garfinkel, H.
, 51, 61
Gerrard, J.
IE and habitus
, 79
Good Practice guidelines
, 135, 140
government policy
, 3, 5, 6
Griffith, A.I.
, 2
emergent research designs
, 115–117
HEPPP policy
, 100
habitus, institutional ethnography (IE)
, 77–80, 82, 83–86
Hammersley, M.
, 158–159
Haraway, D.
, 9
Hattie, J.
, 5
Higher Education Participation and Partnerships Program (HEPPP)
, 93–94
equity policy
, 97
guidelines
, 101–102
IE approach
, 97–100
Higher- Level Teaching Assistants (HLTAs)
, 133
Holquist, M.
, 11
informant specific maps (ISM)
, 16–19, 24, 25
initial interview performance
, 15
inspection
, 33–36
institutional capture
, 31, 42–45
institutional ethnography (IE)
, 8–9, 12, 16, 17, 18, 30, 50, 51–54
affordances of
, 157–158
and ANT
, 60–66, 156
CBR
, 109–113
CDA
, 100–101, 104
emergent research designs
, 115–118
emphasis
, 31
equity policy enactment
, 97, 104
and ethnography
, 150
and habitus
, 77–80, 82, 83–86
HEPPP policy
, 97–100
institutional relations
, 109–113
institutional vs. experiential accounts of work
, 136–138
“I” poems
, 30–31, 37, 38–44
learning mentors (LMs)
, 127–128, 132–134
mapping
, 61–62
methodological intersection
, 159–160
methodologies
, 109–113
PAR
, 109–113
potential of
, 36
problematized
, 151–153
reflexivity in
, 73, 76–77, 78–86
relations of ruling
, 79, 81, 82, 86, 87
revising/reimagining
, 153–156
social relations
, 111
social research
, 159–160
sociology
, 128–132
standpoint
, 72–73, 75–77, 80–81, 113–115, 149, 152, 154, 156
student equity
, 92, 93–94, 97, 105
texts and discourses
, 94–96
theoretical abstraction
, 80–83
theory and
, 158–159
unpacking
, 148–150
VCR for
, 36–37
work
, 118–122
interpretivist research
, 148, 154
interview analysis
, 14–15
interviews, IE
, 151–152
interview transcripts
, 12
“I” poems
, 30–31, 37, 38–44
knowledge
, 9
language, IE
, 52
Latour, B., ANT
, 55, 62
Law, J.
ANT
, 56–58
political relevance of ANT
, 65–66
learning mentors (LMs)
, 127–128, 132–134
Breakfast Club
, 138–139
One-to-One Interventions
, 139–142
textual mediation
, 134–136
Listening Guide
, 36–38
“low socioeconomic status” (low SES)
, 93, 94
mapping, social relations
, 17–19
maps, coordination of teacher
, 19–25
Marx, K.
abstraction and calculation
, 108
consciousness
, 32
theoretical abstraction
, 80
Maton, K., Bourdieu’s concept of habitus
, 78
Mauthner, N.S.
, 37, 38
McCoy, L.
, 11, 14–15, 41
institutional ethnography (IE)
, 54
McIlwraith HEPPP Progress Report
, 102
McIlwraith University
, 96–97
McLarnon, M., emergent research designs
, 117–118
Mead, G.
, 52
Mentor Base
, 129
methodological intersection
, 154
Moore, A.
, 6
New Labour (NL) policy
, 126, 127–128
New Public management (NPM)
, 126
Nichols, N.
emergent research designs
, 115–117
standpoint
, 114–115
work
, 118–122
Office for Standards in Education, Children’s Services and Skills
, 30
One-to-One Interventions
, 139–142
ontology, institutional ethnography (IE)
, 51
Organisation for Economic Cooperation and Development (OECD)
, 3
paraprofessionals
, 135–136
participatory action research (PAR)
, 109–113
Peacock, IE
, 155
peoples influence
, 19
PISA3 results
, 5
Placing, cultural contexts and social structures
, 37
policy, government
, 3, 5, 6
professional learning
, 7–8, 14, 18, 19, 22, 24, 25
“professional learning architect” (PLA)
, 24
Program for International Student Assessment (PISA)
, 3
Rankin, J.
institutional ethnography (IE)
, 53–54
Reading for Reflexivity
, 37
Reading for Relations of Ruling
, 37
Reading for Textually Mediated Relationships
, 37
Reay, D., Bourdieu’s concept of habitus
, 78
reflective interview performance
, 15
reflexivity
, 32, 37, 42, 44–45
institutional ethnography (IE)
, 73, 76–77, 78–86
Reid, A.
, 4, 5
Reid’s IE
, 155–156
relations of ruling
institutional ethnography (IE)
, 79, 81, 82, 86, 87
(ir)responsibility
, 44
Ryan, M.
, 6
Sayes, E.
ANT
, 56–57
School Improvement Partners (SIPs)
, 30
Schools: Achieving success
, 133
Schutz, A.
embodied social world
, 83
relation and consciousness
, 82
sensitivity, nonhuman actors
, 57
Smith, D.E.
, 2, 4, 7
ANT and IE
, 64
Bourdieu’s concepts of habitus
, 77
consciousness
, 32
ethnography
, 36
feminist-materialist sociology
, 95–96
HEPPP policy
, 100
institutional ethnography (IE)
, 51, 52
mapping
, 62
social and conceptual relations
, 81
sociology
, 79, 111, 128–130
standpoint
, 76–77
texts and discourses
, 94–96
VCR
, 38
social effect
, 10
social exclusion
, 126, 134
social organization IE
, 52–53
social relations
, 111
mapping
, 17–19
spreadsheet
, 57–58
standards, professional
, 3, 5–6
standpoint
, 30–32, 36, 37, 41, 45
institutional ethnography (IE)
, 72–73, 75–77, 80–81, 113–115, 149, 152, 154, 156
state-by-state analysis
, 5
student equity
, 92, 93–94, 97, 99, 105
teachers
coordination
, 19–25
dialogic analysis
, 8–16
effectiveness
, 5, 6
inspection
, 33–36
labor process
, 4–5
mapping
, 17–19
professional learning
, 7–8, 14
professional standards for
, 3
quality
, 3, 4, 6
transcript
, 12–15, 18, 19
work of
, 7
The Teaching and Learning Wheel
, 22
text-reader conversation
, 148
textual influence
, 15, 19
textual mediation
, 74
theory, and institutional ethnography (IE)
, 158–159
transcription process
, 12
Turner, S.M.
, 17
UK versions
of professional standards
, 6
US tradition, impact
, 132–134
Voice Centered Relational (VCR) model
, 36–37
drawing on
, 38
Voloshinov, V.N.
, 10, 11
Wacquant, L.
, 32
The Wheel
, 22
Wittgenstein, L.
, 82
Woolgar, S., ANT
, 55
Work, institutional ethnography (IE)
, 118–122
work knowledge
, 149–150
WRIT 999
, 99, 102–103
Young Achievers Program
, 99, 102–103
Youth Justice System
, 133
Youth Offending Team (YOTs) workers
, 133
Youth Participatory Action Research (YPAR)
, 117
- Prelims
- The Dialogic Production of Informant Specific Maps
- Reflexivity and Praxis: The Redress of “I” Poems in Revealing Standpoint
- Institutional Ethnography and Actor-Network Theory: In Dialogue
- Standpoint: Using Bourdieu to Understand IE and the Researcher’s Relation with Knowledge Generation
- Institutional Ethnography, Critical Discourse Analysis, and the Discursive Coordination of Organizational Activity
- Community-Based and Participatory Approaches in Institutional Ethnography
- Marginalized, Misunderstood, and Relatively Unseen: Using Institutional Ethnography to Explore the Everyday Work of Learning Mentors in an English State Secondary School
- Institutional Ethnography, Theory, Methodology, and Research: Some Concerns and Some Comments
- Index