Search results

In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).

The purpose of this chapter is to propose a new direction in ethnographic research in education through the emergence of critical presence ethnography (CPE). Through a review of the evolution of the field of ethnography as well as the positionality of the self as ethnographer, this chapter illuminates the ways in which critical ethnographic commitments and critical reflexivity can support a critical presence perspective that captures the ways in which the researcher impacts the internal epistemology and ontology of the research environment. This chapter is a conceptual chapter and does not include a specific research design, methods, or approaches. As a conceptual piece, there are no clear-cut findings, however a review of the extant literature concerning the field of ethnography is presented as well as the roles, opportunities, and tensions that ethnographers experience in the field. Based on the authors’ ethnographic work in the field, they employ a CPE to capture the ripples of self in the research context.

The limitations of this work are that it is only presented in its conceptual form and has not been implemented nor tested in the field. As such, the implications of this work are that it be further developed and operationalized in the field of ethnography. Upon implementation and in depth testing, CPE may have the potential to positively impact the way in which education ethnographers manage researcher identity, conceptions of the self, and researcher bias within a given context. This chapter builds upon a strong body of literature concerning ethnography and critical ethnography in education. Using these processes of ethnography and the ways in which the positionality of the ethnographic researcher have been conceptualized and operationalized in the extant ethnographic literature, our work seeks to provide a way in which the ethnographer can measure his or her impact on the given context. Although infant in our conceptualization, we aspire to contribute to the conversation about ethnography, researcher positionality, and context.

Traditionally, ethnography has been well placed to take account of the messy and complex processes that produce workplace cultures. Likewise, it has always taken interest in the objects, materials and symbolic artifacts that help furnish those organizational cultures. Yet researchers face a particular challenge when the organization in question includes animals. The purpose of this paper is to ask: How do we take account of such others? Are they objects, things, agents or should they be considered to be workers?

The authors consider several examples of animal‐human workplaces, including abattoirs, laboratories and farms, to argue that ethnography can, and should, take account of animals in creative new ways. First‐hand experience of such settings is drawn upon to argue that contemporary post‐human scholarship and the creative arts offer the potential for more subtle research methods.

The authors’ fieldwork shows that it is not always a straightforward desire to care for other species that motivates people to work with animals. Instead, a range of unexpected meanings can be drawn from the interaction with animals. It is also unsatisfactory to claim that those working with animals are always motivated by the promise of paid employment. In many cases, notably the rescue shelter, work is often done on a voluntary basis. So the rewards are not always financial but reach into more symbolic and ethical domains of value creation. Conversely, in slaughterhouses, the mechanization of the shopfloor makes it difficult for workers to relate to the “products” as animals at all. The repetitive nature of this work disconnects those on the production line from the idea that they are dealing with bodies. The complexity of these human‐animal relationships means that field methods for studying them must be adapted and evolved.

This paper provokes some new questions about human‐animal meaning making for organizational ethnographers. It does so to generate creative new ideas about field methods and the nature of the “others” that researchers participate with to observe.

In Western liberal democracies over the last decade or so, community development, housing policy and neighbourhood renewal have been increasingly underscored by a philosophy of participatory decision-making (see Imre & Raco, 2003; Lo Piccolo & Thomas, 2003; Maginn, 2004). At one level, it appears that central and local governments have experienced a policy and democratic epiphany. This is reflected in a ‘new’ acknowledgment that ‘when citizens themselves are the key to the quality of neighbourhoods, a new avenue of policy intervention is opened up’ (Lelieveldt, 2004, p. 534; see also Crenson, 1983). In this context, participatory models of decision-making are seen as having the potential to ‘empower’ local residents who were previously the subject of ‘top-down’ or command and control forms of planning (Healey, 1999; Meredyth, Ewing, & Thomas, 2004; Barry, Osborne, & Rose, 1996; Rose, 1996; Dean, 2002). On another level, however, there is caution, suspicion even, about this paradigm shift. A perception exists that governments are essentially displacing, redistributing and/or retreating from their historical welfare responsibilities (Chaskin, 2003, 2001; Fraser, Lepofsky, Lick, & Williams, 2003; Pierre, 1999).

Libraries are closing or reducing opening hours in the UK due to budgetary cuts. Library provision for children is consequently diminishing and libraries have to justify their existence. Therefore a reliable methodology for assessing the importance of libraries is vital to demonstrate their value to children’s literacy. Two methodologies were combined to study children visiting children’s mobile libraries (CMLs). The purpose of this paper is to consider whether the combined, qualitative methodology was the correct choice.

Aspects of each methodology are examined for their appropriateness for researching children. The compatibility of their philosophical stance and the validity of combining ethnography and grounded theory is explored and questioned.

It is found that grounded theory and ethnography were the optimum combination to form a powerful research tool that allows children to be active participants in research. The combined methodology was successful because the ethnographic elements allowed the researcher to enter to the children’s world, whereas the grounded theory elements provided a structural framework, exploration into a novel research topic and ensured that a valid conclusion was drawn.

It is unusual for qualitative methodologies such as grounded theory and ethnography to be combined in order to study learning in a non-pedagogic, library environment. This paper is valuable reading for librarians, or educationalists wishing to examine how libraries aid literacy because it verifies the benefits of the combined methodology of grounded theory and ethnography and provides a template which can be used by other researchers.

Social media tools such as Facebook and Twitter are increasingly being integrated into recruiting and outreach activities across the US universities. Despite their popularity among staff, resources on best practices in higher education remain sparse. As new communication tools evolve and transform higher education, researchers must adapt their approaches to understand these tools and collect relevant data. This study presents and tests new methods for conducting research in higher education communications. The author presents digital ethnography as a relevant methodological approach for researching and understanding online communities in higher education. Using an exploratory online survey distributed through online social networks as an example, the author gathers data on the use of social media in international higher education recruiting and outreach. The exploratory survey sought information on which social media tools were being used by university staff, the perceived benefits and drawbacks of social media use in international recruiting and outreach, and how universities measured social media for international recruiting purposes. Using a digital ethnographic approach, the author gathered relevant, timely data from international higher education professionals and gained insight into the norms, rules, and workings of social networking communities. Results point to new methods for understanding the evolution of higher education communications for researchers and university staff alike. Data from the exploratory study of international higher education communications are presented as an example of the rich amount of data obtained through the approach.

This paper aims to explore and demonstrate how an ethnographic research approach can reveal new aspects of the dynamics of service innovation processes. In contrast to the retrospective research approach found in most service innovation research, the ethnographic approach captures the innovation process as it unfolds.

An ethnographical investigation of an incremental service innovation at a bank was conducted. The innovation activities were performed jointly by a team of bank members from various functions and external business partners. This was a formal project with a pre-specified plan, budget, and timetable.

The ethnographical approach, capitalizing on its real-time, multi-methods, longitudinal, and up-close characteristics, made it possible to capture unforeseen events and issues at the micro level. The authors suggest that such critical events determine what direction the innovation process takes. The initial intentions and plans were partly realized; new issues emerged during the innovation work and were realized, while other emergent issues were finally not realized.

The study suggests a framework that can be used to identify four categories of micro-level processes. Critical events in the micro-level processes represent potential turning points and are important foci in practice and remain issues for further research.

Managers may benefit from being open to including emergent issues and understanding the micro-level dynamics of the innovation process.

This study illustrates how the ethnographic research approach captures the dynamics of innovation processes and the potential challenges and possibilities for innovation managers. This finding suggests the need to address micro-level dynamics.

The purpose of this paper is to explain how rapid ethnography (RE) is used to understand the business decision-making process of micro-entrepreneurs. The objective of this paper is to highlight the applicability of RE in entrepreneurship research and outline practical strategies that can be used by future RE researchers.

This paper is written as a reflection using the author’s experience in using RE.

This paper highlights that RE can be used as a research technique in entrepreneurship research. The study shows how to incorporate technological advances into RE without violating the underlying ethnographic principles. The paper also explains how preparation, planning, technology-assisted techniques, non-traditional socialisation processes, and multiple and parallel data collection strategies enhance the effectiveness of RE. The paper outlines practical strategies for researchers such as collaborations, using field guides, clear schedules and time gaps in the data collection.

Although RE is widely used in research related to human-computer interactions, medicine, education and marketing, RE in entrepreneurship research seems to be limited. Thus, this paper explores this gap and contributes to the scholarly field of entrepreneurship research by highlighting the methodological potential of RE. In addition, the paper contributes empirically to the qualitative research domain by explaining practical steps in using RE.