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Audiovisual and Digital Ethnography is a state-of-the-art introduction to this dynamic and growing subject. The authors explain its fundamental aspects in a clear and systematic way. The chapters cover topics including: learning to see and listen in the field and the role of sensory attention the mediation of the senses doing anthropological fieldwork with video observational filmmaking ethnographic drawing multimodal anthropology digital ethnography interactive documentary the ethics and management of audiovisual and digital data. The result is a much-needed, up-to-date and concise guide to both the fundamental skills required for audiovisual and digital ethnographic production and the essential theoretical knowledge relating to this. It will be particularly useful for students and scholars in the fields of Anthropology, Sociology, Cultural Studies, Social Sciences, Media, Design, Art Practice and Sound Studies.
Full of practical 'how to' tips for applying theoretical methods - 'doing ethnography' - this book also provides anecdotal evidence and advice for new and experienced researchers on how to engage with their own participation in the field - 'being ethnographic'. The book clearly sets out the important definitions, methods and applications of field research whilst reinforcing the infinite variability of the human subject and addressing the challenges presented by ethnographers' own passions, intellectual interests, biases and ideologies. Classic and personal real-world case studies are used by the author to introduce new researchers to the reality of applying ethnographic theory and practice in the field. Topics include: - Talking to People: negotiations, conversations & interviews - Being with People: participation - Looking at People: observations & images - Description: writing 'down' field notes - Analysis to Interpretation: writing 'out' data - Interpretation to Story: writing 'up' ethnography Clear, engaging and original this book provides invaluable advice as well as practical tools and study aids for those engaged in ethnographic research.
This volume presents both a historical exploration of ethnography and a thematic discussion of major trends that, over different periods, have oriented and re-oriented research practice. As it overviews ethnography from different geographic and thematic perspectives, it further explores new lines of ethnographic research, including as feminist ethnography and visual research, that uncover non-traditional routes to anthropological knowledge. As the great ethnographer E. E. Evans-Pritchard wrote, “Anyone who is not a complete idiot can do fieldwork... but will [his contribution] be to theoretical, or just to factual knowledge?” As Evans-Pritchard highlights and as this book argues, successful ethnography must be connected to a sophisticated theoretical reflection rooted in social and cultural anthropology.
In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of critical, they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal—and fundamentally connected to notions of power—is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including poststructuralism, postcolonialism, and posthumanism. With extensive examples, excerpts, and personal discussions, the book thus repositions critical ethnography as an expansive, eclectic, and inclusive methodology that has a great deal to offer educational inquiries. Overviewing theoretical and methodological arguments, the book provides insight into issues of ethics and positionality as well as an in-depth focus on how ethnographic research illuminates such topics as racism, language, gender and sexuality in educational settings. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education.
Multi-Sited Ethnography has established itself as a fully-fledged research method among anthropologists and sociologists in recent years. It responds to the challenge of combining multi-sited work with the need for in-depth analysis, allowing for a more considered study of social worlds. This volume utilizes cutting-edge research from a number of renowned scholars and empirical experiences, to present theoretical and practical facets charting the development and direction of new research into social phenomena. Owing to its clear contribution to a rapidly emerging field, Multi-Sited Ethnography will appeal to anyone studying social actors, including scholars within human geography, anthropology, sociology and development and migration studies.
A form of critical ethnography introduced to the social sciences in the late 1990s, institutional ethnography uncovers how things happen within institutional sites, providing a new and flexible tool for the study of how “work” is co-constituted within sites of writing and writing instruction. The study of work and work processes reveals how institutional discourse, social relations, and norms of professional practice coordinate what people do across time and sites of writing. Adoption of IE offers finely grained understandings of how our participation in the work of writing, writing instruction, and sites of writing gives material face to the institutions that govern the social world. In this book, Michelle LaFrance introduces the theories, rhetorical frames, and methods that ground and animate institutional ethnography. Three case studies illustrate key aspects of the methodology in action, tracing the work of writing assignment design in a linked gateway course, the ways annual reviews coordinate the work of faculty and writing center administrators and staff, and how the key term “information literacy” socially organizes teaching in a first-year English program. Through these explorations of the practice of ethnography within sites of writing and writing instruction, LaFrance shows that IE is a methodology keenly attuned to the material relations and conditions of work in twenty-first-century writing studies contexts, ideal for both practiced and novice ethnographers who seek to understand the actualities of social organization and lived experience in the sites they study. Institutional Ethnography expands the field’s repertoire of research methodologies and offers the grounding necessary for work with the IE framework. It will be invaluable to writing researchers and students and scholars of writing studies across the spectrum—composition and rhetoric, literacy studies, and education—as well as those working in fields such as sociology and cultural studies.
Ethnographic methods are becoming increasingly prevalent in contemporary educational research. Critical Ethnography in Educational Research provides both a technical, theoretical guide to advanced ethnography--focusing on such concepts as primary data collection and system relationships--and a very practical guide for researchers interested in conducting actual studies.
Developed in response to the theoretically driven mainstream sociology, institutional ethnography starts from people’s everyday experiences, and works from there to discover how the social is organized. Starting from experience is a central step in challenging taken-for-granted assumptions and relations of power, whilst responding critically to the neoliberal cost-benefit ideology that has come to permeate welfare institutions and the research sector. This book explicates the Nordic response to institutional ethnography, showing how it has been adapted and interpreted within the theoretical and methodological landscape of social scientific research in the region, as well as the institutional particularities of the Nordic welfare state. Addressing the main topics of concern in the Nordic context, together with the way in which research is undertaken, the authors show how institutional ethnography is combined with different theories and methodologies in order to address particular problematics, as well as examining its standing in relation to contemporary research policy and university reforms. With both theoretical and empirical chapters, this book will appeal to scholars and students of sociology, professional studies and anthropology with interests in research methods and the Nordic region.
How can qualitative research methods be a tool for social change? Echoing the 'scandal of particularity' at the heart of the Christian tradition, theologians and ethicists involved in ethnographic research draw on the particular to seek out answers to core questions of their discipline. This new edition features a dynamic selection of nuanced and provocative voices in this area of ethics and theology, showing how, in the past decade, the kinds of qualitative methodologies employed have become more varied and sophisticated. The leading and emerging scholars featured in this book have much to share how they approach this kind of work, what they are learning in the process, and what sorts of change is possible as a result. This volume also pays tribute to the life and work of a pathbreaker in qualitative methods for the sake of theological imagination and social change, the Rev. Dr. Melissa D. Browning (1977-2021).
In turn creative thinker and street flâneur, careful planner and adventurer, empathic listener and distant voyeur, recluse writer and active participant: the ethnographer is a multifaceted researcher of social worlds and social life. In this book, sociologists Sarah Daynes and Terry Williams team up to explore the art of ethnographic research and the many complex decisions it requires. Using their extensive fieldwork experience in the United States and Europe, and hours spent in the classroom training new ethnographers, they illustrate, discuss, and reflect on the key skills and tools required for successful research, including research design, entry and exit, participant observation, fieldnotes, ethics, and writing up. Covering both the theoretical foundations and practical realities of ethnography, this highly readable and entertaining book will be invaluable to students in sociology and other disciplines in which ethnography has become a core qualitative research method.