Filming Lumière Minutes: ripples of learning and ethnographic research practice

ABSTRACTFor linguistically diverse communities, researchers have long questioned assessment approaches that disregard learners’ multilingualism. Our study offers potential approaches that center contextualized, multilingual knowledges and skills within classroom-based language assessments with one teacher and his English foreign language courses for pre-service English teachers in Oaxaca, Mexico. We combined critical ethnographic and participatory action research (PAR) methodologies to foster collaboration, which shaped the assessment design and implementation. In this article, we detail our methodological approaches and include views about the resulting assessment as reported by the pre-service teachers in post-assessment questionnaires and stimulated recall-interviews. This work points to the promise of adopting approaches that position researchers as individuals who promote and help advance the goals and values of participants. We discuss the implications of our approach not only in the creation of assessment instruments but how this collaboration also impacted teaching approaches and contributed to the laying of the foundation for sustaining and expanding the collaborative work with the teacher. We conclude with recommendations for making use of this contextualized collaborative approach in other settings.

This article illustrates narrative reasoning using the findings from research into an occupational therapy intervention promoting changes in the ways a staff team facilitated meaningful engagement in occupation. Qualitative critical ethnographic case study research explored a single case over one year of an occupational therapist working with five people with profound intellectual disabilities and their support network. Data were collected using participant observation, interviews and document analysis. Illustrated by an ethnodramatic vignette, the findings demonstrate how the occupational therapist reasoned narratively by eliciting, telling and creating stories and how this supported individualization of her intervention to the specific context. Creation of a prospective story that the support network were invited to share, guided and propelled the intervention toward its hoped-for ending. Narrative reasoning was particularly apparent in opportunities to reflect aloud, supporting occupational therapists’ need of opportunities for reflection through story-sharing and story-making. Case study and ethnographic research methodologies may be useful in further clinical reasoning research to better understand narrative reasoning.

Researchers' reflexivity about how they shape the phenomena that they study within the data collection process is often presented as a crucial component of ethnographic research methodology. Nevertheless, academic literature about ethnography is mostly silent around whether researchers' dreams are relevant to the research process and their interpretation can be considered a valuable material to be reflexive of. While using data from an ethnographic study in two public primary schools in Australia and Slovakia about inclusive education and school leadership, this paper demonstrates how researcher's dreams and their interpretation navigated his decisions about the data collection process, data analysis and ethical aspects of the study. This paper presents original implications for understanding the concept of reflexivity and putting it in practice when employing ethnographic research methodology.

[straipsnis ir santrauka lietuvių kalba; santrauka anglų kalba]
 Straipsnyje pristatomas romų etninės grupės mokinių tapatumo mokyklos bendruomenei suvokimas ir raiška pagrindinės mokyklos kontekste. Svarstoma, kas yra tas romas mokinys pagrindinėje mokykloje? Ar tai, ką jis šiandien patiria mokykloje, turėtume manyti esant problema, ar per ilgą laiką pasiekto rezultato sėkme? Koks tapatumas formuojasi mokyklos bendruomenėje ir kokią įtaką daro elgesiui mokykloje? Ar galime šį procesą kontroliuoti ir ar turime tai daryti? Siekiant išsiaiškinti, kaip romai suvokia savo grupę, savo tapatumą, santykį su kita – mokyklos kultūra – ir to suvokimo raišką, pasitelktas etnografinis tyrimas. Mokiniai stebėti jų kasdienėje mokymosi ir bendravimo erdvėje – mokykloje.

School communities find themselves within an overall ideological and epistemological controversy with regard to a drive for goal-oriented and ‘evidence-based’ practices on the one hand and emancipative bottom-up developmental strategies on the other, treating empirical data as information to be analysed according to context, with potential meaning for practice. This raises questions of democratic purposes of education, of leaders' and teachers' agency and corresponding accountability. This article is therefore an empirically based discussion of the relationship between multiple understandings of democracy and multiple practices of evaluation. It presents certain results of three ethnographic research projects among school leaders in Norwegian secondary education. Using a critical ethnographic research methodology in order to build agency, the article focuses on dilemmas and paradoxes of evaluation in an era of market-driven accountability. A situated perspective has been applied in order to view evaluation as a joint enterprise dependent upon the shared vocabulary and repertoire of evaluative tools in each community of practice. The fieldwork shows that the factors that are crucial for teachers' and school leaders' agency in this professional area concern their awareness of assessment used for evaluative purposes within multiple perspectives of democracy and validity. Most participants look beyond formalised procedures and predefined purposes, focusing instead on knowledge construction. The ultimate objective of the participants seems to be that of agency building, or becoming subjects in these processes rather than objects of instrumental application.

Autoethnography is one of the qualitative research methodologies that remains somewhat mysterious to many scholars. While the use of autoethnography has expanded across numerous fields, it can be difficult to find much guidance about the procedures involved in conducting an autoethnography. Recognizing both the flexibility and creativity inherent in autoethnography, as well as the need for rigor in achieving meaningful research results, we offer in this article some suggestions and reflections regarding the process of conducting an autoethnography – from developing the research question to reporting the findings. These recommendations draw from both narrative and ethnographic research methodologies, as well as descriptive and arts-based approaches. This discussion may serve as a resource for those interested in teaching and conducting autoethnography.

Background and aim:Researchers, in qualitative researches, both influences on and take effect from the research process. One of the mainissues in qualitative research is validity of the researcher as an instrument of data collection. If the researcher doesnot have enough validity in the data collection, the results of the study will also not be cited. The researcher asinstrument provides an opportunity for researchers to enter into the unknown world of individual about thephenomena in question and sometimes faced many challenges in reaching this goal. This study has been reviewingthe opportunities and challenges of researchers as an instrument in the qualitative research.Materials and methods:This was a review study on the methodology of qualitative research. Using keywords including qualitative research,instrument, challenges, and opportunities, articles and available books were investigated in PubMed, Scopus,Science Direct, Proquest, Magiran iSCI iIranDoc, SID, Medlib, IranMedex databases with no time limit. TheQuality of the articles was assessed by using the McMaster Critical Review Form for Qualitative studies.Findings:Studies over 12 books and 18 articles showed that the role of the researcher can be varied in different qualitativeresearch designs such as phenomenology researches, grounded theory, ethnography, and content analysis researches.Also previous experience and skills in the process of observation and interview, having effective communicationand asking the appropriate questions have an important impact on the role of researchers as a key factor inqualitative research.Conclusions:Researchers have the main role, especially in data gathering of different types of qualitative researches. 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This chapter provides an introduction to integrating a naturalistic paradigm and ethnographic methods into research in mathematics education. The chapter addresses methodological issues specific to designing and conducting research in mathematics education framed by a naturalistic paradigm that includes ethnographic methods and, in particular, using video as an ethnographic research methodology. The theoretical perspective used in this chapter is based on assumptions summarized in a chapter by Moschkovich and Brenner (Handbook of research design in mathematics and science education, Lawrence Erlbaum Associates, Mahwah, pp. 457–486, 2000). This chapter focuses on describing and illustrating an ethnographic stance and the design of ecologically valid mathematical tasks, and summarizes design issues for ethnographic research, in particular using video.

This paper reports a study ofgroup counselling for people who are HIV + based upon a scientific and ethnographic research methodology. The group counselling was underpinned by a unijied theory, appropriate for counselling in the HIV'AIDS context. Counselling sessions lasted for six months and were evaluated by quantitative and qualitative analysis. The quantitative analysis used standardized psychological measurement on a pre- and post-test design. The qualitative analysis was based upon triangulation and respondent validation using video recordings of the counselling sessions, viewed by a research team and then corroborated by the members of the counselled group. The two methods of analysis confirmed that group counselling is a therapeutic intervention for this group of people.


 An unpublished pilot study at a charitable youth organisation in the North East of Scotland found that young people (aged 16 to 25) accommodated by the organisation consumed a diet high in sugar and low in levels of foods such as meat, fish, fruit, and vegetables (Perry, 2013). The Foodways and Futures project (2013-2016), combining ethnographic and action research methodology, set out to explore why the diet of young people was sub-optimal, despite the organisation having a number of support services in place that would—it was perceived—encourage better eating habits amongst the young people housed within the organisation. Photovoice (PV) was identified as a participatory research method that was suitable, and that would encourage young people to participate as co-researchers in the investigation. However, despite young people getting involved in other research methods that were employed in the study, PV was generally not taken up as anticipated. This article explores how the method was employed, and argues that what could be deemed the ‘failure’ of PV instead may be interpreted as evidence of young people’s awareness and sensitivity about the potential judgements of others on personal food choices. In this sense, poor uptake of PV actually reveals much more about young people’s lived experiences than the data that it generates. The use of PV as a research method is therefore powerful, in that it allows participants to indicate, through inactivity, their sensitivity to ‘discourses of blame’.

Purpose: This article examines the impact that a principal’s community-leadership has on school–community relations and student outcomes. Comparisons are drawn between leadership behaviors that emphasize school-centered approaches and community-centered approaches. Research Methodology: Ethnographic research methodology was conducted over a 2-year period, during which the researcher conducted participant observations, interviews, and descriptive and interpretive memoing. Findings: The principal’s role as community leader—including high principal visibility in the community and advocacy for community causes—led to trust and rapport between school and community. Consequently, parents who were previously hostile changed their relationship with school, and supported his or her handling of their children. This led to improved academic outcomes for students. Implications: This study has implications for how principals view their role, presence in, and relationship with the community. It also offers reflection on how and where the center of school– community relationships should be (i.e., school vs. community).

Teaching critical appraisal and research methodology to dental students and practitioners: A scoping review.

Alcoholism is endemic in Nigeria’s traditional religion and society. This abuse is especially common at New Yam festivals, Ekpe, Ekpo and Nmanwu masquerades festivals, burial rituals, birth, marriage and naming ceremonies. Some claim that this is driven by specific beliefs and activities in African culture, such as beliefs in ancestors, libation, hospitality and entertaining guests and strangers and the desire to maintain the cultural traditions of the ancestors. Alcohol abuse has generated major health and social issues for abusers, their families and society, plunging families, towns and tribes into crises and conflicts that bring economic and political retrogression. This research studied how the African traditional religion encourages alcohol misuse and how to decrease it for national development. This study was on Nigeria’s South-South region. The study uses qualitative and ethnographic research methodologies, including key informants, in-depth and focus group interviews and the reward deficiency syndrome as a theoretical framework. Although African Traditional Religion (ATR) supports alcohol usage, greed, a lack of self-control, peer pressure, indiscipline and lack of moral upbringing led to alcohol misuse, which harms the person, family, community and country as a whole. Education and enlightenment are a remedy to free alcoholics and utilise them for national integration and development.Contribution: Some say Africans drink a lot because their religious heritage promotes drinking, leading to abuse. However, peer pressure, selfishness, a lack of self-control, bad parenting and not religion push persons with reward deficiency syndrome into alcoholism, according to this research.

Dreaming of Creativity: Imaging and Imagining the Creative Self in Memoir

This introductory chapter reflects on three strands of scholarship that shape analysis of moral experience and care among young mothers. The chapter begins with the story of a young mother who expresses her desire to live on her own, just with her child, a statement that challenges ideals of Andean relatedness and hegemonic Hispanic ideologies of patriarchal families. This story sets the stage to argue that moral engagement is part of ordinary life. Attention to broad structural inequalities and the micro-politics of interactions are crucial to account for the complex meanings of her statement and the moral and practical dilemmas she, and other young mothers, face in the Peruvian Andes. In addition to detailing the ethnographic context, research methodology, and ethics, the chapter incorporates discussion of recent anthropological scholarship on morality; on the dialogical or joint production of language, subjectivity, and sociality; and on reproduction, relatedness, and the intimate labor of care.