Institutional Ethnography Research Articles

Implementation of citizenship education policies in a Chilean secondary school: The role of new leaders

This study explored the relationship between school leadership and the implementation of citizenship education (CE) in a Chilean public secondary school, in the context of different reforms in this area, which generate contradictions around the type of curriculum to be implemented, ranging from minimalist versions focused on civic education, to maximalist versions focused on active and critical citizenship. Among them, Law 20.911 (2016) stands out, which establishes that each school must have a citizenship education plan. A case study is presented in a borough where the local policy (municipality) incorporated leaderships that work full time to coordinate and implement CE in each of the schools of the borough, a novel initiative in the national context. An institutional ethnography was developed, which examines the relationship between what is institutionally defined at different levels and its implementation, exploring how CE operates from the perspective of the different actors and recognizing their power to translate policy into action. Institutional documents were reviewed, interviews were conducted with educational actors and classes and other formative instances were observed during a school year. The results show the challenges that leaders must face: the articulation between the municipal and school levels for the implementation of CE; the tension between accountability and the focus on the pedagogical meaning of CE; the reconciliation of different notions about CE within the school; and difficulties to involve the teaching staff in the implementation of CE, and to articulate CE with other school subjects, incorporating it into the curriculum.

Living in Two Worlds: An Institutional Ethnographic Study of the Family Reunification Process among Unaccompanied Minor and Young Refugee Girls in Norway

Living in Two Worlds: An Institutional Ethnographic Study of the Family Reunification Process among Unaccompanied Minor and Young Refugee Girls in Norway

Examining the Effects of Health Work Shortages and Deployment in Integrated Programme in Bihar, India: AnInstitutional Ethnography.

The integration of health programms in low-resource settings is a common approach aimed at providing quality and cost-effective healthcare services. However, programme integration can unintentionally impact service provision and disrupt the overall organisation of service delivery. In this paper, I examine the integrated programme for non-communicable diseases (NCDs) and explore the challenges related to the deployment of health workers. Specifically, I investigate the institutional processes that shape the work of health workers and the working conditions in district hospitals. To explore the social organisation of the implementation of the integrated NCD programme, I employed institutional ethnography as a research method. Data collection involved interviews, participant observation, and document reviews. Data analysis was conducted using social mapping, analytical writing, and textual analysis methods. The findings of the study suggest that due to staff shortages and a lack of doctors, health workers are continuously subjected to deployment and often required to undertake multiple tasks and responsibilities without any incentives or non-monetary benefits. Administrators perceive health workers in integrated programs as additional human resources available for use in district hospitals. However, the removal of health workers from integrated programs can have negative implications for service delivery and patients' health outcomes. Finding of the study suggests that it is recommended that administrators improve the staff recruitment process and promptly address the grievances of health workers to enhance healthcare delivery.

Violent sustainability: Blitzscale and counteraccounting in an Indian agtech start‐up

AbstractIn recent years, there has been rapid digitalization in agriculture, with India seeing a significant rise in agricultural technology (agtech) start‐ups. Many of these start‐ups promise to address the climate crisis by promoting the economic and ecological sustainability of agriculture through market‐driven business models. Using institutional ethnography and counteraccounting at an Indian agtech start‐up, this article illuminates social, economic, and ecological relationships that are obscured by one firm's accounting practices. It shows how, despite tech‐entrepreneurs intending to help farmers, violence remains built into the design and effects of rapidly scaled‐up (“blitzscaled”) sustainability programs. The article proposes violent sustainability as a concept to highlight the unintended harm caused to potential beneficiaries due to structural violence underlying tech‐entrepreneurialism and inherent design flaws in blitzscaled sustainability programs. In doing so, it challenges the normalization and monetization of recurrent failures prevalent in tech‐entrepreneurial ventures.

Colonial continuities under scrutiny: an institutional ethnography of intercultural education in Chile

ABSTRACT Chile is a well-known country for its socio-economic and racial inequalities, especially in education. Despite it being prolific, research on educational inequalities has neglected the question about the persistence of colonial dynamics in the educational sphere and how the experience of colonisation has shaped contemporary social relations. Informed by the field of Decolonial Studies and by using institutional ethnography, this research sheds light onto the social (ruling) relations that sustain colonial continuities in the current Chilean school system. By starting from experiential accounts of Mapuche Indigenous educators who teach their ancestral language in the school system, this research provides evidence of an institutional apparatus sustaining forms of domination and reproduction of material and subjective inequalities.

An inquiry into queer experiences of regimes of morality in Indian schools: a phenomenological institutional ethnography

Previous studies indicate various atrocities against queer individuals in schools globally. However, no in-depth inquiries have been conducted into the experiences of queer individuals in Indian schools. A novel form of ethnography – phenomenological institutional ethnography (PIE) based on Schutz’s phenomenology of life-worlds and Smith’s institutional ethnography was devised to conduct a qualitative inquiry into the experiences of queer individuals. Participants included 19 queer individuals from different regions of India. Findings revealed five forms of disciplinary mechanisms in schools: regimenting through silencing, moral dictation, name-calling, public shaming, and physical abuse, which deleteriously affect the development of self-concept among queer individuals, and leads to experiences of alienation and inauthentic self-expression, guilty conscience and internalized homophobia, and compromised mental health and low self-esteem. Developing inclusive policies to provide a supportive school environment in India for the queer population is suggested.

Using habitus and ethnic identity theory to investigate the decision-making of Canadian Modern Orthodox young people

ABSTRACT Students’ access to higher education is significantly shaped by the cultural and social capital they hold and aspire to gain. This study examines Canadian Modern Orthodox high school graduates pursuing higher education, exploring the factors that influence their choices. By framing Canadian Modern Orthodox Judaism as an ethnic minority identity, the research reveals how this identity shapes the decision-making process of young adults. The study integrates Bourdieu’s concept of habitus and Phinney’s theory of ethnic identity to understand how students in a close-knit community plan their futures, balancing considerations of reputation, marriage, and career. Based on eight years of teaching at a Modern Orthodox high school in Southern Ontario, the study uses institutional ethnography to identify two key pathways: Pathway 1 involves students taking a gap year in Israel, postponing their minority status on North American campuses, while Pathway 2 sees students entering directly into secular universities, where they become ethnic minorities for the first time. The paper also explores how students manage their post-secondary experiences and the impact on their cultural and social capital. Those who choose a gap year in Israel often accumulate greater cultural and social capital within their community compared to those who enter university directly.

“Round Peg in a Square Hole”: Lessons from Community Health Promotion Practice on Dynamics of Accountability, Reporting and Evaluation, and Governance

This paper presents results from a small-scale institutional ethnography study of reporting requirements and evaluation practices in two urban community health centers (CHCs), as a sample of community-based nonprofit organizations that focus on social justice and health equity. The study illuminated complex relationships among accountability, reporting and evaluation, and governance. Among the CHCs, reporting and evaluation practices consistent with goals of obtaining social justice and health equity were undermined by an imbalance toward funder-oriented functional accountability. Analysis of accountability and reporting practices as systemic factors shaping knowledge production, decision-making, and action revealed notable consequences for CHCs’ health promotion practice. This paper proposes a wholistic accountability model to encourage equitable power relations in evaluation, enable participatory methods, and better align CHC knowledge production and governance systems with their health promotion goals. This study further adds to the growing literature supporting critical attention to nonprofit accountability in the context of systems change work.

How do medical students' expectations shape their experiences of well-being programmes?

Medical schools have a duty of care to support their students' health and well-being. Student support studies have tended to focus on outcomes in respect of effectiveness and satisfaction. In contrast, little is known about how student expectations of support may shape their experiences and engagement with support mechanisms, as well as the relationships students have with those offering support (including the institution itself). To address this gap in knowledge, we explore how medical students' expectations of student support systems shape, and are shaped by, institutional rules and processes. We employed a qualitative case study approach using an institutional ethnography informed methodology. Our context was a medical school that provides a well-advertised, formal institutional support system where students are assigned a personal tutor. Data collection included interviews with medical students (n = 13) plus document analysis (public facing artefacts and internal policies/guidelines related to the support system). We applied the lens of psychological contract theory to guide abductive analysis of interview and text data. Students expected a strong support system to be provided by the medical school and the personal tutors. However, their experiences did not always align with their expectations. Some felt excluded by the system while others regarded the relationship with their personal tutor as more transactional than relational. Where their expectations were unmet, students responded by reducing their engagement with the formal support system and creating their own peer-support network that supplemented existing formal support. Student expectations matter in shaping their experiences of support systems. Where expectations are unmet, students may disengage and/or find alternatives. This may be easier for some students compared with others. More understanding of the relationship between expectations and engagement with support can inform the development of institutional support structures that meet the needs of all students across time.

On-Demand and Marketplace Platforms: Gig Care Work Conditions on Two Digital Labour Platform Care Models

With worker shortages and the need for care workers projected to grow, personal care work through digital labour platforms (DLPs) is important to understand. This paper considers DLPs used by gig care workers providing personal care in Ontario, Canada. We recruited 20 women gig care workers for interviews. We examined socio-technical processes such as signing up on platforms, creating profiles, and searching for jobs. We draw on Institutional Ethnography to study the actual work on the following two DLP models: marketplace and on-demand. Marcusean theory provides a lens for the critical examination of DLP care work. We found job inequity between DLPs operating in the homecare sector, compared to DPs used in institutional settings. Jobs had disparate quality between the two platform types. Workers on both DLP types remained vulnerable to fluctuations in demand and had limited social security protections, and both models of DLP institutionalised precarity.

‘If You Do Not Write, You Dry Up’: Tensions in Teacher Educator Research and Academic Writing

Teacher educators struggle to balance heavy teaching loads, research, writing, and institutional service. This qualitative study uses institutional ethnography to question how college leadership understand the significance of academic scholarship in the professional lives of college-based teacher educators in Israel. Data from interviews with eight college position holders shed light on the working lives of college-based teacher educators and how they are positioned as researcher-writers in an institution where scholarship expectations are blurry. Findings reveal three themes: the importance of academic activity for institutional prosperity, the difficulties in academic scholarship experienced by teacher educators, and the support the institution provides to encourage and maintain academic activity. The discussion contemplates the tensions between institutional and individual teacher educator advancement. The complexity of the institutional structure deserves attention to achieve institutional aims and attend to individual faculty’s professional needs and desires. The implications of this study are significant for leadership in teacher education and higher education around the world, prompting leaders to rethink ways of supporting faculty involved in research and writing alongside teaching and additional roles. Balancing conflicting roles, providing clear expectations, and maintaining an ongoing dialogue between teacher educators and leadership regarding professional development needs can lead to institutional prosperity alongside individual professional advancement.

Correction Notice for "Exploring the Interplay between Policy Texts and Local Realities in Drug Procurement for the NPCDCS Program in Bihar: An Institutional Ethnography" by Vikash Kumar (<em>Social Development Issues</em>, Vol. 46, No. 1)

Correction Notice for "Exploring the Interplay between Policy Texts and Local Realities in Drug Procurement for the NPCDCS Program in Bihar: An Institutional Ethnography" by Vikash Kumar (<em>Social Development Issues</em>, Vol. 46, No. 1)

More with document work, less with patient care: An institutional ethnography of discharge planning practices for diabetic patients

Background: Diabetic patients required comprehensive discharge planning. However, this is a complex and challenging process. Nurses play significant roles and experience tensions in operating the everyday discharge planning practices. Purpose: to explore how nurses’ everyday activities in providing DP for diabetic patients were regulated by the ruling relations operating in the hospital as an institutional context. Methods: This institutional ethnography study applied phone-call interviews with 18 participants, participant observation, and document review to collect the data. Data analysis was concurrently conducted with the data collection processes following the institutional ethnography analytical approach. Trustworthiness was established. Results: The everyday discharge planning practices for diabetic patients follow the flow of patient care. Nurses perceived these practices to be problematic as the initial assessment form did not guide the discharge education, which was informal and unstructured, and documentation was burdensome. The hospital accreditation, nurse ward manager, and the registered nurse were identified as the ruling relations that regulate those practices through the hospitals’ standards and forms, monitoring, and completeness principle. Conclusion: The hospital’s forms, monitoring, and completeness principles are activated as the ruling relation that regulates the discharge planning practices for diabetic patients for satisfying good hospital service quality through standards and forms, monitoring, and completeness principles. This situation drives nurses to work more closely with the documents. Further study is crucial to identify a strategy to effectively bridge discharge planning practices and documentations works.

Institutional ethnography: A methodology for exploring complex problems in healthcare systems.

Healthcare professionals experiencing barriers in the delivery of care are often unaware of factors within complex institutions that create and perpetuate those problems. Institutional ethnography in healthcare is a research methodology that starts from the perspective of a problem that clinicians or people receiving care experience and seeks to identify how those negative experiences are coordinated by institutional structures. This paper describes and advocates for the use of institutional ethnography as a powerful tool to investigate problems experienced by individuals or groups in the complex systems of healthcare design and delivery. It is a research methodology that has been adopted across settings in North America, although it has the potential to be utilized more broadly across other settings by clinicians and researchers. This echoes calls from other authors for its use across a wider range of healthcare disciplines and settings. Institutional ethnography is an underutilized research methodology that has potential to address a wide range of challenges experienced in contemporary healthcare. It offers healthcare clinicians the opportunity to better understand and resolve issues affecting their practice within complex healthcare systems.

(In)Forming care: negotiating tensions in everyday information work in dementia care

This article highlights carers’ information-related work of caring for community-dwelling older adults living with dementia. Within an institutional ethnography method of inquiry, two sets of interviews with 13 carers and five paid dementia care staff map out the social organisation of carers’ information work. Carers’ information work is organised by timescales of past, present and future. Paid dementia care staff’s work reveals the broader institutional agendas that shape and constrain the ways that family caregivers experience their information work. As carers contend with information that is ‘fluid’ and ambiguous, differing supports are required to agentively support carers’ information needs.

Unpacking ‘community water management’ in rural Chile: An institutional ethnography

This paper contributes to scholarship on the political ecology of drinking water, water commodification, and its social and environmental effects by looking at Chile’s Rural Drinking Water (Agua Potable Rural or APR) program. The APR program was created in 1964 to deliver drinking water to rural populations. I explore the actions a group of people undertake to secure drinking water in rural Northern Chile, an area experiencing a decade-long drought. I map how their efforts in securing drinking water coordinate with those of others at different institutional levels. This research relies on Dorothy Smith’s Institutional Ethnography (IE), a bottom-up feminist sociology explaining how the social world is organised through the active work of people whose doings are coordinated through texts, language, and discourse. Using methodological devices such as the construction of ‘facts’ and ‘ideological codes’ this research shows how the categories of ‘water rights’, and ‘vulnerability’ are essential in ruling differential access to drinking water. The research unpacks the social organisation of ‘community water management’ which although discursively based on mutual aid and solidarity, is part of the larger neoliberal institution governing access to water in the country. This research expands knowledge about the institutional mechanisms preventing rural people from accessing a basic human right, going beyond the naming of phenomena as ‘commodification’ or ‘neoliberalisation’ to explaining how these are organised and implemented, through texts and people’s work, with detrimental effects for communities and their environments.

Gendered Worlds of Pain: Women, Marginalization, and Chronic Pain

The importance of gender is undertheorized in chronic pain research, meaning extant research cannot sufficiently shed light on how chronic pain experience and treatment are connected to institutions and societal structures. Much literature on gender and pain is not critical in orientation, making it difficult to translate data into recommendations for improved treatment and care. Our study takes a critical approach informed by social theory to understand chronic pain among women who experience socioeconomic marginalization. Drawing on a gender-based subanalysis of interview data collected in Canada as part of an institutional ethnography of chronic pain among people who are socioeconomically marginalized, from women’s narratives, we identified 4 themes that speak to gender, chronic pain, and marginalization. These are 1) gendered minimization of women’s health concerns, 2) managing intergenerational poverty, 3) living with violence and trauma, and 4) gendered organization of family care. Together, these themes highlight how women’s experiences of chronic pain and marginalization amplify gendered vulnerabilities in health care, social services, and society in general. Our findings depict a deeply gendered experience of chronic pain that is inseparable from the daily struggle of managing one’s life with pain with heavy responsibilities, the baggage of past trauma, and responsibility for others with few resources. We emphasize the importance of chronic pain care and health and social services that are both gender- and trauma-informed. PerspectiveThis article draws on an institutional ethnography (a holistic qualitative methodology) of chronic pain and socioeconomic marginalization to demonstrate the importance of chronic pain care and health and social services that are both gender- and trauma-informed.

‘When something doesn’t fit the story’: human suspicion and discretion in frontline border checks in times of datafication and technologisation

ABSTRACT In this article, I ask how Finnish border guards negotiate their role as human decision-makers in frontline border checks in the current era of datafication and technologisation. I address this question by delving into the key decision made in frontline border checks: namely, whether to let travellers pass or to send them for further inspection. This decision is pivotal in the sorting of people crossing borders, that is, who is admitted, who is held up, and who is turned away. Through an analysis that borrows from Institutional Ethnography and argumentation analysis, based on interviews with border guards and observation at the Border and Coast Guard Academy, I show that even as security authorities are seeking to increase the use of technologies and automation, Finnish frontline border guards present their own discretionary powers as unchallenged by technology and automation and argue that human feelings, senses, and experience are key to the formation of suspicion at the border. Storytelling is placed at the centre of the decision-making process, in which suspicion is directed at those whose stories do not ‘fit’ or ‘feel right’. Border guards locate their professional skill and worth in their discretionary powers, manifested in their human ability to evaluate the entity of the ‘story-human’: the body, the story, the documents, and the setting. Data systems and technology only offer pieces. These insights exemplify how law translates into the sorting of humans at borders and can also guide future studies of street-level bureaucrats re-orienting in an increasingly automated world.

Participatory Action Research, Critical Adult Education, and the Work of D.E. Smith for Research Praxis

From 2017-2021, the Youth Action Research Revolution (YARR) team documented the institutional histories of young people experiencing homelessness in Canada. Interviews with youth focused on educational, child welfare, healthcare, and criminal justice institutions. Situated at the intersections of critical adult education (CAE), participatory action research (PAR), and Institutional Ethnography (IE), we outline our mobilization of IE to ground learning and action within our team. We document the different phases of learning that we undertook, as a means of illustrating how CAE, PAR, and IE can be mutually supportive frameworks for praxis and activist learning. We highlight our use of IE to bring illuminate and resist the institutionalizing processes at work in post-secondary contexts and reflect on the importance of mutual aid as essential to realizing the social justice potential of participatory research. We suggest that co-creating IE research with young adults with lived experiences of homelessness constitutes a unique opportunity to mobilize CAE values and tangibly support community research that seeks to positively influence the lives of those implicated by the problems we study together.

Navigating Ruling Relations in Institutional Ethnographic Fieldwork

Based on year-long fieldwork on activist-educators’ work in South Korea, I reflect on how my research complicates the ontological shift in institutional ethnography: that is, the shift that emphasizes how ruling relations are coordinated through the very actions of people. I discuss two facets of reflective pauses. First, I discuss how the ruling relations of research practice in South Korea render the ontological shift “slippery.” I argue for a need to understand the ontological shift in relation to external contexts of research instead of an individualized approach. Second, I detail the process of a comparative research design looking at activist-educators with differing levels of engagement with the Korean state. I highlight how a transitional void that emerged after democratization prompted different activist strategies. I call for a need to reconsider the connection between activists’ work and institutional ethnography, where investigating activists’ work provides a lens into the ruling relations.