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Publication date: 7 January 2019

Robin James Smith and Sara Delamont

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The Lost Ethnographies: Methodological Insights from Projects that Never Were
Type: Book
ISBN: 978-1-78714-773-7

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Publication date: 7 January 2019

Sara Delamont and Paul Atkinson

In this chapter the authors describe an ethnographic project that the authors were never able to undertake. It was concerned with the use of opera (such as those of Mozart) in the…

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In this chapter the authors describe an ethnographic project that the authors were never able to undertake. It was concerned with the use of opera (such as those of Mozart) in the construction of cultural heritage in a number of European cities, including Prague and Vienna. The authors would also have undertaken fieldwork to study the local use of music and opera as tourist attractions. The authors would have studied operatic tourism as an example of secular, cultural pilgrimage. It would, therefore, have been a contribution to the sociology of culture, heritage and tourism.

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The Lost Ethnographies: Methodological Insights from Projects that Never Were
Type: Book
ISBN: 978-1-78714-773-7

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Publication date: 10 October 2012

Sara Delamont

My title comes from Blanche Geer's (1964) famous paper ‘First days in the field’. When she was about to do the preliminary fieldwork for the project that became Becker, Geer, and…

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My title comes from Blanche Geer's (1964) famous paper ‘First days in the field’. When she was about to do the preliminary fieldwork for the project that became Becker, Geer, and Hughes (1968) on liberal arts undergraduates, she reflected on her own student ‘self’. That young woman had a taste for ‘milkshakes and convertibles’ (p. 379), which to Geer as an adult woman seemed incomprehensible and foreign. Being British, my life has never included any enthusiasm for milkshakes or convertibles which do not figure in UK culture, but the phrase has always enchanted me, and I have always wanted to use it as a title. This autobiographical reflection is in two main parts. The first half is a reflexive examination of my current life and scholarly work. In some ways that will seem to be the self-portrait of a somewhat uni-dimensional workaholic with an uneasy relationship with the symbolic interactionist intellectual tradition. The second part of the piece is an account of my family history, childhood and adolescence spent with my eccentric mother, and the reader is invited to understand the choices made in adulthood as largely contrastive: designed to ensure my life was as unlike my mother's as possible. Just as Geer looked back to her college years and found her youthful self strange, I look back to my childhood and see a very different person.

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Studies in Symbolic Interaction
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ISBN: 978-1-78190-057-4

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Publication date: 25 April 2014

Sara Delamont and Paul Atkinson

A great deal of contemporary research in education, and in the social sciences more generally, is conducted through interviews. Interview-derived accounts and narratives have been…

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A great deal of contemporary research in education, and in the social sciences more generally, is conducted through interviews. Interview-derived accounts and narratives have been used as data for many decades. We argue that, despite their popularity and their long history, such data are not always subjected to rigorous analysis. Researchers too often treat interviews as sources of insight about informants’ experiences and feelings, but pay insufficient attention to the forms and functions of such accounts. We argue that they need to be approached through the analytic lens of accounting devices and narrative structures. We exemplify this approach through ‘academic’ narratives: scientists’ discovery accounts and accounts of doctoral supervision. We emphasise how such accounts need to be examined in terms of the discursive construction of reality. Such an approach is an important corrective to the selective reporting of ‘atrocity stories’ about postgraduate education.

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Theory and Method in Higher Education Research II
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ISBN: 978-1-78350-823-5

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Publication date: 6 December 2004

Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping

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Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.

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Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions
Type: Book
ISBN: 978-1-84950-275-7

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Article
Publication date: 24 July 2023

Harry Wels and Mike Rowe

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Journal of Organizational Ethnography, vol. 12 no. 2
Type: Research Article
ISSN: 2046-6749

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Publication date: 17 May 2012

Paul Atkinson

I completed a degree in classics at Cambridge and entered the British Civil Service. After a moderately successful, if unremarkable career, I took an early retirement and now live…

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I completed a degree in classics at Cambridge and entered the British Civil Service. After a moderately successful, if unremarkable career, I took an early retirement and now live in London, spending my now free time at the opera and the theatre …. No, that's not right. Start again. Having decided to become a social anthropologist, I had my first experience of fieldwork on the island of Crete. I went on to specialise in the anthropology of modern Greece, and also wrote several popular books about people and places in Greece. I now live in one of the picturesque hill-towns of the Peloponnese …. No, not that either. Try once more. My father, who was a gifted amateur photographer, gave me a classic Rolleiflex camera for my 21st birthday, and I became a professional photographer, specialising in documentary photographic essays on social conditions in rural Europe. No, not that either …. I combined my first degree in social anthropology with a postgraduate training in linguistics. I went on to research and publish on discourse and social interaction, bringing together interactionist sociology, anthropology and semiotics. Well, not quite …. As you will see, all of these – and other – lives might have been mine. The actual life seems no more coherent than those shreds of unrealised possibilities.

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Blue-Ribbon Papers: Behind the Professional Mask: The Autobiographies of Leading Symbolic Interactionists
Type: Book
ISBN: 978-1-78052-747-5

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Publication date: 17 May 2012

Martyn Hammersley

Assigning or claiming identities can be a dangerous business. Labels carry conflicting meanings and, even more importantly, what is a laudatory term to some will be grounds for…

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Assigning or claiming identities can be a dangerous business. Labels carry conflicting meanings and, even more importantly, what is a laudatory term to some will be grounds for condemnation by others. My immediate response to the invitation to write this piece about becoming a symbolic interactionist, aside from the pleasure of being asked, was that I was not sure that I could claim, or even that I would want to claim, this label. I have a visceral dislike of theoretical-cum-methodological camps, not least because over the years I have been accused of belonging to a variety of these, from positivism to post-modernism. Reflecting a little more on the invitation, however, I realized that I could not reasonably deny that in the past, particularly in the 1970s, I regarded myself and was seen by others as an interactionist. Moreover, while my ideas about sociological work are now somewhat different from what they were then, and the direction of travel might be viewed as ‘un-interactionist’, in fact much of my work is still focused on issues coming out of the interactionist tradition: notably, Blumer's views about methodology, Becker's arguments about ‘Whose side are we on?’, and the notion of analytic induction.

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Blue-Ribbon Papers: Behind the Professional Mask: The Autobiographies of Leading Symbolic Interactionists
Type: Book
ISBN: 978-1-78052-747-5

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Publication date: 21 June 2018

Markus Venzin, Matteo Vizzaccaro and Fabrizio Rutschmann

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Making Mergers and Acquisitions Work
Type: Book
ISBN: 978-1-78743-350-2

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Book part
Publication date: 17 October 2022

Harry Torrance

The chapter reports the author's early reading of Norman Denzin's work in symbolic interactionism, and Denzin's impact on research training in social science in the United…

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The chapter reports the author's early reading of Norman Denzin's work in symbolic interactionism, and Denzin's impact on research training in social science in the United Kingdom. The chapter reflects on Denzin's impact on the field of educational research in particular. The chapter then reflects on working with Denzin and particularly Denzin's leadership of the International Congress of Qualitative Inquiry (ICQI) and its role in energizing and organizing the international qualitative inquiry community – the creation of Denzin's “bigger tent.”

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