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Session Information
19 SES 01, Paper Session
Paper Session
Contribution
In the academic year 2012-13, I carried out the fieldwork for my doctoral dissertation with a group of six secondary students and one fellow researcher in a school within the metropolitan area of Barcelona. This process unfolded within the national research project Livingand learning with new literacies in and outside school: contributions for reducing school drop-out, exclusion and abandonment among youth (MEC EDU2011-24122), and proposed to accompany the participating young people in a collaborative ethnographic inquiry (Heath, Brooks, Cleaver & Ireland 2009) in order to study “learning in and outside school”. During sixteen sessions carried out from October, 2012 to March, 2013 my colleague and I guided the young people in their inquiry into their learning practices, and as a group we experimented with ways of documenting and articulating the research project.
Now, for my doctoral dissertation, I am currently reflecting on this experience and confrontingthe methodological puzzlethat emerges when attempting to piecetogether the ethnographic account in a way thataccurately representsandrespondstothe process and the themesguiding myresearch.This communication, therefore, is a reflection on the work of writing the ethnographic account andwill serve asa spacewithin whichI interrogatethe relationship betweenmy developingnarrative and the research questions I am trying to address.
My dissertationfocuses on describing and documenting thelearningexperiences (Charlot 1997; Hernández-Hernández & Padilla-Petry 2013)that occurred inthe collaborative researchenvironmentthat my fieldwork produced. It questions how collaboration supports learning andattemptsto trace theexperience of “learning together” and “becoming researchers”,two activitiesthat often feel intangible,andemergeasrelational, in-between eventsthat prove difficult to capture.Because my study is attracted to seemingly invisible (non-empirical) learning practices, the role of methodology and thetaskof extracting and making meaning come to the fore.
The first step in my analysis entailsan act of framing: I adopt the key phrase from the national project—the concept of “in and out”—to use as a reflexive framework for thinking about the dynamic of our group. This frame is a way of acknowledging the limits regarding how much I can come to know about what took place during the fieldwork (i.e., recognizing what remains “outside” my knowledge...) and foregrounds my own gaze within the process. The next activity, sifting, describes the coding process I have used, developed after John and Lyn Lofland's (1995) list of codes for studying human interaction, and comments on the obstacles I encounter while attempting to code around the empty or stuck moments of our sometimes tense group dynamic. Third, I look at the layering that results when bringing together the coding process and my field notes, and I study the relationship between each method of analysis. Finally, I discuss spiralling which is an interpretative strategy; once I recognize that I cannot approach the concept of learning experience directly, my narrative adopts a circular nature, spiralling outward and adding resonance as my understanding of the research topic develops and expands.
Method
Expected Outcomes
References
ANDERSON, L. (2006). Analytic Autoethnography. Journal of Contemporary Ethnography 35 (4): 373-395 CHARLOT, B. (1997). Da relaçâo como saber. Porto Alegre, Brasil: Artes Médicas. CONNELLY, F. M., & CLANDININ, D. J. (2006). Narrative Inquiry. In J. Green, G. Camilli & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 477-487). Mahwah, NJ: Lawrence Erlbaum. FENDLER, R. (2013). Becoming-learner. Coordinates for mapping the space and subject of nomadic pedagogy. Qualitative Inquiry 19 (10): 786-793. DOI: 10.1177/1077800413503797. HEATH, S., BROOKS, R., CLEAVER, R. & IRELAND, E. (2009). Researching Young People’s Lives. London: Sage. HERNÁNDEZ-HERNÁNDEZ, F., & PADILLA-PETRY, P. (2013). Cuestionar el éxito y el fracaso escolar [Questioning school success and failure]. Cuadernos de Pedagogia, 430, 56-59. LOFLAND, J., & LOFLAND, L.H. (1995). Analyzing social settings: A guide to qualitative observation and analysis. Boston: Wadsworth Publishing Company. ST PIERRE, E. & PILLOW W.S. (2000). Working the Ruins: Feminist Poststructural Theory and Methods in Education. London / New York, NY: Routledge.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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