19 SES 17, Ethnographic Accounts on Knowledge and its Conception Part 2
Symposium continued from 19 SES 16
This contribution is based on our experience in educational ethnography. Over the years, our research group (Esbrina: http://esbrina.edu) has paid special attention to the participation of younger scholar in research projects. And in making sure we learn when we teach and research (Hernández-Hernández & Sancho-Gil, 2015) as a way of being updated and in tune with educational and social problems and challenges. This presentation, specifically, will discuss four themes emerging from our ethnographic journeys (Domingo, Sánchez & Sancho, 2014; Hernández-Hernández, 2017; Hernández, Sancho & Fendler, 2012; Hernández-Hernández & Sancho-Gil, 2017; Hernández-Hernández & Sancho-Gil, 2015) as being particularly challenging and promising to unveil the complexities of the multiple layers of educational cultures. 1) The first concerns the ever-expanding nature of the ethnographic sites and how in this context knowledge is conveyed in educational cultures. In the 21st century, the need of going beyond the tangible aspects of culture to grasp it "ethos" (Geertz , 1973) is bigger than ever. The narrow focus of ethnography in a single site needs to be overcome. 2) The second, with the intra-action between virtual and "analogical" sites. Something that has given way to notions like such as 'digital ethnography' (Murthy, 2008), 'virtual ethnography' (Hine, 2000), 'cyberethnography' (Robinson & Schulz 2009), 'internet ethnography' (boyd 2010; Sade-Beck, 2004), 'ethnography on the internet' (Beaulieu 2004), 'ethnography of virtual spaces' (Burrel ,2009), 'ethnographic research on the internet' (Garcia et al., 2009), 'internet-related ethnography' (Postill & Pink, 2012) and 'netnography' (Kozinets, 2010). 3) The third one relates multimodal nature of information and research evidences, which continues to grow. The traditional the vision of fieldnotes as alphabetic notes (Walford, 2009) is being challenged (Dicks, Soyinka & Coffey, 2006). The proliferation of digital media is generating new problems as "we've entered an era where data is cheap, but making sense of it is not (Boyd (2010: np). So, we must pay attention to how the multimodal nature evidence conflicts and links with personal knowledge. 4) Finally, we will refer to the post-qualitative, the new empiricism and the new materialism turns (Lather& St. Pierre, 2013; Barad, 2003) that, as we are seeing in our project: How do Secondary School Teachers Learn: Educational Implications and Challenges for Addressing Social Change- APREN-DO (MINECO. EDU2015-70912-C2-1-R), are facing ethnographers with new challenges and possibilities: to what extent the new empiricism/new materialism can create knowledge disconnected from practice or provide new mental frameworks for rethinking educational cultures.
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs, 28(3), 801-831. Boyd, d. (2010). Privacy and Publicity in the Context of Big Data. WWW. Raleigh, North Carolina, April 29. http://www.danah.org/papers/talks/2010/WWW2010.html Dicks, B. Soyinka, B., Coffey, A. (2006). Multimodal ethnography. Qualitative Research . 6, (1), 77 - 96. Hernández, F., Sancho, J., Fendler, R (2012). When the "(playing) field" has no physical limits: Ethnographic research with young people on their learning experiences outside school. In S. Marques da Silva; P. Landri (Eds), Rethinking Education Etnography: Researching On-line Communities and Interactions (pp. 13 -25). Oporto: CIIE. Hernández-Hernández, F., & Sancho-Gil, J. M. (2017). Using meta-ethnographic analysis to understand and represent youth's notions and experiences of learning in and out of secondary school. Ethnography and Education, 12 (2), 178-193. Hernández-Hernández, F., Sancho-Gil, J. M. (2015). A learning process within an education research group: an approach to learning qualitative research methods. International Journal of Social Research Methodology, 18(6), 651-667. DOI: 10.1080/13645579.2015.1049468 Lather, P., & St. Pierre, E. A. (2013). Post-qualitative research. International Journal of Qualitative Studies in Education, 26(6), 629-633. Walford, G. (2009). The Practice of Writing Ethnographic Fieldnotes. Ethnography and Education, 4(2), 117-130.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
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
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