19 SES 09, Re-visiting Communities and Spaces: Considering longitudinal affiliation and reflexivity
1. Objectives I consider how collaborative conceptual understandings of literacy can be built within communities in ways that reflexively consider epistemological difference. This is not so much a ‘how to’ as a reflection, from a Bourdieusian perspective, on what it was to develop a lens that was shared, and to conduct literacy and language research in ways that recognized diversity. I discuss ways in which literacy and language practices in communities can be re-conceptualized. through the process of working out what literacy is collaboratively, drawing on situated, everyday and community knowledge. 2. Methodology I was helped in this endeavour by the methodological insights from Lassiter and Campbell and their work on collaborative ethnography (Campbell and Lassiter 2010, Campbell and Lassiter 2015). This situated the enquiry into a more reciprocal and distributed model of research in which community researchers developed and framed the studies. While collaborative ethnography provided a pathway for this thinking, I also drew on ways of knowing from artistic modes of knowledge production (Coessens, Crispin and Douglas 2009, Barrett and Bolt 2007). 3. Findings The literacy as a concept moved from more formalized patterns to threads that could be seen spreading out all over the place and re-forming in new ways. Rather than fixing the nature of literacy within communities, re-thinking literacy ontologies became a focus for the studies. This then led to a layered and complex account of reflexivity, as my own situated understandings were entwined with those of the participants in my study as well as research collaborators. This then produced an account of literacy that is about the verve, voice and power of written texts. Literacy looks different wherever you look in the data. These competing analyses were also collaboratively constructed and reflexively analysed. The literacies were lived and experienced with people, and the construction of the data was produced in experience and within sites and space. This was not a model of research that took data ‘from’ a site but instead, produced it within a site, as a co-production
Campbell, E. and Lassiter L.E. (2010) From Collaborative Ethnography to Collaborative Pedagogy: Reflections on the Other Side of Middletown Project and Community-University Research Partnerships. Anthropology and Education Quarterly. 41(4): 370-385. Campbell, E. & Lassiter, L. E. (2015). Doing Ethnography Today: Theories, Methods, Exercises. Wiley-Blackwell. Coessens, K., Crispin, D. and Douglas, A. (2009) The Artistic Turn: A Manifesto. Ghent: The Orpheus Institute Barrett, E., and Bolt B. (2007) Practice as Research. Chippenham: UK I.B. Tauris and Co.
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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