Session Information
19 SES 03, Parallel Paper Session
Paper Session
Contribution
This paper is part of the research project “Living andlearningwithnewliteraciesinandoutsideschool:contributionsforreducingschooldrop-out,exclusionandabandonmentamongyouth”(Spanish Ministry of Science and Innovation. EDU2011-24122). This project that seeks to understand, through a series of five multi-sited ethnographies (Marcus, 1995; Faizon, 2009) that move through school and home-life (Anderson, 1989: Denzin, 1997; Ttroman and Waldorf, 2005), as well as virtual environments (Hine, 2000, 2005; Jhons, Shin-gling & Hall, 2004), the social life that occurs when young people learn and use multiple literacies to communicate and express themselves.
Conducting this research has led us to consider a number of issues such as: What happens when ethnographic research about how young people learn and communicate with multiple literacies in and outside school is focused on an ethnographic research carried out by young people themselves? To what extent can young students train as ethnographers, do their research, and become part of an ethnographic study in which university researchers are also recipients of the young people gazes? What knowledge is generated in this crossroads of positionalities, sites, exchanges and stories? In what ways does approach question some hegemonic views on the educational ethnographic process?
These questions stem from our concern that doing ethnography with young people demands the researcher(s) to move past an adult-centred mode of understanding the relationship with the life of a group of students and the ways in which their social worlds are molded and influenced (Emond, 2005: 124). This position obliges us to build a research project based on participation and collaboration (Heath, Brooks, Cleaver & Ireland, 2009), while using different methods to collect evidences and build the ethnographic account (Thomson, 2008). At the same time, it seems relevant to revisit the importance of the ethical issues involved in doing research with young people (Valentine, 1999), which have materialized in moments like: a series of ethical protocols of confidentiality, young people's own independence to make decisions during the process, and in connection modes that occur over the course of the project.
Method
Expected Outcomes
References
Anderson, Gary. L. (1989). Critical ethnography in education: Origins, current status, and new directions. Review of Educational Research, 59, 249-270. Atkinson, Paul., Delamont, Sarath & Housley, William. (2008). Contours of culture: Complex ethnography and the ethnography of complexity. Plymouth, UK: Altamira Press. Coleman, Simon & Hellermann, Pauline (eds.) (2011). Multi-Sited Ethnography. Problems and Possibilities in the Translocation of Research Methods. London: Routledge. Denzin, Norman. (1997) Interpretative Ethnography. Thousand Oaks, CA.: Sage. Ellsworth, Ellisabeth. (2005). Posiciones en la enseñanza. Diferencia, pedagogía y poder de la direccionalidad. Madrid: Akal. (1997). Falzon, Mark-Anthony (2009). Introduction. Multi-sited Ethnography: Theory, Praxis and Locality in Contemporary Research. Heath, Sue; Brooks, Rachel; Cleaver, Elizabeth & Ireland, Eleanor (2009). Researching Young People’s Lives. London: Sage. Hine, Christine (ed.) (2005). Virtual Methods. Issues in Social Research on the Internet. Oxford, New York: Berg. Hine, Christine. (2000). Virtual Ethnography. London. Sage. Jhons, Marks; Shin-Ling, Sarina Chen & Hall, G. Jon (2004 ). Online Social Research: Methods, Issues, and Ethics. New York: Peter Lang Publishers. Marcus, George.E. (1995), ‘Ethnography in/of the world system: The emergence of multi-sited ethnography’, Annual Review of Anthropology 24, 95–117. Porres, A. (2012). Subjetividades en tránsito. La relación pedagógica como un encuentro conversacional entre sujetos en torno a la cultura visual. Barcelona: Universidad de Barcelona. Tesis doctoral no publicada. Springgay, S. (2008). Body Knowledge and Curriculum. Pedagogies of Touch in Youth and Visual Culture. Nueva York: Peter Lang Publishing. Troman, Geoff ; Jeffrey, Bob & Walford, Geoffrey (2005). Methodological issues and practices in ethnography. Studies in educational ethnography. Amsterdam : Elsevier JAI. Williams, Raymond (1997). Hegel’s ethics of recognition. Berkeley, CA: University of California Press.
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