Introduction

2020 ◽  
pp. 1-28
Author(s):  
Corey M. Abramson ◽  
Neil Gong

This introductory chapter examines the methodological and practical challenges that comparative ethnographers face. It begins by discussing both the promises and potential pitfalls of comparative field research. It then moves to an examination of how ethnography’s unusually diverse set of traditions provides both unique challenges and possibilities for comparative social science. The chapter proceeds to chart the various ways in which ethnography’s historically diverse traditions translate into divergent approaches to comparison in contemporary research. This is followed by an overview of the structure of the volume, which explains how each of our contributors’ chapters advances comparative ethnographic methodology. The chapter concludes with a discussion of why acknowledging, maintaining, and utilizing ethnographic pluralism, rather than pushing for a single catch-all approach, can benefit both individual scholars and the field of ethnographic methodology more broadly.

Author(s):  
J. Adam Carter ◽  
Emma C. Gordon ◽  
Benjamin W. Jarvis

In this introductory chapter, the volume’s editors provide a theoretical background to the volume’s topic and a brief overview of the papers included. The chapter is divided into five parts: Section 1 explains the main contours of the knowledge-first approach, as it was initially advanced by Timothy Williamson in Knowledge and its Limits. In Sections 2–3, some of the key philosophical motivations for the knowledge-first approach are reviewed, and several key contemporary research themes associated with this approach in epistemology, the philosophy of mind and elsewhere are outlined and briefly discussed. The volume’s papers are divided into two broad categories: foundational issues and applications and new directions. Section 4 discusses briefly the scope and aim of the volume as the editors have conceived it, and Section 5 offers an overview of each of the individual contributions in the volume.


2020 ◽  
pp. 1-22
Author(s):  
Arunabh Ghosh

This introductory chapter introduces a “crisis of counting” during the early years of the People's Republic of China (PRC). In its simplest form, the crisis in the PRC was understood as a problem of building a centralized statistical system. At the heart of the varied solutions attempted by Chinese statisticians was a contentious debate about the very nature of social reality and the place and efficacy of mathematical statistics—in particular, probability theory—in ascertaining that reality. This debate played out against a backdrop populated by three divergent methodological approaches to statistics and statistical work. After all, abstract ideas about the nature of the world, whether defined by chance or certainty, have real world consequences. Chinese deliberations over such questions and their engagement with the Ethnographic, Exhaustive, and Stochastic approaches during the 1950s exemplify some of those consequences. The chapter unpacks these choices and traces how statistics in its various forms—as a (social) science, as a profession, and as an activity—came to be formulated and practiced, shedding light on fundamental questions germane to the histories of the People's Republic, statistics and data, and mid-century science.


Author(s):  
Tai A. Collins ◽  
Renee O. Hawkins

This introductory chapter presents an updated and comprehensive conceptualization of peer-mediated interventions based on contemporary research utilizing peers as change agents in schools. The current conceptualization of peer-mediated interventions (PMIs) includes peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. The chapter covers some of the advantages of peer-mediated interventions and provides a framework for the chapters in this volume.


Author(s):  
Cláudia Pato Carvalho

With this paper, we wish to share the experience of an arts-based action research intervention in the Sofia Street, in Coimbra (Portugal), a city street that was inscribed as an UNESCO World Heritage Site in 2013. This intervention is part of the bigger action-research project named Arteria (2018-2020), where we wish to explore the possible connections between the artistic practice and the field of social science. In this paper, we describe how the field research, which took place in this street (the preparation of community workshops and their implementation), offers a process of methodological exploration on how social science methodologies may be articulated with the processes of artistic creation. We show how this can be done by developing innovative approaches to cultural participation through the process of immaterial co-creation of knowledge. At the same time, we share reflections on how the artistic intervention may have an impact on the social and cultural transformation of Sofia Street.


2011 ◽  
pp. 412-420
Author(s):  
Mark E. Nissen ◽  
Raymond E. Levitt

Systematic development of new knowledge is as important in the developing field of knowledge management (KM) as in other social science and technological domains. Careful research is essential for the development of new knowledge in a systematic manner (e.g., avoiding the process of trial and error). The problem is, throughout the era of modern science, a chasm has persisted between laboratory and field research that impedes knowledge development about knowledge management.


2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 564-565
Author(s):  
Martina Roes ◽  
Chaya Koren

Abstract The application of a variety of innovative qualitative research methods and analysis as well as the possibilities it offers for the selected population to share their personal experience is the main focus of this symposium. We present the relationships between design, methodological approaches and themes of interest for the people who participate in research. The presenters used designs such as ethnographic field research or phenomenological designs. The used photos taken and analyzed by the participants; using photo-voice and tabletop exercise. All speakers will present their designs and methods linked to a specific research theme. Using examples of recent and highly innovative research practices which meaningfully challenge taken-for-granted assumptions in social science and care research, to open new ground for other ways of thinking about doing research in these fields. Goal for the discussion is a critical reflection of the designs and methods used and to provide take away messages


2021 ◽  
pp. 23-45
Author(s):  
Kristen Ounanian

AbstractThis chapter portrays what is often overlooked in research—that it involves not simply design, data collection, and analysis, but also failure and redesign. To demystify the process, it presents the evolution of a study of six coastal communities from a mixed methods qualitative and quantitative approach to a qualitative macroethnography. Intending to employ an innovative method, the Factorial Survey Approach, the researcher confronted serious challenges in the process, engendering reflections on (a) the limitations of the method, specifically in fishing communities, (b) the pressure to prove methodological bilingualism as an interdisciplinary graduate student, and (c) individual ontological growth. The chapter considers the collective tendency in (social) science to conceal the imperfections of field research, obscuring insights gained from situations when things do not go according to plan.


2020 ◽  
pp. 1-36
Author(s):  
Herzog Patricia

Chapter 1 explains how social science can help students navigate college. Beginning with illustrative student case studies, the introductory chapter describes how social, economic, and cultural changes over the last several decades resulted in the new life course stage called “emerging adulthood.” Emerging adults today are different from the entering college students of the past, which means that today’s students’ experiences are markedly distinct from that of their parents and grandparents. Detailing these differences across generations of entering college students, this chapter discusses the implications of these changes for understanding entering college students today. This chapter also introduces and summarizes the content of the subsequent book chapters.


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