Pragmatics of Crime Ethnographies

2021 ◽  
pp. 59-83
Author(s):  
Sandra M. Bucerius
Keyword(s):  
Ethical Dilemmas ◽  
Field Site ◽  
Institutional Approval ◽  
Ethics Review ◽  
Field Notes ◽  
Insight Into

This chapter lays out some of the “how to” of crime ethnographies, from its early planning stages to securing funding and institutional approval, going through ethics review, and arriving at the field site. It also provides an overview of the difficulties establishing and maintaining a presence in different criminological field sites, the ethical dilemmas involved in carrying out a crime ethnography, and questions about positionality that researchers have to contemplate. It further provides an insight into how ethnographic knowledge is produced in practice, from writing field notes to questions about if, when, and how to record to analyzing data and discusses questions of staying safe and when to leave the field.

‘A touch of power’: Agents, dynamics and multiple perspectives in running a research project

2017 ◽  
Vol 9 (2) ◽  
pp. 85-100
Author(s):  
Kjellfrid Mæland
Keyword(s):  
Teacher Education ◽  
Research Group ◽  
Initial Phase ◽  
Multiple Perspectives ◽  
Research Project ◽  
Project Group ◽  
Group A ◽  
Field Notes ◽  
Dynamic Relations ◽  
Insight Into

The aim of this study is to get an insight into how members of a research project group describe and interpret the dynamic relations in the group in running a research project investigating improvisation in teacher education. The empirical data consists of field notes from the research group meetings and project events in the initial phase of the project, and from retrospective interviews with the research project group a year later. The data was analysed in an abductive process in light of the concept of power and the concept of the group as an interpretative zone. The findings indicate that there is ‘a touch of power’ when reflecting on followership and leadership, conflicts and professional disagreement, and unity and multiple perspectives.

Translation and translingual remixing: A young person developing as a writer

2017 ◽  
Vol 23 (5) ◽  
pp. 942-953 ◽  
Author(s):  
Joke Dewilde
Keyword(s):  
Young Person ◽  
Meaning Construction ◽  
Language Resources ◽  
Discursive Strategies ◽  
Spare Time ◽  
Field Notes ◽  
Research Questions ◽  
Depth Interviews ◽  
Insight Into ◽  
Do So

Aims and Objectives/Purpose/Research Questions: This article aims to understand how a young person develops as a translingual writer and which discursive strategies she identifies as important in this process. Neda (pseudonym) has never learnt to write in Turkmen, which is her home language, but is developing as a confident writer in Norwegian, which is the language of the school. Design/Methodology/Approach: Situated within a linguistic ethnographic framework, in-depth interviews with the young person were conducted as part of a year-long fieldwork. One interview focused on Neda’s writing experiences in general, and the other two examined how she experienced writing selected poems. Data and Analysis: The data for this article are three in-depth interviews with Neda produced over a month’s time, field notes taken in school across that same period, seven poems written at home, and two written in school. The analysis had a joint focus on linguistics and ethnography, identifying core themes. Findings/Conclusions: Neda drew on translation and translingual remixing strategies when writing poetry on her own initiative to develop her voice, which indicates a strong sense of agency. In line with a translingual orientation to communication and literacy, these discursive strategies transcend individual languages and involve diverse semiotic resources in situated meaning construction. Both strategies contribute to creating a deeper understanding of the Norwegian language resources in her repertoire and to finding her voice as a transnational young person. Originality: Few studies have offered detailed insight into how young people reflect upon their development as translingual writers in their spare time and which strategies they identify as important to do so. Significance/Implications: The study contributes to the debate of how teachers can create a space for translingual writing by acknowledging and further developing young people’s own discursive strategies, involving their entire linguistic repertoire.

scholarly journals EMSIAC Wars

Extrapolation ◽  
2020 ◽  
Vol 61 (3) ◽  
pp. 249-267
Author(s):  
Mike Ryder
Keyword(s):  
Ethical Dilemmas ◽  
World War ◽  
Ethical Implications ◽  
Drone Warfare ◽  
World War Iii ◽  
Insight Into ◽  
The Way

Bernard Wolfe’s dystopian satire Limbo (1952) remains a critically under-discussed work, and despite its many controversies, offers important insight into the ethical dilemmas surrounding modern-day drone warfare and human-machine relations. While the EMSIAC war computers in Limbo may be blamed for World War III, they are only ever a scapegoat to shift blame away from the humans who follow orders blindly, and themselves behave much like machines. To this end, this paper will explore the ethical implications of Wolfe’s novel and what it means for the way we wage wars with robotic drones controlled by humans from afar.

From Lost Property to Explorer' s Relics: The Rediscovery of the Personal Library of Ludwig Leichhardt

2007 ◽  
Vol 18 (2) ◽  
pp. 191 ◽  
Author(s):  
Matthew Stephens
Keyword(s):  
New South ◽  
Significant Proportion ◽  
Scientific Instruments ◽  
Australian Museum ◽  
South Wales ◽  
Field Notes ◽  
State Library ◽  
Personal Library ◽  
First Time ◽  
Insight Into

In late 1853, a small number of unclaimed boxes containing the worldly possessions of the missing explorer Ludwig Leichhardt were deposited at the Australian Museum, Sydney. An estimated 137 volumes of Leichhardt's books and pamphlets were stored alongside his manuscripts, field notes, seed specimens and scientific instruments. While the manuscripts have proved invaluable to those researching the life and work of Leichhardt, his books have lain forgotten and virtually irretrievable in the collections of the State Library of New South Wales and the Australian Museum Research Library. A significant proportion of the library has now been identified and its contents listed and described for the first time, providing new insight into Leichhard's intellectual background and interests.

“I had a big bias”: disrupting children's biases, stereotypes through studying cultures

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Heidi J. Torres
Keyword(s):  
Social Studies ◽  
Student Voice ◽  
Design Methodology ◽  
Elementary Classrooms ◽  
Third Graders ◽  
Content Type ◽  
Curricular Intervention ◽  
The People ◽  
Field Notes ◽  
Insight Into

PurposeThis article describes a study examining the influence of a curricular intervention on 25 third-graders' stereotypes and biases related to world cultures and the people who embody them.Design/methodology/approachThe qualitative study focused on privileging student voice through an inductive analytical approach. Triangulated data sources include focus group and paired interviews, recorded lessons, student and teacher curricular documents, as well as field notes.FindingsResults—primarily reported through the children's own thoughts and voices—describe students' initial ideas about world cultures and people prior to experiencing the curriculum, and afterward, documenting shifts in stereotypical beliefs and biased attitudes. Findings indicate many students made positive changes, altering incorrect assumptions about other cultures and people. In addition, some children became able to recognize stereotypes and biases, generalize what they learned to other situations beyond those addressed in the curriculum and identify their own bias.Originality/valueThis study provides insight into an understudied topic and population in social studies education. It presents evidence that young children are capable of successfully engaging with the complex topics of bias and stereotypes in meaningful ways, thus providing a rationale for addressing stereotypes and bias concerning world cultures in elementary classrooms.

Growing up with Mercury in an Ayurvedic Family Tradition in Northern India

2013 ◽  
Vol 8 (1) ◽  
pp. 211-228 ◽  
Author(s):  
Vaidya Balendu Prakash
Keyword(s):  
Medical Knowledge ◽  
Ways Of Knowing ◽  
Growing Up ◽  
Treatment Protocols ◽  
Northern India ◽  
Family Tradition ◽  
The Family ◽  
Field Notes ◽  
Ayurvedic Treatment ◽  
Insight Into

In this personal narrative, Vaidya Balendu Prakash tells the story of how he grew up in a north Indian family lineage specialising in rasashastra, a clinical specialty of Ayurveda that deals with the complex processing of mercury and metals converting toxic materials into therapeutic forms, largely known as bhasmas. As a college student, Prakash was confronted with his father’s medical knowledge through a personal illness and accepted the challenge of continuing the family lineage. His training in both Western science and Ayurveda, his experiences and experiments with different ways of knowing about Ayurveda—through his father and through ayurvedic institutionalised learning—led him to document his research based on observation, combining ‘traditional’ knowledge and ‘modern’ research methodology in a unique way. In this contribution to ‘Field Notes’, he shares his insight into developing the standards for the processing of mercury and metal-based formulations, with the aim of ascertaining reproducibility. He has also developed ayurvedic treatment protocols for certain forms of cancer and chronic diseases.

scholarly journals Ethics in Categorizing Ethnicity and Disability in Research with Children

Societies ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 2
Author(s):  
Ingfrid Mattingsdal Thorjussen ◽  
Terese Wilhelmsen
Keyword(s):  
Social Sciences ◽  
Ethical Dilemmas ◽  
Research Process ◽  
Relational Ethics ◽  
Voluntary Participation ◽  
Power Relationships ◽  
Research Projects ◽  
Social Categories ◽  
Research With Children ◽  
Field Notes

The use of categories is a contested subject in social sciences. The use of social categories allows researchers to explore similarities, differences, and inequalities between groups of people. However, by using social categories, researchers run the risk of essentializing differences. The aim of this article is to problematize the procedural and relational ethics of using categories in research with children. Based on two research projects studying inclusion and exclusion in physical education, we examine the ongoing ethical dilemmas of categorizing children in terms of disability and ethnic background. The reflections are grounded in intersectional and relational ethical perspectives with a focus on how power is manifested in practices and structures throughout the research process. The data consist of field notes, transcripts of interviews with children and their parents, and the authors’ reflective accounts. The results are organized into three main themes: (1) How categories frame the research in its initial phases (informed consent and voluntary participation), (2) power relationships in context (navigating meanings of categories in the interviews and the relational ethics of generational ordering in combined interviews with children and their parents), and (3) (re)constructing stories and ensuring anonymity. In the discussion, we reflect on how singling out groups of children framed the research, how categories and power relations were negotiated and navigated in interviews and fieldwork, and how, in the reporting of the results, understandings of the children and their experiences were constructed. We argue that by not reflecting on the ethics of categorizing children in research, researchers are in danger of reproducing rather than challenging social inequality and discrimination.

scholarly journals A Ricoeur-Inspired Approach to Interpret Participant Observations and Interviews

2018 ◽  
Vol 5 ◽  
pp. 233339361880739 ◽  
Author(s):  
Charlotte Simonÿ ◽  
Kirsten Specht ◽  
Ingrid Charlotte Andersen ◽  
Kirsten Kjær Johansen ◽  
Charlotte Nielsen ◽  
...  
Keyword(s):  
Lived Experiences ◽  
Health Care Services ◽  
Nursing Science ◽  
Care Services ◽  
The World ◽  
Data Field ◽  
Field Notes ◽  
To Receive ◽  
Ways Of Being ◽  
Insight Into

In-depth knowledge of what it means to patients to receive health care services is crucial to the development of adequate protocols for nursing. Qualitative research allows us to gain important insight into what is experienced by and meaningful to patients. The French philosopher Paul Ricoeur’s thoughts have inspired qualitative researchers to conduct various forms of analysis and interpretation that increase our knowledge of ways of being-in-the-world. This article describes and discusses how a specific approach to derive in-depth knowledge of patients’ lived experiences can be taken. A combination of participant observations and interviews was used to generate data. Field notes and transcribed interviews were gathered as one collective text and analyzed and interpreted with inspiration from Ricoeur’s thoughts on narratives and interpretation. This approach is argued to be a significant way of developing in-depth knowledge of patients’ lived experiences. Such knowledge is important within nursing science.

scholarly journals Not Making the Grade: A Narrative Inquiry Into Timmy’s Experiences With the Mandated Curriculum

in education ◽  
2013 ◽  
Vol 16 (2) ◽  
Author(s):  
Sonia T. Houle
Keyword(s):  
Narrative Inquiry ◽  
Curriculum Studies ◽  
Mandated Curriculum ◽  
School Contexts ◽  
Inquiry Curriculum ◽  
Field Notes ◽  
Curriculum Making ◽  
End Of Grade ◽  
Home And School ◽  
Insight Into

This research draws on the experiences of a Grade 1 delayed reader, his parents, and his teachers, to show his lived curriculum across his home and school contexts.  This narrative inquiry is situated in the literature of curriculum studies, in the notions of the lived curriculum and curriculum-making.  Field texts include field notes from the classrooms, transcripts of conversations with the child, his parents, and his teachers.  For this paper, I illustrate the child’s experiences at the end of Grade 1, among the tensions created between the lived curriculum of a struggling reader, and the expectations of the mandated curriculum, which are shaped by institutional and sociocultural narratives.  My goal is to provide insight into making curriculum in schools that accounts for the lived curricula of all children.Keywords: lived curriculum; narrative inquiry; curriculum-making

Sign in / Sign up

Export Citation Format

Share Document