Case Study 4 – Rhizomic Ethnography: Exploring the Lived Experience of an After-school Minecraft Club

2022 ◽  
pp. 49-59
Author(s):  
Chris Bailey
Keyword(s):  
Lived Experience ◽  
After School

Drowning in negativism, self-hate, doubt, madness: Linguistic insights into Sylvia Plath’s experience of depression

2015 ◽  
Vol 11 (1) ◽  
pp. 41-54 ◽  
Author(s):  
Zsófia Demjén
Keyword(s):  
Lived Experience ◽  
Medical Humanities ◽  
Sylvia Plath ◽  
Individual Experience ◽  
Qualitative And Quantitative ◽  
The World ◽  
The Individual ◽  
Linguistic Methods ◽  
Linguistic Approach

This paper demonstrates how a range of linguistic methods can be harnessed in pursuit of a deeper understanding of the ‘lived experience’ of psychological disorders. It argues that such methods should be applied more in medical contexts, especially in medical humanities. Key extracts from The Unabridged Journals of Sylvia Plath are examined, as a case study of the experience of depression. Combinations of qualitative and quantitative linguistic methods, and inter- and intra-textual comparisons are used to consider distinctive patterns in the use of metaphor, personal pronouns and (the semantics of) verbs, as well as other relevant aspects of language. Qualitative techniques provide in-depth insights, while quantitative corpus methods make the analyses more robust and ensure the breadth necessary to gain insights into the individual experience. Depression emerges as a highly complex and sometimes potentially contradictory experience for Plath, involving both a sense of apathy and inner turmoil. It involves a sense of a split self, trapped in a state that one cannot overcome, and intense self-focus, a turning in on oneself and a view of the world that is both more negative and more polarized than the norm. It is argued that a linguistic approach is useful beyond this specific case.

scholarly journals Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace

2021 ◽  
Vol 10 (3) ◽  
pp. 111
Author(s):  
Ephrat Huss ◽  
Smadar Ben Asher ◽  
Tsvia Walden ◽  
Eitan Shahar
Keyword(s):  
Lived Experience ◽  
Single Case ◽  
Refugee Children ◽  
Refugee Camps ◽  
Arts Based Research ◽  
Whole School ◽  
School Based ◽  
Research Interviews ◽  
Post Disaster

The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

The Cinematic Chiasm

Janus Head ◽  
2015 ◽  
Vol 14 (2) ◽  
pp. 35-48
Author(s):  
Nisha Gupta ◽  
Keyword(s):  
Social Justice ◽  
Lived Experience ◽  
The Other ◽  
Audience Member ◽  
Self And Other

This paper is a recommendation for phenomenologists to use film as a perceptually-faithful language with which to disseminate research and in­sights about lived experience. I use Merleau-Ponty’s philosophy to illus­trate how film can evoke a state of profound, embodied empathy between self-and-other, which I refer to as “the cinematic chiasm”. I incorporate a case study of my experience as audience member becoming intertwined with the flesh of the film “The Diving Bell and the Butterfly.” I discuss four aesthetic techniques of this film through which I became enveloped in a state of visceral empathy towards the “other” on-screen. The cin­ematic chiasm offers exciting, creative possibilities for phenomenologists, particularly those who are interested in evoking widespread empathy for social justice purposes.

Integrating lived experience into clinical practice: a case study of young peer providers in pediatric rehabilitation

2021 ◽  
pp. 1-9
Author(s):  
Yukari Seko ◽  
Anna Oh ◽  
Dolly Menna-Dack ◽  
C. J. Curran ◽  
Joanne Maxwell ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Lived Experience ◽  
Pediatric Rehabilitation

The role of family adaptation in the transition to adulthood for youth with medical complexity: a qualitative case study protocol

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Lin Li ◽  
Nancy Carter ◽  
Jenny Ploeg ◽  
Jan Willem Gorter ◽  
Patricia H. Strachan
Keyword(s):  
Lived Experience ◽  
Transition To Adulthood ◽  
Evidence Base ◽  
Adult Health ◽  
Structured Interviews ◽  
Adult Services ◽  
Development Framework ◽  
Medical Complexity ◽  
Life Course Health

Abstract Background For youth with medical complexity and their families, the transition to adulthood is a stressful and disruptive period that is further complicated by the transfer from relatively integrated and familiar pediatric services to more fragmented and unfamiliar adult services. Previous studies report that families feel abandoned, overwhelmed, and unsupported during transition. In order to provide better support to families, we need to understand how families currently manage transition, what supports they need most, and how key factors influence their experiences. The aim of this study is to understand how families of youth with medical complexity adapt to the youth’s transition to adulthood and transfer to adult health care, social, and education services, and to explain how contextual factors interact to influence this process. Methods Informed by the Life Course Health Development framework, this study will use a qualitative explanatory case study design. The sample will include 10–15 families (1–3 participants per family) of youth with medical complexity (aged 16–30 years) who have lived experience with the youth’s transition to adulthood and transfer to adult services. Data sources will include semi-structured interviews and resources participants identified as supporting the youth’s transition. Reflexive thematic analysis will be used to analyze interview data; directed content analysis will be used for documentary evidence. Discussion While previous studies report that families experience significant challenges and emotional toll during transition, it is not known how they adapt to these challenges. Through this study, we will identify what is currently working for families, what they continue to struggle with, and what their most urgent needs are in relation to transition. The anticipated findings will inform both practice solutions and policy changes to address the needs of these families during transition. This study will contribute to the evidence base needed to develop novel solutions and advance policies that will meaningfully support successful transitions for families of youth with medical complexity.

Cultural Dasymetric Population Mapping with Historical GIS

2012 ◽  
pp. 38-56
Author(s):  
George Towers
Keyword(s):  
Lived Experience ◽  
20Th Century ◽  
Cultural Context ◽  
Mapping Population ◽  
Early 20Th Century ◽  
Social Spaces ◽  
Historical Gis ◽  
Southern Appalachia ◽  
Population Mapping

There has been a recent flurry of interest in dasymetric population mapping. However, the ancillary coverages that underlie current dasymetric methods are unconnected to cultural context. The resulting regions may indicate density patterns, but not necessarily the boundaries known to inhabitants. Dasymetric population mapping is capable of capturing the cultural commonality and community interaction that define social spaces. Dasymetric mapping may be improved with methodologies that reflect the ways in which social spaces are established. This research applies a historical GIS methodology for identifying early 20th Century agricultural neighborhoods in southern Appalachia. The case study is intended to encourage discovery of additional methods for mapping population on the scale of lived experience.

Using Digital Technologies in the 21st Century Classroom

2021 ◽  
pp. 109-134
Author(s):  
Carol-Ann Lane
Keyword(s):  
Critical Literacy ◽  
After School ◽  
Video Gaming ◽  
Potential Contribution ◽  
Learning Spaces ◽  
Video Club ◽  
21St Century Classroom ◽  
Problem Solving Strategies ◽  
Complex Forms

Scholars have acknowledged the potential contribution of video gaming to complex forms of learning, identifying links between gaming and engagement, experiential learning spaces, problem-solving, strategies, transliteracy reflectivity, critical literacy, and metacognitive thinking. Using a multiliteracies lens, this multi-case study examined the experiences of four boys engaged with video gaming in two different contexts: a community centre and an after-school video club. In this chapter, the author describes how these four boys developed their multimodal ways of learning by engaging with visual perspectives of video games.

Getting Started: ‘Put Me On, Bruv’

County Lines ◽  
2020 ◽  
pp. 61-100
Author(s):  
Simon Harding
Keyword(s):  
Young People ◽  
Lived Experience ◽  
Social Environment ◽  
Street Gangs ◽  
Street Gang ◽  
Social Field ◽  
Rational Agents ◽  
Vulnerable Communities ◽  
Do So

This chapter assesses the question of who joins a county line. Where do they come from? Why do they join? The chapter considers the concept of the Pool of Availability. The Pool of Availability comprises young people who have grown up in marginalised, vulnerable communities, and through a combination of habitus, social field, and social environment are now readily available and even conditioned to step into the street gang. Where street gangs become the logical answer to the prevailing conditions, the youth who affiliate to gangs do so as ‘rational agents’ joining ‘rational organisations’. The chapter offers case study insights from respondents articulating their lived experience of involvement and life inside a county line. It explores options for entry and types of role alongside the prerequisites for joining a county line crew, managing a line, and the logistics of getting staff to customers.

Lesson Study as a bridge between two learning contexts

2020 ◽  
Vol 9 (3) ◽  
pp. 289-299 ◽  
Author(s):  
Birgitta Lundbäck ◽  
Helen Egerhag
Keyword(s):  
Lesson Study ◽  
After School ◽  
School Age ◽  
Content Type ◽  
Teachers Perceptions ◽  
Teaching Situation ◽  
Learning Contexts ◽  
Before And After ◽  
The Subject

PurposeLesson Study is a model for advancing knowledge about how teachers can enhance teaching through collaboration in schools. This study aims to focus on two learning situations for students in Grades 1–3: elementary school (the first years of school) and school-age educare (activities for students before and after school while their parents are working or studying). The case study aims to describe how teachers use Lesson Study to enhance students' mathematical learning in the two learning situations. The objectives were to describe teachers' perceptions of Lesson Study activities and collaboration and students' knowledge before and after lessons.Design/methodology/approachData were collected as a narrative case study using audio-recorded conversations between researchers and teachers in the different learning contexts. A questionnaire comprising five open-ended questions was used to map students' knowledge of the subject.FindingsTeachers found it advantageous to cooperate with each other across the different learning situations. Mapping students' knowledge before and after a teaching session helped them understand how to create a teaching situation that benefits their students. They saw the value of continued collaboration and called for implementation of the Lesson Study method throughout the school.Research limitations/implicationsAn important limitation of this case study is that it was conducted in a very specific context, and the findings cannot, therefore, be generalized to other situations. However, there is a need for similar case studies to be conducted in different contexts, both in Sweden and in other countries, to pay attention to ways in which elementary schools and school-age educare can develop supplementary teaching situations.Originality/valueThe originality of this case lies in planning and reporting a Lesson Study in two different learning situations in the same school, and the conclusion that educators identify and develop collaborative links in different subjects.

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