Staying with discomfort: Early childhood teachers’ emotional themes in relation to children's peer-culture aggression

2021 ◽  
pp. 146394912110423
Author(s):  
Samara Madrid Akpovo ◽  
Sarah Neessen ◽  
Lydiah Nganga ◽  
Cassie Sorrells
Keyword(s):  
Participant Observation ◽  
Peer Culture ◽  
Child Aggression ◽  
Team Meetings ◽  
Qualitative Thematic Analysis ◽  
Structural Account ◽  
The Usa ◽  
Field Notes ◽  
Assistant Teachers ◽  
Collaborative Ethnography

This research examines one lead teacher's and two assistant teachers’ emotional discomfort as they participated in an eight-month collaborative ethnography of 19 children's peer-culture aggression in an early care and education classroom in the USA. Two questions guided this analysis: (1) What are the emotional themes of teachers in relation to children's peer-culture aggression? (2) How did the teachers utilize an ethic of discomfort when responding to children's peer-culture aggression? Collaborative ethnographic procedures, along with a post-structural account of teacher emotion, were used in a qualitative thematic analysis to determine salient themes and patterns. The data consisted of participant observation, field notes, video recordings of children's play, audio-recorded teacher team meetings, classroom artifacts, informal discussions, and a data-revisiting journal. Over the course of the study, the three teachers moved from resistance to emotional discomfort with children's peer-culture aggression, to a less resistant and more reflexive position toward emotional discomfort and child aggression. This shift occurred as the teachers began to release the goal of certainty and instead acknowledge and accept the unknowing and complexities associated with an ethic of discomfort. The implications center on the importance of teachers’ openness to “staying with” emotional discomfort, as well as making time and space to uncover a range of teacher and child emotions.

scholarly journals Developing shared communication practices: A study of BELF in multinational team meetings

2020 ◽  
Vol 9 (1) ◽  
pp. 131-153
Author(s):  
Tone Holt Nielsen
Keyword(s):  
Multinational Corporations ◽  
Common Ground ◽  
Linguistic Diversity ◽  
Participant Observation ◽  
Cultural And Linguistic Diversity ◽  
Team Members ◽  
Team Meetings ◽  
Complex Interactions ◽  
Language Research ◽  
Communication Practices

AbstractA growing number of Multinational Corporations (MNCs) adopt English as their official corporate language. Research on English used as a business lingua franca (BELF) in such contexts shows how its use is negotiated, context dependent, and influenced by cultural and linguistic diversity. Multinational teams (MNTs) are legion within MNCs, and need to find efficient ways of communicating across their diversity, in particular in demanding and complex interactions such as meetings. This case study uses non-participant observation and interviews to study how one MNT has developed shared BELF communication practices for meetings. It examines the BELF communication practices in both the MNC context and at the team level. The analysis of the data shows that team members were highly aware of the challenges posed by cultural and linguistic diversity, and how they developed their local communication practices by processes of developing common ground, building trust, and good leadership.

scholarly journals Young children’s information-seeking practices in center-based childcare

2021 ◽  
pp. 096100062096216
Author(s):  
Sarah Barriage
Keyword(s):  
Young Children ◽  
Information Seeking ◽  
Day Care ◽  
Participant Observation ◽  
Photo Elicitation ◽  
Structured Interviews ◽  
Information Practices ◽  
The Usa ◽  
Concept Of Information ◽  
Classroom Resources

Many children in the USA spend a significant amount of time in center-based childcare. However, research has yet to explore their information practices in this setting. This study investigates young children’s perceptions of the concept of information and their own information-seeking practices within the context of their day care classroom. The participants included 13 children between three and five years of age. Data was collected using participant observation, semi-structured interviews, child-led photo tours, and photo-elicitation interviews. The findings indicate that the children did not perceive the concept of information in a manner consistent with adult understandings of the term, and that they engaged in information-seeking related to finding out new things on their own, through interactions with others, and through classroom resources, activities, and routines. The findings have implications for both researchers and practitioners working with young children.

Family Participation in Challenger Baseball: Critical Theory Perspectives

1999 ◽  
Vol 16 (4) ◽  
pp. 372-388 ◽  
Author(s):  
Lupe Castañ ◽  
Claudine Sherrill
Keyword(s):  
Critical Theory ◽  
Social Interactions ◽  
Emotional Support ◽  
Equal Opportunity ◽  
Participant Observation ◽  
Physical Disabilities ◽  
Head Coach ◽  
Socially Constructed ◽  
The Social ◽  
Field Notes

The purpose was to analyze the social construction of Challenger baseball opportunities in a selected community. Participants were 10 boys and 6 girls with mental and/or physical disabilities (ages 7 to 16 years, M = 11.31), their families, and the head coach. Data were collected through interviews in the homes with all family members, participant observation at practices and games, and field notes. The research design was qualitative, and critical theory guided interpretation. Analytical induction revealed five outcomes that were particularly meaningful as families and coach socially constructed Challenger baseball: (a) fun and enjoyment, (b) positive affect related to equal opportunity and feelings of “normalcy,” (c) social networking/emotional support for families, (d) baseball knowledge and skills, and (e) social interactions with peers.

“You're Only Ever A Block From The ‘Hood”

2021 ◽  
Vol 33 (4) ◽  
pp. 152-170
Author(s):  
Alex Blue V
Keyword(s):  
Identity Formation ◽  
Hip Hop ◽  
Participant Observation ◽  
Automobile Plant ◽  
Original Intent ◽  
Spatial Reorientation ◽  
Field Notes ◽  
And Performance ◽  
Forms Of Violence ◽  
The City

This article explores the use of sound, lyrics, and performance as tools for spatial reorientation and reimagining, identity formation and affirmation, and counternarrative or counterarchive in a rapidly gentrifying contemporary Detroit, Michigan. Two discrete, yet discursively linked case studies are presented—performances by the same artist in two different spaces—that exhibit various modes of “flipping,” slang that can refer to multiple transformative practices in contemporary Detroit. These practices include the use of overdetermined spaces, or spaces that have been declared abandoned or vacant, for something other than their original intent—i.e. using a decommissioned automobile plant as a music video set; sampling, which can be understood as using sonic components from previously recorded songs in the creation of new hip-hop beats; buying homes in a state of disrepair, fixing and reselling them at large profits; and inverting meaning itself, via slang or coded language. Additionally Black techniques of sounding and performance are illuminated, with a focus on echo as a mode of co-creation. These various practices are all responses to the growing wave of gentrification that gains momentum in the city daily. The analysis draws primarily from ethnographic research conducted from 2016 to 2018, culling data from participant observation, recorded interviews, informal conversations, field notes, lyrical and video analysis, and the analysis of mediated accounts, both print and online. As the analysis shows, the strategies utilized by artists in Detroit ensure that no matter how much the spaces in Detroit continue to change, and no matter how much an attempt is made to provide racially curated space through various forms of violence, you’re only ever a block from the ‘hood.

scholarly journals Humour in Sports Coaching: ‘It’s a Funny Old Game’

2018 ◽  
Vol 23 (4) ◽  
pp. 744-762 ◽  
Author(s):  
Christian Nicholas Edwards ◽  
Robyn L Jones
Keyword(s):  
Social Order ◽  
Social Role ◽  
Participant Observation ◽  
Ethnographic Study ◽  
The Body ◽  
Social Significance ◽  
Ethnographic Film ◽  
The Social ◽  
Field Notes ◽  
Sports Coaching

The primary purpose of this article was to investigate the use and manifestation of humour within sports coaching. This was particularly in light of the social significance of humour as a critical component in cultural creation and negotiation. Data were gathered from a 10-month ethnographic study that tracked the players and coaches of Senghenydd City Football Club (a pseudonym) over the course of a full season. Precise methods of data collection included participant observation, reflective personal field notes, and ethnographic film. The results demonstrated the dominating presence of both ‘inclusionary putdowns’ and ‘disciplinary humour’, particularly in relation to how they contributed to the production and maintenance of the social order. Finally, a reflective conclusion discusses the temporal nature of the collective understanding evident among the group at Senghenydd, and its effect on the humour evident. In doing so, the work contributes to the body of knowledge regarding the social role of humour within sports coaching.

Women who frequent soup kitchens: A cultural, gender-mainstreaming perspective

2018 ◽  
Vol 19 (3) ◽  
pp. 397-414
Author(s):  
Chaya Possick
Keyword(s):  
Food Security ◽  
Social Workers ◽  
Participant Observation ◽  
Social Needs ◽  
Gender Mainstreaming ◽  
Food Services ◽  
Cultural Perspective ◽  
Grounded Theory Method ◽  
Field Notes ◽  
User Friendly

Summary The aim of this qualitative study is to explore the meanings Israeli women who frequent soup assign to this experience. The study is based on participant observation and 16 recorded interviews with women in eight soup kitchens in Israel. The study adopts a gender-mainstreaming approach to food security that privileges the life knowledge of women living in poverty. The grounded theory method was employed in the collection and analysis of the data-field notes and interviews. Findings Four main categories regarding women’s constructions of motivations for frequenting soup kitchens emerged: (1) nutritional needs, (2) feeding others, (3) overall economic strategy, and (4) social needs. The issue of dealing with shame is also explored from a humanist and cultural perspective. Applications The findings indicate the need for social workers to consider food security, and eating arrangements when making assessments, evaluating interventions and developing programs and policies in all practice settings. Social workers need to provide information about community food services that are accessible and user-friendly for their women clients who deal with food insecurity and social isolation. Soup kitchens should be structured to allow for active participation of the service users in the administration and operation of food security programs. Finally, social workers should adopt a critical, feminist position regarding women’s use of soup kitchens as an oppressive survival strategy that stems from inequality in gender and class power relations.

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

Participant Observation in Online Multiplayer Communities

2011 ◽  
pp. 555-567 ◽  
Author(s):  
Marko Siitonen
Keyword(s):  
Social Interaction ◽  
Data Collection ◽  
Participant Observation ◽  
Multiple Channels ◽  
Social Situations ◽  
Log Files ◽  
Computer Mediated ◽  
Inquiry Approach ◽  
The Social ◽  
Field Notes

This chapter discusses participant observation as a method of data collection for studying social interaction in online multiplayer games and the communities within them. Participant observation has its roots in the social sciences, and especially in the field of anthropology. True to a natural inquiry approach, studies utilizing participant observation try to understand the actual habitat or “lifeworld” of those participating in the study. This chapter looks at various practical issues connected to conducting participant observation in online multiplayer communities. Examples of data collection are presented, including saving log files, capturing images and video, and writing field notes. Participant observation seems well suited for studying online communities since it can respond well to the challenges of the ever-changing technology and social situations, the need to take into account multiple channels of communication, and the complex and sometimes hidden nature of computer-mediated social interaction.

Preparing and Enriching Linguistically and Culturally Responsive Educators Through Professional Development

2020 ◽  
pp. 282-304
Author(s):  
Alina Slapac ◽  
Sujin Kim ◽  
Sarah A. Coppersmith
Keyword(s):  
Professional Development ◽  
Culturally Responsive ◽  
Participant Observation ◽  
Social Supports ◽  
Group Discussions ◽  
Federal Grant ◽  
Refugee Students ◽  
Final Questionnaire ◽  
Field Notes ◽  
Immigrant And Refugee

This chapter examined a cohort of 12 in-service teachers' and three administrators' views in regards to areas of successes, challenges, and priorities in working with immigrant and refugee students and their families as a result of three professional development (PD) sessions that were offered as part of a federal grant-based research project. Qualitative data included field notes through participant observation of group discussions, informal conversations with the participants, PD activity materials, online reflective surveys after each PD session, a background and demographic checklist, and a final questionnaire of overall learning. The results showed the participants' growing sensitivity towards their students' and families' contexts, including academic and social supports, with a desire to promote and implement more linguistically and culturally responsive strategies within their practices and school districts.

scholarly journals Managing cultural diversity for collective identity: A case study of an ELT department in Omani higher education

2020 ◽  
pp. 174114322092118
Author(s):  
Amal Al Muqarshi ◽  
Maria Kaparou ◽  
Anthony Kelly
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Collective Identity ◽  
Policy Makers ◽  
Team Meetings ◽  
Leadership Impact ◽  
Field Notes ◽  
Diverse Context ◽  
Social Identity Approach

This paper employs a social identity approach to explore the management of a collective organizational culture in a culturally diverse context. Literature suggests that cultural diversity can be an asset for organizations if managed effectively. This study employs a qualitative case-study design, drawn on data generated for a larger project that utilized 16 interviews, eight team meetings’ observations, document analysis and field notes. It instrumentally uses a Department of English as its site due to the prevalence of cultural diversity in such context. The paper explores whether leadership is perceived as effective towards establishing a collective identity in an Omani higher education (HE) domain. The findings suggest that leadership impact is restricted by the central management of the system that translates largely into transactional leadership and hierarchical approaches at the level of the group and largely fails to establish such an inclusive identity. The paper argues that in a globalizing era, Omani HE can only view cultural diversity as an asset that aids its intellectual capital establishment. Hence, it should cater for such a composition and engineer it effectively to achieve better alignment with the requirements of the current market. These findings can be of value to policy makers, researchers and professionals in HE.

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