Community Cultural Wealth

2021 ◽  
pp. 82-103
Author(s):  
Minda Morren Lopez ◽  
Tara Newman ◽  
Callie M. Day
Keyword(s):  
Learning Community ◽  
Critical Literacy ◽  
Research Method ◽  
Ethnographic Research ◽  
Language And Literacy ◽  
Community Members ◽  
Cultural Wealth ◽  
Community Mapping ◽  
Graduate Coursework ◽  
Contextualized Learning

This chapter is the story of the authors' journey using community mapping in graduate coursework to make visible the assets in local communities through experiential learning. Community mapping is an experiential, inquiry-based ethnographic research method that can be utilized by various community members to understand a community better. In this case, teachers uncovered language and literacy present in the communities and created contextualized learning experiences by connecting students' lived realities to school instruction. The authors began with discussions around community and ethnographic projects to understand what was present in the community. This evolved to include some form of action, primarily in the form of curricular reform and critical literacy projects and/or culturally sustaining pedagogies.

Narrated Photography

2015 ◽  
Vol 9 (1) ◽  
pp. 30-52
Author(s):  
Sarah Dunlop ◽  
Peter Ward
Keyword(s):  
Qualitative Research ◽  
Material Culture ◽  
Family Relationships ◽  
Research Method ◽  
Religious Practice ◽  
Ethnographic Research ◽  
Lived Religion ◽  
Visual Context ◽  
Textual Material ◽  
Shed Light

This article describes how a recently refined visual ethnographic research method, “narrated photography,” contributes to the study of religion. We argue that this qualitative research method is particularly useful for studies of lived religion and demonstrate this through examples drawn from a study the sacred among young Polish migrants to England. Narrated photography, which entails asking people to photograph what is personally significant to them and then to narrate the image, generates visual and textual material that mediates the subjective. Through using this method we discovered that family was considered to be sacred, both in terms of links to religious practice and a desire for a secure home which family relationships provide. Additionally, narrated photography has the potential to expand our conceptions of lived religion through the inclusion of visual material culture and the visual context of the research participants. In this case the data revealed that the Polish young people view structures within their landscape through a particularly Polish Catholic lens. These findings shed light on the religious tensions that migrants encounter in everyday life.

KEMAMPUAN GURU SMA DALAM MEMBUAT SILABUS DAN RENCANA PELAKSANAAN PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING

2019 ◽  
Vol 11 (3) ◽  
pp. 131-145
Author(s):  
Yudhi Saparudin
Keyword(s):  
High School ◽  
Learning Community ◽  
High School Teachers ◽  
Research Method ◽  
Problem Based Learning ◽  
School Teachers ◽  
Teacher Capacity ◽  
Peer Supervision ◽  
Descriptive Research ◽  
Supervision Model

ABSTRAKPenelitian ini bertujuan untuk mengkaji kemampuan guru SMA dalam membuat silabus dan rencana pelaksanaan pembelajaran (RPP) berbasis problem based learning (PBL) yang merujuk pada Permendikbud Nomor 22, Tahun 2016. Metode penelitian yang digunakan adalah penelitian deskriptif. Subjek penelitiannya adalah SMA YPKKP Bandung. Hasil penelitian menunjukkan bahwa kemampuan guru dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016 menunjukkan bahwa membuat penilaian merupakan komponen yang paling kecil persentasenya sebesar 46%. Untuk meningkatkan kemampuan guru yang belum optimal maka perlu dikembangkan model supervisi akademik dalam membuat silabus dan RPP berbasis PBL yang mengacu pada Permendikbud Nomor 22, Tahun 2016. Simpulannya model supervisi akademik yang digunakan harus dapat menumbuhkan learning community dan pemberdayaan supervisi teman sejawat.  ABSTRACTThis study aims to analyze the ability of high school teachers in making syllabus and Learning Implementation Plan (LIP) based on Problem Based Learning (PBL) which refers to Permendikbud Number 22, 2016. The research method used is descriptive research. The results showed that the profile of the teacher’s ability to make PBL-based syllabus and RPP which refers to Permendikbud Number 22, 2016 shows that the component in making assessment with the smallest percentage of 46%. In improving teacher capacity that is not optimal, it is necessary to develop an academic supervision model in making syllabus and LIP based on PBL that refers to Permendikbud Number 22, 2016. The conclusion is that the academic supervision model used must be able to foster learning community and support peer supervision.

scholarly journals Forest Protection through Sasi: Local Environmental Law in Ambon Island Post COVID -19 Pandemic

2021 ◽  
Vol 10 (3) ◽  
pp. 482
Author(s):  
Aarce Tehupeiory ◽  
Haposan Sahala Raja Sinaga ◽  
Lamhot Naibaho
Keyword(s):  
Natural Resources ◽  
Indigenous Peoples ◽  
Research Method ◽  
Environmental Law ◽  
Descriptive Analysis ◽  
Food Plants ◽  
Annual Plants ◽  
Community Members ◽  
Forest Protection ◽  
Analysis Technique

This study discusses forest protection through Sasi (Local Environmental Law) in Ambon island post-COVID-19. Sasi is a customary norm and rules and sanctions regarding the prohibition of taking plant or plant products, fish and game time before the time agreed and determined by community leaders and leaders together with community members. The main goal is to conserve natural resources, control and limit human greed in overexploiting natural resources. The research method used is a qualitative research method with normative legal research. The research was conducted at Universitas Kristen Indonesia from January to March 2021. The objects studied were documents either in reports or regulations related to indigenous peoples' local wisdom. The research instrument used was a document checklist. The data analysis technique used is the descriptive analysis technique. The research results are that traditional Sasi wisdom has values ??and norms to protect forests, water sources, annual plants, and food plants. With the concept and understanding of how environmental managements with various customary rules to obtain benefits and maintain the kinship value of area units that already have an identity and must continuously be maintained in the aftermath of the COVID-19 pandemic.

scholarly journals Dialogic & Critical Pedagogies: An Interview with Ira Shor

2017 ◽  
Vol 5 ◽  
Author(s):  
Ira Shor ◽  
Eugene Matusov ◽  
Ana Marjanovic-Shane ◽  
James Cresswell
Keyword(s):  
New York ◽  
Critical Pedagogy ◽  
Critical Literacy ◽  
Paulo Freire ◽  
Central Feature ◽  
Community Members ◽  
Dialogic Pedagogy ◽  
Language And Thought ◽  
Wide Range ◽  
Critical Pedagogies

In 2016, the Main Editors of Dialogic Pedagogy Journal issued a call for papers and contributions to a wide range of dialogic pedagogy scholars and practitioners. One of the scholars who responded to our call is famous American educator Ira Shor, a professor at the College of Staten Island, City University of New York. Shor has been influenced by Paulo Freire with whom he published, among other books, “A Pedagogy for Liberation” (1986), the very first “talking book” Freire did with a collaborator. His work in education is about empowering and liberating practice, which is why it has become a central feature of critical pedagogy.Shor’s work has touched on themes that resonate with Dialogic Pedagogy (DP). He emphasises the importance of students becoming empowered by ensuring that their experiences are brought to bear. We were excited when Shor responded to our call for papers with an interesting proposal: an interview that could be published in DPJ, and we enthusiastically accepted his offer. The DPJ Main Editors contacted the DPJ community members and asked them to submit questions for Ira. The result is an exciting in-depth interview with him that revolved around six topics: (1) Social Justice; (2) Dialogism; (3) Democratic Higher Education; (4) Critical Literacy versus Traditional Literacy; (5) Paulo Freire and Critical Pedagogy; and (6) Language and Thought. Following the interview, we reflect on complimentary themes and tensions that emerge between Shor’s approach to critical pedagogy and DP.

scholarly journals The Griefer and the Stalker: Disruptive Actors in a Second Life Educational Community

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Jean-Paul Lafayette DuQuette
Keyword(s):  
Language Learning ◽  
Learning Community ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
English Language ◽  
Participant Observation ◽  
Structured Interviews ◽  
Community Members ◽  
Fear And Anxiety

Linden Lab’s Second Life (SL) is well-known for its hands-off approach to user conflict-resolution. Although users are given tools to mute and block individual accounts as well as ban undesirable avatars from user-owned land, that does not prevent determined, malicious users from disrupting communities and harassing individuals. This case study focuses on two such malicious users exemplary of two specific types of malevolent virtual world actors: in-world griefers and online stalkers. As part of a decade-long ethnographic research project within the Cypris Chat English language learning community in SL, this paper utilizes data gleaned from notes on participant observation, semi-structured interviews, and first-hand encounters. It categorizes the disparate strategies these individuals have used over the years in their attempts to disrupt group cohesion, sow distrust between students and teachers, humiliate individuals, and foment an atmosphere of fear and anxiety. It then reviews the methods community members used to defend themselves from such attacks and analyzes the efficacy of these strategies. This study builds on our understanding of harassment in virtual worlds and acts as a cautionary tale for future virtual world educators and community leaders considering the development of their own online classes and groups.

Ethnographic Research

2021 ◽  
pp. 138-159
Keyword(s):  
Research Method ◽  
Social Research ◽  
Field Research ◽  
Qualitative Approach ◽  
Ethnographic Research ◽  
Separate Entity ◽  
Ethnographic Approach ◽  
The Stranger ◽  
Theoretical Foundations ◽  
Final Text

This chapter considers some of the essential features of ethnography as a qualitative method. The main theoretical foundations of ethnographic approach are explained; however, the emphasis is mainly on how ethnography is done. Thus, the techniques for collecting data used by ethnographers take the central part of this chapter with some special attention to the methodology of observation. Through many examples, the authors describe the various forms of observation as a social research method. It is useful to illustrate the approach of the ethnographer through the metaphor of the “stranger” because “reflexivity” is an important part of the qualitative approach of ethnography. The practicalities of recording the field research and writing memos are fully considered in conjunction with practical suggestions and conceptual discussion, including the writing up of the final text which should be the conclusion of a consequential process, rather than a separate entity.

Unravelling the Web of Qualitative Dissertation Writing!

2022 ◽  
pp. 260-282
Author(s):  
Nirupama R. Akella
Keyword(s):  
Social Science ◽  
Doctoral Students ◽  
Critical Literacy ◽  
Research Method ◽  
Analytical Approach ◽  
Learning Experience ◽  
Social Science Discipline ◽  
Dissertation Writing ◽  
Qualitative Dissertation ◽  
The Web

This chapter, written in the first person, uses the research method of autoethnography to identify, explore, and discuss six key elements essential for writing a qualitative dissertation in a social science discipline. The author bases her autoethnographic account of reflections, dialogue, and theory within a conceptual framework of critical literacy and a grounded theory analytical approach to detail six foundational elements of qualitative dissertation writing which must be present in the doctoral student's arsenal before beginning to write the dissertation and/or draft. The chapter attempts to solve a dilemma of paucity of empirical research by doctoral students/candidates about how to write qualitative dissertations. The purpose of the chapter is to showcase and unravel the dissertation writing web from a doctoral student/candidate's active learning experience and perspective.

Developing a Research Framework to Assess Online Consumer Behaviour Using Netnography in India

2016 ◽  
pp. 154-167
Author(s):  
Gautam Deka ◽  
Sumangla Rathore ◽  
Avinash Panwar
Keyword(s):  
Research Method ◽  
Consumer Behaviour ◽  
Ethnographic Research ◽  
Online Consumer Behavior ◽  
Internet Users ◽  
Computer Mediated ◽  
Specialized Form ◽  
Online Consumer ◽  
Over Time ◽  
Online Consumer Behaviour

Netnography is a specialized form of ethnographic research that has been adapted to the unique contingencies of various types of computer-mediated social interaction. With the tremendous growth in the number of Internet users in India, the potential of utilizing netnography to study various aspects of management and business has also increased. Several e-Commerce companies have started operating in India since 2007. Over time, the number of online consumers has also increased in India. Therefore it is important to know the online consumer behaviour towards e-Commerce companies operating in India. Keeping the above facts in view, this chapter proposes Netnogrpahy as an effective research method to assess online consumer behavior. The chapter not only helps in providing future agenda for research, but also presents a framework that may be adopted to carry out Netnogrpahy of e-commerce related websites in India.

Ethnography

2019 ◽  
pp. 201-220
Author(s):  
Eileen Anderson-Fye ◽  
Vanessa M. Hildebrand
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Research Method ◽  
Related Topic ◽  
Ethnographic Research ◽  
Research Projects ◽  
Health Humanities ◽  
Qualitative Research Method ◽  
Health Related

Ethnography is a powerful qualitative research method used to understand research informants’ perspectives on a health-related topic. Developed and pioneered by anthropologists, this method has become an important tool across disciplines and industries. This chapter explains the utility of the method for use in the health humanities and offers step-by-step instructions to teach the reader to conduct ethnographic research. Concrete examples from long-term research projects demonstrate not only how this method is used to answer “why” and “how” questions, but also how this type of research pairs with other research methods. Many tools are offered to the reader to assist in the development of ethnographic research skills including resources, references, and an exercise to teach the method.

Process and Product in Collaborative Media: Making Neighbors and Nature in Harmony

2010 ◽  
Vol 33 (1) ◽  
pp. 14-17
Author(s):  
Maris Gillette
Keyword(s):  
Local People ◽  
Ethnographic Research ◽  
Documentary Films ◽  
Community Members ◽  
Community Media ◽  
Non Profit ◽  
The Creation

For two years between 2008 and 2010, I worked as a facilitator for a Philadelphia-based non-profit community media organization on a project where local people spoke out about the value of their own communities through the creation of a short documentary films. My job was to help community members tell the story that they wanted to tell, while ensuring that it met scholarly standards for historical and ethnographic research. In each of the two films the process revealed significant differences between community members regarding the who, what, where, when, why and how of representation. Each group had to work through these differences to produce a film that all participants could sign off on, or they would lose participants who felt that their voices were not heard and end up with a product that was not community media.

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