Inside Two Parties: Ethnographic Analysis of Partisan Differences in Political Candidate Recruitment

In three studies conducted over the course of 2016 US presidential campaign we examined the relationship between radicalism of a political candidate and willingness to engage in actions for that candidate. Drawing on significance quest theory (Kruglanski et al., 2018), we predicted that people would be more willing to make large sacrifices for radical (vs. moderate) candidates because the cause of radical candidates would be more personally important and engagement on behalf it would be more psychologically rewarding. We tested these predictions among supporters of Hillary Clinton, Donald Trump, and Bernie Sanders. Our findings were in line with these predictions, as the more followers perceived their candidates as radical, the more they viewed leaders’ ideas as personally important, gained more personal significance from those ideas, and intended to sacrifice more for the leader.

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Developing a Navy Workforce Program: An Interactional Ethnographic Analysis

Technology & Innovation ◽

10.21300/20.3.2019.303 ◽

2019 ◽

Vol 20 (3) ◽

pp. 303-319

Author(s):

Noreen Balos ◽

Maria Teresa Napoli ◽

Judith Green

Keyword(s):

Ethnographic Analysis

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How “Identity Play” Protects White Privilege

10.1093/oso/9780190676087.003.0008 ◽

2018 ◽

Author(s):

Alison LaGarry ◽

Timothy Conder

Keyword(s):

Preservice Teachers ◽

Teacher Identity ◽

White Privilege ◽

White Identity ◽

Contested Spaces ◽

Identity Studies ◽

White Teacher ◽

Ethnographic Analysis ◽

Second Wave

This chapter, “How ‘Identity Play’ Protects White Privilege: A Meta-Ethnographic Methodological Test,” presents the findings of a 2013 meta-ethnographic analysis on White identity in preservice teachers (PSTs), as well as a methodological test of those findings in light of recent publications on Second-Wave White Teacher Identity Studies (SWWTIS). In the 2013 meta-ethnography, the authors first found a reciprocal argument in which the authors described similar tools or strategies by which White PSTs defended their own privilege. Through further reflexive interpretation, the authors then found a line of argument that situated the multiple theories used in the studies as contested spaces in a larger figured world of whiteness. In testing findings from 2013 against recently published studies on SWWTIS, the authors found that the earlier study anticipated a shift in thinking and theorizing within the field.

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Multimodality in children's socially situated learning in Haiti: a video-based ethnographic analysis

International Journal of Qualitative Studies in Education ◽

10.1080/09518398.2021.1885077 ◽

2021 ◽

pp. 1-19

Author(s):

Diane M. Hoffman

Keyword(s):

Situated Learning ◽

Ethnographic Analysis ◽

Socially Situated

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Why pioneer camps survived the collapse of the Soviet Union

Journal of Modern European History ◽

10.1177/16118944211018684 ◽

2021 ◽

pp. 161189442110186

Author(s):

Anna Kozlova

Keyword(s):

Soviet Union ◽

Educational System ◽

Central Committee ◽

Human Values ◽

Teaching Experiences ◽

Stalin Era ◽

The Soviet Union ◽

Ethnographic Analysis ◽

Children’S Centres ◽

Educational Field

The article analyses the survival of the children’s centres, Artek and Orlyonok, during the post-socialist transformation. It is based on 50 interviews with employees who worked there starting in the late-Soviet era. Artek and Orlyonok were exemplary children’s camps, subordinated to the Central Committee of the Komsomol. Since the early 1960s, they have functioned as schools for distinguished teenagers who were considered ‘good examples’ for other children. In this article, I have made an ethnographic analysis of Artek and Orlyonok employees’ late-Soviet experiences. This analysis shows how the agency of Soviet counsellors and camp directors became a creative interpretation of the governmental order to raise the children as active Soviet citizens. Camp educators transformed it in line with the idea to base their agency on ‘common human values’, which was spread in the Soviet educational field in the post-Stalin era. As a result, the Soviet teaching experiences gained in these education centres were heterogeneous. When a child-centred paradigm was later introduced to the post-Soviet educational system, the camps adopted the most applicable practices from their Soviet experiences.

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