A focus on time-lapse ethnography: learning to teach

Abstract

This article makes the claim that developing ethnographic work through follow up interviews can add to our understanding of researched phenomena and explores how using concepts from Bourdieu and theories on the social construction of time strengthen the research design and add a stronger longitudinal diachronic element to data analysis. Extending an ethnographic study of learning to teach by interviewing respondents nine years after the study and after the completion of their teacher education course is shown to develop insights around the initial research findings by focusing on the temporal aspects of data. Adopting this methodological approach can develop small-scale qualitative work and contribute to an accumulation of research findings to avoid simply revisiting familiar research ground.

Perceiving and Deflecting Everyday Poverty-Related Shame: Evidence from 35 Female Marriage Migrants in Rural China

“…The time spent in the field enables time-lapse observations on a part of the research subjects' life course and the changing social settings in the locality. Such time-lapse ethnographic approach, as pointed out by Douglas (2019), reveals the dynamics and adds a stronger longitudinal diachronic ele-ment to data analysis. In a way, it constitutes the methodological originality of this research.…”