A meta-ethnography of two studies on interactions in schools: reflections on the process of translation

Kakos, Michalis; Fritzsche, Bettina

doi:10.1080/17457823.2016.1216324

Cited by 7 publications

(6 citation statements)

References 22 publications

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“…Since conducting our systematic review in 2015 to 2016 further relevant publications have been published. For instance, they include adapting meta-ethnography for synthesising qualitative evidence syntheses (‘mega-ethnography’) [73]; for analysing multiple primary qualitative datasets [74], and for synthesising ethnographies while they were still being conducted [75]. Urrieta and Noblit’s new edited book [72] focuses on the relation of meta-ethnography and theory with identity theory.…”

Section: Discussionmentioning

confidence: 99%

“…Education tends towards synthesis of a small number of rich ethnographies and the identification of metaphors (e.g. [59, 75]), whereas health science tends to synthesise concepts and themes from large numbers of journal articles reporting interview studies [10]. Meta-ethnography is still evolving, in health and other disciplines, and future research by our team will seek to incorporate these newer publications, not all of which can be covered here, into future guidance on meta-ethnography conduct and reporting.…”

Section: Discussionmentioning

confidence: 99%

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A methodological systematic review of meta-ethnography conduct to articulate the complex analytical phases

France

Uny

Ring

et al. 2019

BMC Med Res Methodol

175

237

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Background Decision making in health and social care requires robust syntheses of both quantitative and qualitative evidence. Meta-ethnography is a seven-phase methodology for synthesising qualitative studies. Developed in 1988 by sociologists in education Noblit and Hare, meta-ethnography has evolved since its inception; it is now widely used in healthcare research and is gaining popularity in education research. The aim of this article is to provide up-to-date, in-depth guidance on conducting the complex analytic synthesis phases 4 to 6 of meta-ethnography through analysis of the latest methodological evidence. Methods We report findings from a methodological systematic review conducted from 2015 to 2016. Fourteen databases and five other online resources were searched. Expansive searches were also conducted resulting in inclusion of 57 publications on meta-ethnography conduct and reporting from a range of academic disciplines published from 1988 to 2016. Results Current guidance on applying meta-ethnography originates from a small group of researchers using the methodology in a health context. We identified that researchers have operationalised the analysis and synthesis methods of meta-ethnography – determining how studies are related (phase 4), translating studies into one another (phase 5), synthesising translations (phase 6) and line of argument synthesis - to suit their own syntheses resulting in variation in methods and their application. Empirical research is required to compare the impact of different methods of translation and synthesis. Some methods are potentially better at preserving links with the context and meaning of primary studies, a key principle of meta-ethnography. A meta-ethnography can and should include reciprocal and refutational translation and line of argument synthesis, rather than only one of these, to maximise the impact of its outputs. Conclusion The current work is the first to articulate and differentiate the methodological variations and their application for different purposes and represents a significant advance in the understanding of the methodological application of meta-ethnography. Electronic supplementary material The online version of this article (10.1186/s12874-019-0670-7) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A methodological systematic review of meta-ethnography conduct to articulate the complex analytical phases

France

Uny

Ring

et al. 2019

BMC Med Res Methodol

175

237

View full text Add to dashboard Cite

show abstract

“…The current study adopted Noblit and Hare's (1988) meta-ethnography as its methodology. Meta-ethnography originates from educational research and has become a common approach to synthesising health research (Kakos and Fritzsche, 2017;Toye et al, 2014). Meta-ethnography develops conceptual insights, models and theories through repeated syntheses of key concepts and metaphors in qualitative studies (Atkins et al, 2008;France et al, 2019;Noblit and Hare, 1988).…”

Section: Methodsmentioning

confidence: 99%

“…Meta-ethnography does not aim to exhaust the entire knowledge/ literature available or to make statistical inference; its focus is to establish conceptual insights through interpretation (Toye et al, 2014). The quality of findings in meta-ethnography depends largely on the interpretations of the chosen texts (France et al, 2019), such that a meta-ethnography involving only two qualitative studies can still achieve meaningful outcomes (Kakos and Fritzsche, 2017). To build rigour, synthesis in meta-ethnography often involves multiple levels of…”

Section: Methodsmentioning

confidence: 99%

Constructing a conceptual framework for professional identity development in international social work students: A meta-ethnographic review

Yao

2020

Qualitative Social Work

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There has been a significant increase of international students in Australian social work education over the past decade. Issues around international students’ language skills, cultural capital or competence, special needs and field education experiences have been explored in social work literature. However, the literature to date has a tendency to focus on international students’ deficits, or the strategies implemented to address the identified deficits. Professional identity, a critical aspect of social work education, remains an under-researched topic in international students. Professional identity development in social work is often considered a complex process which is influenced by interacting internal or external factors. For example, personal or cultural identities can contribute to professional identity development in social work students in general, while discrimination or institutional oppression is found to negatively affect professional identity development in social work students. Intersectionality sees a person’s identity as fluid and multifold, and offers a useful framework for understanding identity issues in international students. Applying the concept of intersectionality, this meta-ethnography reviews six qualitative studies, guided by the seven phrases established by Noblit and Hare. The findings show professional identity development in international students can be influenced by interacting personal, linguistic, professional, academic, cultural and social factors. An intersecting model incorporating the six identified key themes was developed to provide a conceptual framework for professional identity development in international social work students.

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“…And they are also brought about in part through the assemblage of a wide range of people performing a variety of roles and/or tasks. Teachers, for example, are invariably enrolled in non‐academic pastoral duties that are not always commensurable with their own constructions of themselves as professional educators, as discussed in the cross‐national meta‐ethnography of Kakos and Fritzsche (2017). Some schools, universities and other institutions with an educational remit are founded by and/or align themselves, in terms of curriculum as well as ethos, to religious institutions [EDU‐REL].…”

Section: First Condition: the Continuity And Discontinuity Of [Edu]mentioning

confidence: 99%

On the educational mode of existence: Latour, meta‐ethnography and the social institution of education

Tummons

2021

Soc Anthropol

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On the educational mode of existence: Latour, meta-ethnography and the social institution of education This article constitutes an argument for both the use and expansion of the philosophical anthropology of Bruno Latour, as established in his recent work An Inquiry into Modes of Existence (AIME; 2012). Drawing on ethnographies of education as a methodology for empirical inquiry and specifically on meta-ethnography as a methodology for establishing objectivised knowledge concerning education in a manner that is commensurate to the underpinning epistemological and ontological principles of AIME, this article explicates and then applies the theoretical components of AIME to the field of education research. In doing so and it proposes that education be added to Latour's schema as an additional mode of existence.

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A meta-ethnography of two studies on interactions in schools: reflections on the process of translation

Cited by 7 publications

References 22 publications

A methodological systematic review of meta-ethnography conduct to articulate the complex analytical phases

A methodological systematic review of meta-ethnography conduct to articulate the complex analytical phases

Constructing a conceptual framework for professional identity development in international social work students: A meta-ethnographic review

On the educational mode of existence: Latour, meta‐ethnography and the social institution of education

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