Classroom Ethnography

Erickson, Frederick

doi:10.1016/b978-0-08-044894-7.01560-8

Cited by 17 publications

(14 citation statements)

References 3 publications

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“…This is a qualitative study using ethnographic methods. Ethnography is based on the long-term collection of discourses by and observation of people in the field (Erickson, 2010). My role as an ethnographer was to collect those discourses on voice-recorders or notebooks and transcribe them.…”

Section: Methodsmentioning

confidence: 99%

Can Transgression Define Identity in Educational Settings? A Basque-Based Framework for Identity-in-Interaction

Pérez‐Izaguirre

2019

Front. Psychol.

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Interaction in educational environments might refer to a set of relationships between individuals in a school system. These links can be considered within a power-relations framework that includes the role of each of the subjects in a school and its community. This paper focuses on “transgressive” interactions involving adolescent students from diverse ethnic backgrounds in a Basque secondary school and relies on the concept of identity-in-interaction from a sociocultural approach, according to which, identity is constituted in a process of exchange between two or more parties. This research is drawn from the results of an ethnographic study conducted between July 2015 and June 2016 in a Basque secondary school attended by a high proportion of immigrant students, which shares characteristics with the broader Basque educational context. The methods used to collect data included documentary analysis, 9-months of participant observation, 36 in-depth interviews and four focus groups. Transgression in this context refers to the act of questioning socially established limits of behavior, which is considered typical during adolescent years. I categorize three types of student interaction as transgressive: personal, civic, and social limit transgressions, which involve challenges to peer-interpersonal, institutional, and community rules of interaction, respectively. In the Basque Country there are two official languages, Basque and Spanish, and students are instructed in both languages. They must daily face the particularities of a bilingual society where Basque is still a minority language. Community transgression is noteworthy, as immigrant students resisted the rule enforcing Basque instruction, leading to intercultural conflict with teachers. The study argues that identity can be constructed through transgression: immigrants’ refusing to learn Basque is a matter of rebellion that acts as an identity marker. This study contributes to the discussion of identity-in-interaction. Based on empirical data it uses the framework of transgression in multi-ethnic educational environments to consider community languages in a broader power-relations framework.

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Section: Methodsmentioning

confidence: 99%

Can Transgression Define Identity in Educational Settings? A Basque-Based Framework for Identity-in-Interaction

Pérez‐Izaguirre

2019

Front. Psychol.

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“…When anthropologist George Spindler (Gordon et al, 2001), started fieldwork in schools in the 1950, the essence of his work was to make the strange familiar. However, it was difficult to see the strangeness in the school setting because we all have had at one point in our lives prior experience in similar setting (Erickson, 2010). Therefore, making the familiar strange was the core task of a school ethnographer (Gordon et al, 2001).…”

Section: Researchers Awarenessmentioning

confidence: 99%

“…Therefore, making the familiar strange was the core task of a school ethnographer (Gordon et al, 2001). Indeed, much different from traditional ethnography where the essence of the ethnographer's work was in making the strange familiar (Erickson, 2010).…”

Section: Researchers Awarenessmentioning

confidence: 99%

“…Fetterman. Far too many to review here, though of importance Abdullah (2019) subscribed to Erickson's (2010) perspective on classroom ethnography as making the familiar strange whereas general ethnography seeks to make the strange familiar.…”

Section: Limitations and Strengthsmentioning

confidence: 99%

“…Classroom ethnography was developed in the early 1970's. It has certain family resemblances to general ethnography but it does not correspond exactly to the classical methods and content of general ethnography (Erickson, 2010). "Classroom ethnography portrays a topic-focused account of some aspect of a particular institutional setting in which none of the participants live their entire lives, with research typically being done by someone who, if not exactly an insider, still knows much about the setting, including knowledge that comes from prior life experience in similar settings" (Erickson, 2010: 322).…”

Section: Classroom Ethnographymentioning

confidence: 99%

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Classroom Ethnography: Adapt or Adopt?

Abdullah

Ishak

Peters

et al. 2019

IJHPL

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Ethnography, in general, is a methodology that has been well known to many as conducted to study a culture-sharing group that could provide an understanding of a larger issue. However, ethnographic research in an educational setting is defined as research on and in educational institutions based on participant observation and/or permanent recordings of everyday life in naturally occurring settings. Then again, classroom ethnography who possess a family resemblance to ethnography is not well understood to many qualitative researchers in this region. Its value in the body of knowledge is not well understood also. In order to appreciate the value of this methodology, the history and development of this research with relation to science education could better enlighten the research community of its value and appropriateness in this region rich in its diverse culture and ethnicity. Different scholars have different scope and perspectives in understanding ethnography. The aim of this article is to open up new research directions in research methodologies for potential local postgraduates.

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Classroom Ethnography

Bloome

Beauchemin

2018

The International Encyclopedia of Anthropology

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Classroom ethnography is a principled approach to the study of classroom life grounded in cultural, social, and linguistic anthropology. It involves an iterative and responsive engagement with the dialectics of theoretical framing, logic of inquiry, empirical fieldwork and data analysis, and the construction of a representation of classroom life. Heuristically, classroom ethnographies can be categorized as ethnographies of the classroom and ethnographies in the classroom, with the former contributing to the knowledge base in the social sciences and the latter contributing to the knowledge base in the field of education and to educational policy and practice. Among the goals of classroom ethnography have been countering deficit models of students from nondominant communities and the problematizing and redefining of key constructs associated with classroom life.

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Classroom Ethnography

Cited by 17 publications

References 3 publications

Can Transgression Define Identity in Educational Settings? A Basque-Based Framework for Identity-in-Interaction

Can Transgression Define Identity in Educational Settings? A Basque-Based Framework for Identity-in-Interaction

Classroom Ethnography: Adapt or Adopt?

Classroom Ethnography

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