Comparing Case Study and Ethnography as Qualitative Research Approaches

Suryani, Anne

doi:10.24002/jik.v5i1.221

Cited by 29 publications

(24 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The study adopted ethnographic research methodology of in depth interviews, participant observation (Flick, 2009; Suryani, 2013) and informal interviews. The fieldwork took place in Amsterdam from January 2014 till January 2015.…”

Section: Methodsmentioning

confidence: 99%

Religious citizenship and gendered sanctions in the lived experience of second generation Ghanaians

Kyei

Smoczyński

2019

Social Compass

View full text Add to dashboard Cite

This study seeks to understand how some African Initiated Christian churches in Amsterdam sanction discrimination against women in the exercise of the right to religious citizenship. This research also investigates how through the exercise of agency some female second generation Ghanaians contest, reinterpret or conform to gendered sanctions in the religious field. Data were drawn mainly from in-depth interviews, participant observation and informal interviews in Amsterdam. The exercise of religious citizenship is not a level playing ground for both females and males. The study concludes that religious sanctions on sex and sexuality pronounced in the religious field contradict human rights expressed in the nation state. The study also noted that the emergence of immigrant women’s engagement in institutionalised religiosity binds feminist scholars to rethink of religion as a field that does not generate only oppressed female citizens rather it also provides the space for females to exercise agency.

show abstract

Section: Methodsmentioning

confidence: 99%

Religious citizenship and gendered sanctions in the lived experience of second generation Ghanaians

Kyei

Smoczyński

2019

Social Compass

View full text Add to dashboard Cite

show abstract

“…Youth Amplified was an intrinsic case study, chosen for its intrinsic value as an informal educational setting that produced dialogue amongst youth (Suryani 2013). The radio show was studied for exploratory and descriptive purposes, shedding light on an example of a critical pedagogy intervention, rather than to explain generalisable learning processes that apply across contexts (McCutcheon & Meredith 1993).…”

Section: Youth Amplified As a Case Studymentioning

confidence: 99%

'Youth amplified': using critical pedagogy to stimulate learning through dialogue at a youth radio show

Cooper¹

2016

Educ. as change.

View full text Add to dashboard Cite

In this paper I describe and analyse how critical pedagogy, an approach to teaching and learning that encourages students to reflect on their socio-political contexts, may stimulate critical consciousness and dialogue at a youth radio show. The participants, who attended four diverse Cape Town high schools and predominantly lived in poor townships, named the show Youth Amplified. Youth Amplified dialogues were catalysed by a range of materials, including documentary films, newspapers and academic articles, which participants engaged with prior to the show. Participants then generated questions, which contributed to the dialogues that took place live on air. Two central themes emerged from the radio shows. First, the values and discourses of elite schools were transported to Youth Amplified and presented as incontestable truths that often denigrated marginalised learners. Second, participants used 'race' as a marker of social difference to make sense of peers and South African society. I argue that critical pedagogy interventions also need to work with educators to reflect on inequalities and socio-political contexts, if such interventions are to be successful. The show illuminated that young South Africans want to speak about racialised and class-based forms of historical oppression, but that these kinds of discussions require skilled facilitation.

show abstract

“…Critique of the two studies also will be offered. Ethnography and case study are chosen to be compared because they are two of the most popular approaches in qualitative methods (Suryani, 2008). In addition, both approaches have a similar theoretical framework.…”

Section: Introductionmentioning

confidence: 99%

Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis

Harwati

2019

IJELS

View full text Add to dashboard Cite

In qualitative methods, there are various approaches that can be used to answer particular social questions, for example ethnography and case study. Two studies conducted by different researchers in China and Australia using these approaches were described and analysed in order to find out their similarities and differences in terms of philosophical and methodological perspectives, in the hope that it will provide an insightful contribution to a critical review of

show abstract

Comparing Case Study and Ethnography as Qualitative Research Approaches

Cited by 29 publications

References 8 publications

Religious citizenship and gendered sanctions in the lived experience of second generation Ghanaians

Religious citizenship and gendered sanctions in the lived experience of second generation Ghanaians

'Youth amplified': using critical pedagogy to stimulate learning through dialogue at a youth radio show

Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis

Contact Info

Product

Resources

About