Narrative Analysis in Ethnography

Cortazzi, Martin

doi:10.4135/9781848608337.n26

Cited by 172 publications

(123 citation statements)

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“…Then, I structured the meanings of the displayed data through narratives (Kvale, 1996). Cortazzi (2001) supports the use of narrative analysis in ethnographic studies. Finally, constructs were developed from the identified patterns or themes of responses (Miles & Huberman, 1994).…”

Section: Methods Of Data Analysismentioning

confidence: 89%

Using "plasma TV" broadcasts in Ethiopian secondary schools: A brief survey

Bitew

2008

AJET

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<span>The objective for this study is to investigate the contribution of the "plasma" mode of instruction to the school experiences of students in Government secondary schools in Ethiopia, as viewed by students, their parents and teachers, and by comparing it with experiences in Catholic secondary schools, which did not use "plasma". Interviews, observations and document analyses were used as data collection instruments. It was observed that Government and Catholic Schools use the same national curriculum but employ different classroom practices. Government schools were using a live, nationally broadcasted "plasma" television mode of instruction, whilst the Catholic schools used traditional face to face methods of teaching. However, the two groups of participants; students, teachers and parents in the two schools, have different comments on the actual teaching-learning practices of the schools irrespective of their own classroom experiences. Recommendations based on the data are presented.</span>

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Section: Methods Of Data Analysismentioning

confidence: 89%

Using "plasma TV" broadcasts in Ethiopian secondary schools: A brief survey

Bitew

2008

AJET

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“…Clandinin and Connolly [23] p.20. Several inter-related reasons for using narrative are also described by Cortazzi [24] as: 'concern with the meaning of experience, voice, human qualities on the personal and professional dimensions, and research as a story' (p. 385). I considered all of these reasons, viewing them as reliable introductions to personal and professional lives as well as identities Clandinin & Connolly [23]; Connelly & Clandinin [25]; Doecke et al [26]; Goodson [27]; Jalonga et al [28].…”

Section: Why Narrative?mentioning

confidence: 99%

“…I considered all of these reasons, viewing them as reliable introductions to personal and professional lives as well as identities Clandinin & Connolly [23]; Connelly & Clandinin [25]; Doecke et al [26]; Goodson [27]; Jalonga et al [28]. Also guiding my choice of narrative was the work of Raymond et al [29] and Elbaz-Luwisch [30]who, along with Cortazzi [24], promote narrative as representing the meaning of experience and encouraging participant voice. I was conscious of ongoing narratives all the time, although there were times when narrative was deliberately engaged as part of the research process.…”

Section: Why Narrative?mentioning

confidence: 99%

A Place for Digital Storytelling in Teacher Pedagogy

Clarke¹

2017

ujer

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Traditional school subjects are challenged by the acceleration of access to knowledge in the new age of media available to both teachers and students. Teachers who are socialized into existing traditional practices are now encouraged to introduce technology into their pedagogy. This Paper explores a particular way in which teachers can creatively introduce a new and useful technology known as Instructional Digital Storytelling (IDS), guided by the Technological, Pedagogical and Content framework (TPACK) developed by Mishra and Koehler [1]. It illustrates how, through narrative inquiry, teacher experience of both the creation and use of Digital Storytelling for instructional purpose in a Secondary School setting, highlighted challenges, rewards, accelerated learning and developed a community of practice across subject disciplines. The focus is on the reconstruction of the experience of creating a Digital Story on four levels: a) Internal structures of blending voice over, imagery and sound to create a successful IDS; b) Experience of challenges and negotiations in crafting the story; c) Experience of sharing with students; d) Recognition of themes and patterns which may have emerged among the participants.

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“…Polkinghorne, 1995;Gubrium and Holstein, 1999;Tedlock, 2000;Cortazzi, 2001;Czarniawska, 2004;Bamberg, 2007;Hammersley and Atkinson, 2007;Riessman, 2008) have increasingly focused on the usefulness of 'narratives' for reporting and evaluating human experiences. Accordingly, the power of narratives as a tool in analysing ethnographic data has come to be strongly established in the literature.…”

Section: Ethnography: a 'Narrative' Approach To Analysismentioning

confidence: 99%

Women, the ‘ongoing Process of Worldwide Primitive Accumulation’ and Female Plantation Workers of Sri Lanka: A Marxist Feminist Analysis

Seneviratne¹

2017

IJGWS

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Contemporary feminist theorists while drawing upon original Marxian propositions, differ from the Marxist view of seeing primitive accumulation as preceding capitalist accumulation. Rather they view primitive accumulation as an 'ongoing' process simultaneous with capital accumulation, and more importantly place 'women' at the centre of this worldwide process of expropriation and deprivation of power. In this paper, I attempt to read my ethnographic experiences with female plantation workers of a third world/post colonial location -Sri Lanka; in the light of this alternative theoretical claim -stemming from a Marxist analysis yet with a feminist turn. The paper is woven around the birth of Madumani's daughter, a baby girl born to an 'estate mother' during my stay at the estate and my many close interactions with the young mother and daughter and their many female relatives all of whom are working as laborers in the estate. Their stories as I narrate here shed light on the manner in which women, especially proletarian women of the third world, are placed at the center of an 'ongoing process of worldwide primitive accumulation'-as argued by Marxist Feminist writers-and robbed not only of their labour but also of their bodies, their knowledge and their skills; struggling to make a living in these third world plantation estates.

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Narrative Analysis in Ethnography

Cited by 172 publications

References 0 publications

Using "plasma TV" broadcasts in Ethiopian secondary schools: A brief survey

Using "plasma TV" broadcasts in Ethiopian secondary schools: A brief survey

A Place for Digital Storytelling in Teacher Pedagogy

Women, the ‘ongoing Process of Worldwide Primitive Accumulation’ and Female Plantation Workers of Sri Lanka: A Marxist Feminist Analysis

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