Parent-research as a process of inquiry: an ethnographic perspective

Kabuto, Bobbie

doi:10.1080/17457820802062433

Cited by 30 publications

(49 citation statements)

References 15 publications

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“…I have discussed in other places (Kabuto, 2008) the ways in which the conceptual and methodological approaches to this research were coconstructed between parent-researcher and child-participant. In many ways, Emma is viewed as a 'co-researcher'.…”

Section: Study Overviewmentioning

confidence: 98%

Code-switching during parent—child reading interactions: Taking multiple theoretical perspectives

Kabuto

2010

Journal of Early Childhood Literacy

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This article uses multiple theoretical perspectives to understand the synergy that occurs between linguistically diverse parents and children during reading interactions. Through the detailed analysis of code-switching during book-sharing activities in a middle-class, bilingual home, we can observe how linguistically diverse parents support the development of reading competency in their children, provide rich language and linguistic experiences, and co-construct their children's identities as a reader as they read together. Code-switching is therefore viewed as a cognitive, social, and cultural tool to support the learning of early biliterate readers by mediating reading transactions with the text. The insights from this study highlight how transactions with text in bilingual homes can be described through language syncretism, or integration and reinvention of language forms, as part of a holistic, natural approach to literacy learning.

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Section: Study Overviewmentioning

confidence: 98%

Code-switching during parent—child reading interactions: Taking multiple theoretical perspectives

Kabuto

2010

Journal of Early Childhood Literacy

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“…The roles held in this naturally occurring relationship facilitate critical insights into dialogic interaction and the autoethnographic position of a researcher permits reflexivity (Kabuto 2008;Adler and Adler 1996). A judgement is made here that the data obtained through text messaging are reliable, particularly as they were substantiated by telephone conversations and latterly photographs and video footage, and there is evidence to support that deception occurs less frequently in closer relationships (Smith et al 2014).…”

Section: Methods and The Challenge Of Defining A Methodologymentioning

confidence: 88%

Text messaging as a near synchronous method of remote support in outdoor adventurous settings

Prince

2017

Applied Mobilities

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In transient outdoor adventurous settings such as expeditions, mobile communication is often used in a safety framework or for support. Text messaging (or SMS: Short Message Service) as a near synchronous method is explored in this non-representational micro-research in a cycling expedition context. This interactive approach is supplemented by telephone conversations and post-experience interviews. The dualistic methodological positioning within a phenomenological and ethnographic approach is situated in an expanding transdisciplinary mobilities discourse. Text messaging is a valid tool for recording meaning and reflexivity of real, lived experiences in this setting and has application for remote supervisors of outdoor adventures.KEY WORDS: Text messaging, SMS, mobile methods, outdoor adventure, remote support IntroductionText messaging (or Short Message Service 'SMS') is a widely used data application using mobile telecommunications that has been most prevalent in the last 10 years, moving from text only messages to those including images, sound and videos. Its use in research appears to be confined to participatory interventions, mainly in the field of medical research (e.g. Brabyn et al. 2014) in linguistic analysis (e.g. Ling 2014) or in studies comprising a range of virtual and mediated communication tools such as blogs, email and social networks (Molz and Paris 2015). Some applications for communication are synchronous (e.g. calls andconversations) or asynchronous (e.g. mobile 'apps') or for information retrieval (internet) and these will no doubt extend in the future as the technology of 'smart phones' that most people now possess, develops. Text messages using mobile phones are characterised in their brevity situations, a mobile phone is carried and only used (or instructed to be used) in the event of an emergency to encourage self-reliance with back up support if necessary.However, in an adventurous setting for remote support, there are circumstances where a delayed response is preferable (e.g. seeking information and its interpretation such as a weather forecast, participating in the activity itself or when travelling in locations with intermittent reception). Communication during aerobic adventurous activities is uncommon and any categorisation into active or passive mobility is upended because the 'passive', noncycling time is when communication necessarily takes place and challenges the stasis (Hannam, Sheller and Urry 2006;Merriman 2014). It is the interaction through mobile communication that is important here and focuses on text messaging supplemented by telephone conversations, videos and post-experience interviews.The paper conceptualises text messaging within the mobilities paradigm and its application in an adventurous setting, and places it in a methodological framework, exploring the challenges and tensions emergent and contingent on that definition. It presents the results of a limited scope research study with reference to a cycling expedition, discussing this within the conceptual framewo...

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“…However, as I have argued previously (Kabuto, 2008), taking an ethnographic perspective towards parent-research can demystify the term to make the process transparent through the use of reflexive notes that discuss how the parent-researcher co-constructs the research context with the child-participant. Researchers have argued how reflexive notes are a critical tool in working through issues of ethical symmetry among participants (Christensen & Prout, 2002), recognizing the voices and rights of the childparticipants (Cocks, 2006), and acknowledging how "enlightened subjectivities" informed the directions of the study (Bissex, 1980).…”

Section: Learning To Be Biliterate: a Case Studymentioning

confidence: 97%

“…In other places (Kabuto, 2008), I have extensively discussed the complex relationships that existed between myself, as a parent-researcher, and Emma, as a child-participant. It is important to acknowledge the social identities embedded in the social structures of the home and how they coconstructed the positioning of Emma and myself, and that this work, in its current form, could not be possible unless I was a parent-researcher.…”

Section: Learning To Be Biliterate: a Case Studymentioning

confidence: 98%

“…It is important to acknowledge the social identities embedded in the social structures of the home and how they coconstructed the positioning of Emma and myself, and that this work, in its current form, could not be possible unless I was a parent-researcher. Downloaded by [Aston University] at 06:08 05 October 2014 KABUTO Parent-research had the possibility to supplement already existing research on bilingual homes and schools (e.g., Compton-Lily, 2007;Gregory, 1998) by offering the continuous, detailed observation to investigate a domain that is highly private and complex, in which social and cultural relationships related to language were entangled with family members and practices inside and outside the home (Kabuto, 2008).…”

Section: Learning To Be Biliterate: a Case Studymentioning

confidence: 99%

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