Using ethnography to understand twenty-first century college life

Iloh, Constance; Tierney, William G.

doi:10.2478/s13374-014-0203-3

Cited by 25 publications

(19 citation statements)

References 105 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another study was about "natural habitat" and "on line habitat" of a group of people informing the way how they interact in their social communities (Hallet & Barber, 2014). In addition, the study of the university students' culture and life was portrayed through ethnography for explaining the vital role and the switch of the tertiary education (Illoh and Tierney, 2013).…”

Section: Ethnography Of Esp Practitionersmentioning

confidence: 99%

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Muhrofi-Gunadi

2016

IJE

View full text Add to dashboard Cite

This current research aims at revealing factual ESP practitioners' roles at the tertiary level of education in Malang City, Indonesia. Data were collected through semi-structured interviews and a survey using questionnaires involving 22 ESP practitioners selected randomly from several universities and colleges in Malang. To collect data on the roles of ESP practitioners, the present study adopted two sources in the questionnaires: First, the roles of ESP instructors as teachers, course designers, materials providers, researchers, and evaluators as proposed by Dudley-Evans and St. John (1998), and secondly as a practitioner who has intercultural competence and professional activity competence as defined by Luka (2004) and ethnography (Wall, 2014). The findings showed that the majority (70%) of ESP practitioners realized their roles and some (30%) claimed to learn more on mastering contents, providing materials, conducting research on needs analysis, learning intercultural competence, and realizing the needs to have experiences in industries or related work places of the students. Concerning their ethnography, the majority of ESP practitioners did not have the opportunity to teach, to have internship, and to work in industries. Only 2 (9.1%) ESP practitioners studied the field of what students learn. Future research on the collaboration between academics and practitioners is needed to make ESP classrooms a 'real world'.Keywords: ESP practitioners, role, tertiary level, ethnography, workplace INTRODUCTIONThe marginalizing of English for Specific Purposes (henceforth ESP) at the university level in the Indonesian context is obviously observable in the credit load of ESP courses. The course offers only 2-4 credits in the English Department and the nonEnglish Department, and 6-8 credits at the colleges. Studies on the implementation of teaching English atnon English departments conducted in Java and Sumatra as observed by Sulistyo (2008) revealed the undesirable sides of the teaching of English that are associated with the teaching of ESP. Another study by Sulistyo (2013) also revealed that college students' readiness in academic content area reading was low. It is argued that this empirical evidence is related among other things to the marginalizing of ESP at the university level.With the growth of English as a lingua franca, where English is limited to being used as a means of not only general communication but also commerce, aviation, logistics, accounting, engineering, health, and tourism, the teaching condition of ESP described previously should not happen, as English will also be used in other sectors soon. This implies that ESP is supposed to get more attention in terms of optimizing ESP practitioners' role in the classrooms.It might be not too far-fetching to state that for some decades English for specific purpose (ESP) has been marginalized in English language teaching (henceforth ELT), at the English Department and the non-English Department in Indonesia. This is due to

show abstract

Section: Ethnography Of Esp Practitionersmentioning

confidence: 99%

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Muhrofi-Gunadi

2016

IJE

View full text Add to dashboard Cite

show abstract

“…Ethnography was employed for this study to collect, collate and reflect on observations, interview data and subjective experience findings (Picker 2014). The ethnographic method has been widely used in organisations (Bishop and Waring 2016) and educational establishments (Alexander 1999;Cohen, Manion, and Morrison 2000) to understand modern HE life (Iloh and Tierney 2013). Normally applied in a single setting (Goodson and Vassar 2011), its holistic, non-judgmental approach to institutional culture seemed fitting for this study.…”

Section: Methodsmentioning

confidence: 99%

Self-care and entrepreneurism: an ethnography of soft skills development for higher education staff

Fixsen

Cranfield

Ridge

2017

Studies in Continuing Education

View full text Add to dashboard Cite

“…While Stevens () and Posselt’s () ethnographies of undergraduate and graduate admissions certainly incorporate aspects of meeting ethnography, neither explicitly grounds their work in this tradition. This is perhaps unsurprising given that ethnography in general remains underutilized in higher education research (Iloh and Tierney ; Shumar and Mir ).…”

Section: Meeting Ethnographymentioning

confidence: 99%

Preaching to the Choir: University Diversity Committees as Affective Communities

Anderson

2019

Anthropology & Edu Quarterly

View full text Add to dashboard Cite

This paper asks, what significance do diversity committee meetings have for how diversity workers experience, make sense of, and navigate the challenges of diversity work at a large, public research university? Drawing on a sixteen-month ethnography of diversity policy and practice, I analyze the practice of "preaching to the choir" among committee members and explore the different affective attachments that form between diversity workers, their works, and the objects of diversity interventions. [affect theory, diversity, higher education, meeting ethnography]

show abstract

Using ethnography to understand twenty-first century college life

Cited by 25 publications

References 105 publications

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Esp Practitioners’ Role and Their Ethnography: A Case Study of Esp Practitioners at the Indonesian Tertiary Level

Self-care and entrepreneurism: an ethnography of soft skills development for higher education staff

Preaching to the Choir: University Diversity Committees as Affective Communities

Contact Info

Product

Resources

About