Thematische Bibliographien / Social fieldwork

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Social fieldwork“

Autor: Grafiati
Veröffentlicht am 25. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Social fieldwork"

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Markham, Annette N. „Fieldwork in Social Media“. Qualitative Communication Research 2, Nr. 4 (2013): 434–46. http://dx.doi.org/10.1525/qcr.2013.2.4.434.

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Although fieldwork is the foundation of robust ethnographic inquiry in physical settings, the practical methods have never fit comfortably in digital contexts. For many researchers, the activities of fieldwork must be so radically adjusted, they hardly resemble fieldwork anymore. How does one conduct “participant observation” of Twitter? When identities and cultural formations are located in or made of information flows through global networks, where are the boundaries of “the field”? In such global networks, what strategies do we use to get close to people? What might count as an interview? This essay discusses the persistent challenges of transferring fieldwork methods intended for physically situated contexts to digitally-mediated social contexts. I offer provocations for considering the premises rather than the procedures of fieldwork. These may not be seen on the surface level of method but operate at a level below method, or in everyday inquiry practices. I suggest that a practice of reflexive methodological analysis allows for more resonant and adaptive fieldwork suitable for studying 21st century networked communication practices and cultural formations.
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Vannini, Phillip. „Social Semiotics and Fieldwork“. Qualitative Inquiry 13, Nr. 1 (Januar 2007): 113–40. http://dx.doi.org/10.1177/1077800406295625.

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Syafar, Muhammad. „Fieldwork Notes“. Kawalu: Journal of Local Culture 4, Nr. 1 (25.06.2017): 107. http://dx.doi.org/10.32678/kawalu.v4i1.831.

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Gosovic, Anna Kirkebæk Johansson. „Social identities in the field: how fluctuating fieldworker identities shape our research“. Journal of Organizational Ethnography 7, Nr. 2 (09.07.2018): 186–98. http://dx.doi.org/10.1108/joe-12-2017-0069.

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Purpose The purpose of this paper is to contribute to developing the understanding and practice of fieldwork in familiar settings by expanding the literature on fieldworker identities. Design/methodology/approach Based on ethnographic fieldwork in a multinational biopharmaceutical corporation, and drawing on anthropological theory of social identities, the paper demonstrates the multiple and fluid identities that we as organizational ethnographers purposefully take on, accidentally acquire, unintentionally are ascribed with and experience during ethnographic fieldwork in familiar settings. Findings Building on these insights, and by expanding the literature on researcher identities, the paper develops a critique of the spatial and temporal notions often attached to fieldwork in familiar settings by demonstrating how outsider identities are ascribed even “at home” and how insider identities can be experienced when away. It further reflects on the ways in which these identities shape the data generation and interpretation process. Originality/value This paper argues that to properly grasp the multiple identity processes involved in a fieldwork, we must escape the spatial and temporal conceptualization of being either an insider or an outsider. Instead, the paper argues for a relational and situational perspective on being an insider and an outsider in the field and proposes to conceptualize “insider” and “outsider” as ascribed, changing and sometimes volatile social identities.
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Fleisher, Mark S. „Fieldwork Research and Social Network Analysis“. Journal of Contemporary Criminal Justice 21, Nr. 2 (Mai 2005): 120–34. http://dx.doi.org/10.1177/1043986204273436.

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Sormanti, Mary. „Fieldwork Instruction in Oncology Social Work“. Journal of Psychosocial Oncology 12, Nr. 3 (31.10.1994): 73–87. http://dx.doi.org/10.1300/j077v12n03_05.

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Panades-Estruch, Laura. „Note-taking and Notability: How to Succeed at Legal Doctoral Fieldwork“. Croatian International Relations Review 24, Nr. 83 (01.10.2018): 104–23. http://dx.doi.org/10.2478/cirr-2018-0016.

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Abstract Fieldwork is the bridge between academia and practice. Often, this bridge is not crossed due to lack of guidance, time and practical experience. Academics are left on their own to guess what would work best. In facilitating this, this article assesses the methods used in a case study of doctoral fieldwork at the European Parliament within the civil service. Findings include identifying optimum methods to plan, develop and execute doctoral fieldwork. This research is structured in four parts, which covers a literature review on fieldwork in the social sciences, the case study, the methodologies used, and a problem-solving section giving tips to succeed at fieldwork. Findings include a selection of methodologies which include participant observation and note-taking. These methodologies assist in improving skills such as time management, working under high pressure and delivering quality reports with attention to detail, which are fundamental for a successful academic career. The experience covered in this article will assist academics in designing their fieldworks at all levels of their careers. The methods described are transferrable to fieldworks across legal, political and policy-making institutions.
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McCloud, Jennifer Sink. „Troubling Fieldwork: When Critical Events/Incidents in Classroom Fieldwork Provoke“. Qualitative Inquiry 25, Nr. 2 (13.08.2018): 130–39. http://dx.doi.org/10.1177/1077800418792947.

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In this autoethnography, I reflect on troubling fieldwork dilemmas I experienced while conducting qualitative research in a high school English as a Second Language (ESL) classroom. Here, I trouble—interrogate and raise questions about—two events involving JanCarlos, a student from Honduras. Using dialogue and reflexive internal dialogue, I present how the events were critical for him in that they altered the trajectory of his school experience and represented “critical incidents” in my research as they provoked emotional responses, interrupted my objective stance, and altered my interpretations. As I watched events unfold, I routinely asked the relational ethical question—“What should I do now?” In so doing, I critically reflect on fieldwork dilemmas and make transparent my position/power in creating knowledge.
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TURNER, C. L. „Doing Fieldwork in Japan“. Social Science Japan Journal 10, Nr. 1 (29.03.2007): 137–40. http://dx.doi.org/10.1093/ssjj/jym003.

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Schneidermann, Nanna. „Distance/Relation: Doing Fieldwork with Social Media“. Forum for Development Studies 45, Nr. 2 (10.02.2017): 287–303. http://dx.doi.org/10.1080/08039410.2017.1284153.

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Dissertationen zum Thema "Social fieldwork"

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McKinley, Maia. „Re-producing knowledge, the social organization of fieldwork“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ43188.pdf.

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Dimo, Peter Masibinyane. „Evaluation of fieldwork practice in social work education at the University of Limpopo (Turfloop Campus) aligning theory and practice“. Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/1056.

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Thesis (M.A. (Social Work)) --University of Limpopo, 2013
The study aimed at evaluating social work fieldwork practice at the University of Limpopo (Turfloop Campus) in relation to theory. The alignment of social work theory and practice is the goal of Social Work profession. Fieldwork practice in social work education forms the practical component of a social work curriculum. It is an essential bridge from classroom to service delivery settings as it provides an opportunity for social work students to connect theoretical education and fieldwork practice. However there is lack of integration between Social Work theory and Social Work fieldwork practice. There is indeed a continuing tension between theory and practice. With regard to the methodology, a combination of quantitative–qualitative research approach was used. Self-administered questionnaires, interview guide and focus group discussions were used to collect data from 3rd year and 4th year social work students as well as agency-based supervisors. The study revealed that social work fieldwork practice is essential for the integration of theory into practice. Therefore the department of Social Work at the University of Limpopo should organize workshops for agency-based supervisors to update their theoretical knowledge base. Fieldwork assessment tool should be reviewed and Social work students should also be involved in the assessment process and self-assessment should also be introduced.
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Poggenpoel, Leticia. „Social workers’ perceptions and experiences of fieldwork supervision in the Bachelor of Social Work degree“. The University of the Western Cape, 2018. http://hdl.handle.net/11394/6468.

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Magister Artium (Social Work) - MA(SW)
Generally, studies on social work supervision, in the university setting, has focused mainly on students’ experiences. Research on the experience of the supervisor, or agency, providing guidance is scant. This study argues that the narrow focus on students’ experiences is disproportionate, and marginalises all the other stakeholders involved in fieldwork education. In addition, the existing studies create blind spots for programme evaluation, as they are not holistic. This current study proposes a broader analysis. Global and national standards for social work training involve the theory and practice component of the Bachelor of Social Work (BSW) programme. The practice component requires students to conduct fieldwork training at social work organisations, under the supervision of a qualified and experienced social worker. International and local studies on the supervision of BSW students reveal that social workers often consider themselves to be underprepared to supervise students. In addition, social workers often lack post-qualifying training to undertake student supervision, specifically, which is further exacerbated by the dearth of policies, or legislation, stipulating post-qualifying training and experience for the supervision of BSW students. The purpose of this current study was to explore the perceptions and experiences of social workers, related to fieldwork supervision in the BSW degree, at a selected university in the Western Cape (WC), South Africa (SA). A qualitative research approach was used, as it is attentive to the personal experiences, from the insider’s perspective, and aims to understand multiple realities. This approach is relevant to the current study, as it focuses on exploring and describing the perceptions and experiences of the participants, which the qualitative method underscores. A case study design was utilised, as it is descriptive, and is an in-depth study of a single instance of a social phenomenon. The case, in this instance, is the BSW programme at a selected university. Purposive sampling was used, as the participants, who are most representative of the study, were selected in the sampling process. The sample for this study comprised of twenty four participants: 11 semi-structured interviews were conducted and 13 questionnaires were completed by registered social workers. The following data verification methods were used: http://etd.uwc.ac.za ii member checking (See Annexure J); triangulation; researcher reflexivity; peer debriefing and an on-going dialogue, regarding the researcher’s interpretations of the data, as this aided the accuracy of the findings. Coding was applied by the researcher to create categories within the data, and thematic analysis to further identify the emerging themes and sub-themes, which were subsequently funnelled. Typologies are interpreted and developed, and the data, finally presented. Four themes and sixteen sub-themes emerged from the data (See Chapter 4). The focus of theme four was on continuous professional development (CPD), which reiterates the importance of post-qualifying training of social workers who supervise BSW students, and the importance of this study. This study recommends CPD of all social workers who provide fieldwork supervision in the BSW programme. There is also a need for emotional support for students and essentially fieldwork supervision needs to be viewed as indispensable to academia. An implication of the lack of CPD could be detrimental to students and could lead to stagnation in the field of social work and ultimately affect the standard of the profession.
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Chan, Yee May. „The study of social work agencies in fieldwork learning in Hong Kong“. Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687681.

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This research explores the role social work agencies play in enhancing or restricting critical reflective learning of fieldwork students in Hong Kong. The purpose of conducting this research is twofold: First, it seeks to understand the role, responsibility and experience of social work agencies in fieldwork education. Second, it seeks to uncover how critical reflective learning has been conceived and the ways in which it is enhanced or hindered in the agency context under the existing welfare environment in Hong Kong. The research is designed as an exploratory study which aims to seek understanding about the experience of agencies as well as that of the social work students with regard to critical reflection during fieldwork. In-depth interviews with fifteen social workers and focus groups with students are conducted to collect their views and experience in the field. The findings suggest that fieldwork is regarded by most participants as a one-way process of learning whereby practice in the field is the end result of social work learning. Agency's role is to help students fit-in, adjust, and practice in accordance with the practice requirements and within the boundary of the agency but not to question agency routines. This is largely more favourable to competence-based learning approaches. Critical reflection, if considered, is merely narrowly conceived in fieldwork learning. The lack of critical reflection in social work is embedded in the competence-oriented social work belief where there is a hierarchy in social work practice in which practice is primary while critical reflection is only secondary. Overall, the findings reveal that in the current social welfare context of Hong Kong, fieldwork agency has not become an ideal learning site where critical reflection of students is adequately supported or enhanced, nor it is a place where critical reflective practice has been encouraged. To address these problems, it is suggested that there is a need to re -examine the role of social work agencies in fieldwork so as to maximise critical reflective learning in the field, and there is also a need to make critical reflective learning an avowed objective of fieldwork learning in order to address the changing needs of the service users. Concrete steps are recommended to make fieldwork agencies become more conductive to critical reflective learning. It is hoped that the findings of this research can help social work educators, fieldwork supervisors and agency mentors to reflect upon the current realities of fieldwork learning in the agency context and to identify ways to strengthen the capacity of agencies in enhancing the critical reflection of students.
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Leung, Chi Fai Simon. „A study of the relationship between creativity and fieldwork performance of social work students“. Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7887.

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This study investigates the relationship between social work students’ creativity and their fieldwork performance. Systems theory provides a theoretical framework to explain the ambiguity, indeterminacy and uncertainty in social work practice, and account for the need for creativity during the helping process in fieldwork training. In this study, creativity was defined as the ability in divergent thinking with five dimensions, which are fluency, originality, elaboration, abstractness of titles and resistance to premature closure. The existing literature suggests that social work students’ creativity may have impact on their fieldwork performance in three areas, namely problem solving, application of theories and empathy. 52 social work students from a university in Hong Kong participated in this study and data regarding their creativity and fieldwork performance were collected. Multiple regression analyses were conducted to investigate relationships between participants’ competences in different dimensions of creativity and their fieldwork performance in each of the three fieldwork performance areas. Significant relationships were found between competences in two dimensions of creativity and fieldwork performance in those three areas. Both quadratic and linear significant relationships were found, and in some of them, the competences in some dimensions of creativity were found interacting with each other, and affecting each other’s relationship with fieldwork performance. The findings of this study provided detailed information about the possible relationships between social work students’ competences in different dimensions of creativity and their fieldwork performance in the three selected areas, and some tentative suggestions regarding potential use of the findings of this study for further development of social work curriculum were discussed. Further studies to confirm the findings of this study and to further investigate the possibility of enhancing social works students’ fieldwork performance through improving their competences in certain dimensions of creativity were recommended.
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Chiener, Chou. „Nanguan in contemporary Taiwan : an ethnomusicological study of learning, performance, social identity and fieldwork methodology“. Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392926.

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Schmidt, Kim. „A qualitative evaluation of social work field instruction offered by universities in the Eastern Cape, South Africa“. Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/1272.

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This research study describes an evaluation of social work field instruction offered by universities in the Eastern Cape, South Africa. Qualitative data was collected from agency field instructors, university fieldwork coordinators and social work students. This study’s findings indicated that field instruction needs a good foundation of experiential learning that is facilitated by report writing, journal writing and agency and university supervision. Findings also indicated a need for the screening, selection and training of agency field instructors. There was also an indication that universities should develop selection procedures to ensure that the best possible students are accepted into the Bachelor of Social Work (BSW) programme. All findings indicated that field instruction programmes are most effective when there is a strong university agency partnership. The study concludes by making recommendations for future development of standards relating to field instruction programmes in the Eastern Cape and South Africa. Key words: Social work, evaluative research, field instruction, experiential learning, reflection, agency field instructor, university supervisor, university fieldwork coordinator, social work student, social work education, social work training.
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Yu, Yuk-ling Doris. „The interplay of authority and immediacy in the supervisory relationship in fieldwork teaching /“. View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B36784357.

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Brown, Nathalie. „Improving maternal healthcare : A fieldwork-based research of a collaborative project between Sweden and India“. Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60838.

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The purpose of this thesis was to explore a collaborative project between Sweden and India, a project that is working with improving maternal health care in India. I focused on investigating how the project worked in practice, how they worked for improving the situation for Indian midwives and for pregnant women. This investigation was performed during a two month fieldwork in India where I got the opportunity to meet and interview several people connected to the project. The focus has been primarily on the “Master Trainers”, i.e. Indian midwives who have taken part in a training program in Sweden and in India, and who will function as teachers to other Indian midwives, regarding their perceptions about the project and its achievements.
Syftet med denna uppsats var att undersöka ett samarbetsprojekt mellan Sverige och Indien, ett projekt som arbetar med att förbättra mödrahälsovården i Indien. Jag fokuserade på att undersöka hur projektet fungerat i praktiken, hur de arbetar för att förbättra situationen för indiska barnmorskor och för gravida kvinnor. Denna undersökning utfördes under ett två månaders fältarbete i Indien där jag fick tillfället att träffa och intervjua flera personer knutna till projektet. Fokus har främst varit på "Master Trainers”, dvs indiska barnmorskor som har deltagit i ett utbildningsprogram i Sverige och i Indien och som kommer att fungera som lärare till andra indiska barnmorskor, om deras uppfattningar kring projektet och dess insatser.
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范梅英 und Mui-ying Fan. „Teaching group work skills in field instruction“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.

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Bücher zum Thema "Social fieldwork"

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Bruce, Jackson. Fieldwork. Urbana: University of Illinois Press, 1987.

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Fieldwork in social work. Jaipur: Rawat Publications, 2012.

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Dash, Bishnu Mohan, und Sanjoy Roy, Hrsg. Fieldwork Training in Social Work. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120.

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Dangerous fieldwork. Thousand Oaks, Calif: Sage Publications, 1995.

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A, Copp Martha, Hrsg. Emotions and fieldwork. Newbury Park, Calif: Sage Publications, 1993.

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Wadds, Phillip, Nicholas Apoifis, Susanne Schmeidl und Kim Spurway, Hrsg. Navigating Fieldwork in the Social Sciences. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46855-2.

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Epistemology, fieldwork, and anthropology. New York, NY: Palgrave Macmillan, 2015.

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Mitchell, Richard G. Secrecy and fieldwork. Newbury Park: Sage, 1993.

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Feminist fieldwork analysis. Los Angeles: Sage Publications, 2007.

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Royse, David D. Field instruction: A guide for social work students. 6. Aufl. Boston: Pearson, 2012.

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Buchteile zum Thema "Social fieldwork"

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Joseph, Sheeba. „Fieldwork report“. In Fieldwork Training in Social Work, 58–70. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-3.

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Singla, Pamela. „Coordinating fieldwork“. In Field Instruction in Social Work Education, 49–67. First Edition. | New York : Routledge, 2019.: Routledge India, 2019. http://dx.doi.org/10.4324/9780367810320-4.

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Sukhramani, Neelam. „Fieldwork supervision 1“. In Field Instruction in Social Work Education, 68–86. First Edition. | New York : Routledge, 2019.: Routledge India, 2019. http://dx.doi.org/10.4324/9780367810320-5.

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Zhang, Shaoying, und Derek McGhee. „Fieldwork in China“. In Social Policies and Ethnic Conflict in China, 47–66. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436665_3.

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Gulalia, Poonam. „Procedural aspects of fieldwork“. In Fieldwork Training in Social Work, 1–42. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-1.

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Kaushik, Archana. „Orientation programme to fieldwork“. In Fieldwork Training in Social Work, 43–57. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-2.

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Yang, Qingqing. „Preparing for the Fieldwork“. In Space Modernization and Social Interaction, 1–9. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44349-1_1.

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Selby, Lola. „The Fieldwork Supervisor as Educator*“. In National Institute Social Services Library, 152–66. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003200024-10.

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Goswami, Indrajit. „Developing social work practice theories“. In Fieldwork Training in Social Work, 211–20. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-12.

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Garain, Swapan. „Learning social work practice skills“. In Fieldwork Training in Social Work, 169–98. First Edition. | New York : Routledge, [2020]: Routledge India, 2019. http://dx.doi.org/10.4324/9780429297120-10.

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Konferenzberichte zum Thema "Social fieldwork"

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Ammarell, Gene. „Mindfulness Practice in Socially Engaged Ethnographic Fieldwork“. In Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.1.

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Li, Wenshi, und Zirong Li. „On the Teaching Reform of Fieldwork in Human Geography“. In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.48.

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Idris, Bayu Kurniawan und Agus Purnomo. „Encouraging Experiential Skill Through Self-Learning Approach: A Case Study of Fieldwork Program“. In International Conference on Social Studies and Environmental Issues (ICOSSEI 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200214.021.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi und Olga Belletich. „Holistic Architecture for Music Education: A proposal for empirical research in educational situations“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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Trinh, Cam Lan. „Urbanization and Language Change in Vietnam: Evidence from a Rural Community in Hanoi“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.15-1.

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Language change and contact in Vietnam has recently intensified among some demographic groups. As such, certain sociolinguistic patterns help to describe these changes in language and society. This study is aimed at observing and measuring dialect change in Vietnam influenced by urbanization, with evidence from a rural community in Hanoi, a speech community in Xuan Canh commune, Dong Anh district. The study investigates the ways in which dialect change in this region has developed according to specific social and cultural factors. The Xuan Canh speech community evidences a narrowing usage of local variants. For its method, the study employs fieldwork, and subsequent quantitative methods to aid in the analysis. The data set includes 34 informants, randomly selected, which were categorized into certain social variables. The study also released 34 questionnaires, 11 recorded files of natural speech, from which emerged two sets of 34 recorded files of word lists and a text. The results indicate a gradual reduction in the frequency of use of local variants, a decrease in the number of lexical forms with rural characteristics, and an increase in certain types of urban variants. This trend can be seen by observing changing social variables sensitive to urbanization, such as youths, officials, students, and hence people who have out-community communication scope. Here, the quantitative correlations prove statistically significant. The state of dialect change in this community thus signifies a phenomenon common to Vietnamese rural communities under the effect of the urbanization; that is, a tendency following language urbanization in Vietnam.
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Ayala, Susana. „Becoming the Puppeteer: Reflections on Global Language and Culture by Puppetry Students in Yogyakarta, Indonesia“. In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.4-6.

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Puppet theater on the island of Java is an ancient art which has maintained some of its characteristics considered traditional, but has also been transforming innovations such as the wayang with hip-hop music among other popular expressions. The art of puppetry has also been institutionalized and is itself a degree program at the National Institute of Arts of Indonesia. In this paper, I show the outcomes of my research among students and shadow puppet art teachers in Java, Indonesia. There are two special characteristics in training puppeteers: The main use of Jawanese language and the development of communities of practice as ways of working in the teaching and learning process. As such, these contexts motivate students to be constantly reflecting on the Javanese language and culture. I note the process and the reflections of the participants on the Javanese language shift, and the uses of language in puppet performances which consider the reception of young Javanese. To analyze the data, I draw from fieldwork and interviews, I use the theoretical concepts of discursive genres and dialogism proposed by Bakhtin and I propose that the art of puppetry is a social field that encourages vitality and linguistic diversity on the island of Java.
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Alpert, Erika. „Men and Monsters: Hunting for Love Online in Japan“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.1-2.

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This paper presents the results of initial fieldwork on Online dating (netto-jô konkatsu, koikatsu) and other types of internet-based partner matching options in Japan, focusing on the possibilities for textual and interactional self-representation on different sites and apps available to single Japanese. This includes widespread international apps like Tinder and Grindr, along with local apps like 9 Monsters, a popular gay app that also incorporates light gaming functions, or Zexy En-Musubi, a revolutionarily egalitarian site aimed at heterosexual singles specifically seeking marriage. I approach this question by looking at the different technological affordances for profile creation using these services, and the ways users engage with those affordances to create profiles and to search for partners, based on examinations of websites, apps, and public profiles; interviews with website producers; and ethnographic interviews with past and current users of Online dating services. I primarily argue that self-presentation in Japanese Online dating hinges on the use of polite speech forms towards unknown readers, which have the power to flatten out gendered speech differences that are characteristic of language ideologies in Japan (Nakamura 2007). However, dominant cultural ideas about gender, sexuality, and marriage—such as patriarchal marriage structures—may still be “baked into” the structure of apps (Dalton and Dales 2016). Studying Online dating in Japan is critical because of its growing social acceptance. While in 2008 the only “respectable” site was a Japanese version of Match.com, in 2018 there are numerous sites and apps created by local companies for local sensibilities. Where Online dating was already established, in the West, there was little sociological study of it while it was becoming popular, in part because research on the internet also lacked respectability. By looking at Japan, where acceptance is growing but Online dating has not yet been normalized, we can gain a deeper understanding of its gender, sexuality, romance, and marriage practices. Japan’s experiences can also potentially provide a model for understanding how Online dating practices might develop elsewhere. In the US, Online dating faced many of the stigmas that it continues to face in Japan—such as that it was “sleazy,” “sketchy,” or desperate. In spite of these stigmas, however, Online dating grew slowly until it suddenly exploded (Orr 2004). Will it explode in Japan? By looking at how people use these sites, this paper also hopes to shed light on the uptake of Online partner matching practices.
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Freeman, Olivia, Rosie Hand und Aileen Kennedy. „Breaking down Silos through Authentic Assessment: a Live Case Analysis“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11150.

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One of the aims of Technological University Dublin (TU Dublin) is to create graduates who problem solve as socially responsible global citizens. We wanted to provide an opportunity for our students to address relevant, marketing and consumption challenges in new and innovative ways, and to develop analytical competences and professional skills and comportment in a real-life context. This paper describes the design, implementation and outcome of an inter-disciplinary and cross-programme ‘authentic assessment’ method which we have termed a ‘live case analysis’. The assessment comprised fieldwork, wider industry engagement, formative assessment components and a summative presentation. The method is discussed against the backdrop of a Curriculum Framework project which is underpinned by four design principles which centre around innovation, application, collaboration and flexibility. The performance of real-world tasks such as live case analysis strongly reflects the central pedagogical values of what, where and how people will learn at TU Dublin in the future.
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McCartney, Patrick. „Sustainably–Speaking Yoga: Comparing Sanskrit in the 2001 and 2011 Indian Censuses“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-5.

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Sanskrit is considered by many devout Hindus and global consumers of yoga alike to be an inspirational, divine, ‘language of the gods’. For 2000 years, at least, this middle Indo-Aryan language has endured in a post-vernacular state, due, principally, to its symbolic capital as a liturgical language. This presentation focuses on my almost decade-long research into the theo-political implications of reviving Sanskrit, and includes an explication of data derived from fieldwork in ‘Sanskrit-speaking’ communities in India, as well as analyses of the language sections of the 2011 census; these were only released in July 2018. While the census data is unreliable, for many reasons, but due mainly to the fact that the results are self reported, the towns, villages, and districts most enamored by Sanskrit will be shown. The hegemony of the Brahminical orthodoxy quite often obfuscates the structural inequalities inherent in the hierarchical varṇa-jātī system of Hinduism. While the Indian constitution provides the opportunity for groups to speak, read/write, and to teach the language of their choice, even though Sanskrit is afforded status as a scheduled (i.e. recognised language that is offered various state-sponsored benefits) language, the imposition of Sanskrit learning on groups historically excluded from access to the Sanskrit episteme urges us to consider how the issue of linguistic human rights and glottophagy impact on less prestigious and unscheduled languages within India’s complex linguistic ecological area where the state imposes Sanskrit learning. The politics of representation are complicated by the intimate relationship between consumers of global yoga and Hindu supremacy. Global yogis become ensconced in a quite often ahistorical, Sanskrit-inspired thought-world. Through appeals to purity, tradition, affect, and authority, the unique way in which the Indian state reconfigures the logic of neoliberalism is to promote cultural ideals, like Sanskrit and yoga, as two pillars that can possibly create a better world via a moral and cultural renaissance. However, at the core of this political theology is the necessity to speak a ‘pure’ form of Sanskrit. Yet, the Sanskrit spoken today, even with its high and low registers, is, ultimately, various forms of hybrids influenced by the substratum first languages of the speakers. This leads us to appreciate that the socio-political components of reviving Sanskrit are certainly much more complicated than simply getting people to speak, for instance, a Sanskritised register of Hindi.
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Berichte der Organisationen zum Thema "Social fieldwork"

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Yaremchuk, Olesya. TRAVEL ANTHROPOLOGY IN JOURNALISM: HISTORY AND PRACTICAL METHODS. Ivan Franko National University of Lviv, Februar 2021. http://dx.doi.org/10.30970/vjo.2021.49.11069.

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Our study’s main object is travel anthropology, the branch of science that studies the history and nature of man, socio-cultural space, social relations, and structures by gathering information during short and long journeys. The publication aims to research the theoretical foundations and genesis of travel anthropology, outline its fundamental principles, and highlight interaction with related sciences. The article’s defining objectives are the analysis of the synthesis of fundamental research approaches in travel anthropology and their implementation in journalism. When we analyze what methods are used by modern authors, also called «cultural observers», we can return to the localization strategy, namely the centering of the culture around a particular place, village, or another spatial object. It is about the participants-observers and how the workplace is limited in space and time and the broader concept of fieldwork. Some disciplinary practices are confused with today’s complex, interactive cultural conjunctures, leading us to think of a laboratory of controlled observations. Indeed, disciplinary approaches have changed since Malinowski’s time. Based on the experience of fieldwork of Svitlana Aleksievich, Katarzyna Kwiatkowska-Moskalewicz, or Malgorzata Reimer, we can conclude that in modern journalism, where the tools of travel anthropology are used, the practical methods of complexity, reflexivity, principles of openness, and semiotics are decisive. Their authors implement both for stable localization and for a prevailing transition.
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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian und Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian und Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/ids.2021.048.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Nampanya, Sonevilay, Syseng Khounsy und Peter Windsor. Assessment of socio-economic impacts of foot and mouth disease vaccination programmes in northern and central provinces Lao PDR (STANDZ Programme, 2017). O.I.E (World Organisation for Animal Health), Januar 2017. http://dx.doi.org/10.20506/standz.2778.

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This study received financial support from the OIE SRR-SEA and the AusAID programmes called STANDZ, with some fieldwork support from the Australian Centre for International Agricultural Research (ACIAR projects AH/2012/068 and AH/2012/067).
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