Relevant bibliographies by topics / Ethnographic approach

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Ethnographic approach'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "Ethnographic approach"

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de Garis, Laurence. "Experiments in Pro Wrestling: Toward a Performative and Sensuous Sport Ethnography." Sociology of Sport Journal 16, no. 1 (March 1999): 65–74. http://dx.doi.org/10.1123/ssj.16.1.65.

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This paper examines epistemological and ontological issues in ethnographic research and texts. Based on my experiences as a subject in an ethnographic study of pro wrestling, I present an ethnography of the ethnographer. In this paper, I discuss problems arising from a hierarchy of understanding that privileges the ethnographer, the primacy of visualism, and a desire to penetrate and uncover hidden truths. I propose that a performative approach to ethnography recognizes the agency of the ethnographic object and opens access to other sensorial phenomena.
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Srinarwati, Dwi Retnani. "THE DISCLOSURE OF LIFE EXPERIENCE AND ITS EXPRESSION IN CULTURAL STUDIES PERSPECTIVE." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 2 (July 24, 2018): 125–41. http://dx.doi.org/10.33258/birci.v1i2.18.

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One of the key concepts of cultural studies in dealing with "living culture" is the experience and how to articulate it. The articulation of an experience must avoid pure meaning and the addition of excessive analysis. The pattern of interaction, lifestyle, and mind-set observed will bring the ethnographer at the correct level of articulation. In research, cultural studies develop ethnographic methods. Ethnography is a form of socio-cultural research characterized by an in-depth study of the diversity of socio-cultural phenomena of a society. The study was conducted using primary data collection with interview guidelines; research in one or more cases in depth and comparability; data analysis through the interpretation of the function and meaning of thought and action, resulting in the description and analysis verbally. Reality shows that ethnographs often express the experience of "large groups" and reveal less "disadvantaged" parties. Finally a new approach to the research of "new ethnography" is proposed that aims at developing a way of learning and writing that allows the ethnographer to more accurately understand and reveal and articulate the reality of others' lives. New ethnographic practices are often characterized by various strategies, such as collaboration, self-reflexivity, and polvocality. However, coming to its logical conclusion, the new ethnographic search to become a reality for the different realities of life makes one unable to judge between them.
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Krefting, Laura. "Disability Ethnography: A Methodological Approach for Occupational Therapy Research." Canadian Journal of Occupational Therapy 56, no. 2 (April 1989): 61–66. http://dx.doi.org/10.1177/000841748905600205.

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The purpose of this paper is to describe the application of the ethnographic approach to occupational therapy research problems. Disability ethnography is defined and a rationale for its use is provided. A review of disability ethnographies is included to support the usefulness of the technique. A description of methods and one approach to data analysis are described next. The paper concludes with a discussion of the limitations of this research approach.
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Marinosson, Gretar. "The ethnographic approach." Educational and Child Psychology 15, no. 3 (1998): 34–43. http://dx.doi.org/10.53841/bpsecp.1998.15.3.34.

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By origin and nature the product of the hermeneutic or interpretive tradition in social research ethnography literally means the study of a (foreign) culture. This research approach, rising out of modern anthropology at the turn of the century, has gained increasing popularity in the last 30 years as a reaction to the traditional scientific method in social research. Ethnography is an open approach, more inductive than deductive, with theory often generated and grounded in the data. Ethnographers explore the nature of social phenomena by the use of participant observation, interviews and document analysis, thereby trying to understand the perspectives of the participants. The focus is often on phenomena that usually escape study and their underlying assumptions, such as the hidden culture of students, teachers or parents. The approach raises a number of questions about the existence of reality and how it may be most faithfully represented.
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Little, Peter D. "Capitalism: An Ethnographic Approach:Capitalism: An Ethnographic Approach." American Anthropologist 100, no. 2 (June 1998): 538. http://dx.doi.org/10.1525/aa.1998.100.2.538.1.

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Coates, Dominiek, and Christine Catling. "The Use of Ethnography in Maternity Care." Global Qualitative Nursing Research 8 (January 2021): 233339362110281. http://dx.doi.org/10.1177/23333936211028187.

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While the value of ethnography in health research is recognized, the extent to which it is used is unclear. The aim of this review was to map the use of ethnography in maternity care, and identify the extent to which the key principles of ethnographies were used or reported. We systematically searched the literature over a 10-year period. Following exclusions we analyzed 39 studies. Results showed the level of detail between studies varied greatly, highlighting the inconsistencies, and poor reporting of ethnographies in maternity care. Over half provided no justification as to why ethnography was used. Only one study described the ethnographic approach used in detail, and covered the key features of ethnography. Only three studies made reference to the underpinning theoretical framework of ethnography as seeking to understand and capture social meanings. There is a need to develop reporting guidelines to guide researchers undertaking and reporting on ethnographic research.
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Gillingham, Philip, and Yvonne Smith. "Epistemological Siblings: Seven Reasons to Teach Ethnography in Social Work Education." British Journal of Social Work 50, no. 7 (December 10, 2019): 2233–51. http://dx.doi.org/10.1093/bjsw/bcz153.

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Abstract Ethnographic studies of people at the margins of society, struggling with complex and intertwined personal and social problems, have provided useful insights to social work students and practitioners. Similarly, ethnographic studies of social work practice have provided deeper understandings of how professionals work with individuals, groups and organizations. It has been argued that, given the similarities in the skills required to be an ethnographer and a professional social worker, ethnography should be included in social work curricula, both as an approach to research and as a way to enhance practice skills. The main contribution of this article is to extend this argument using the novel approach of exploring the similarities and divergences between the epistemological approaches of ethnography and social work, in terms of how knowledge is sought, constructed and critically questioned.
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Fine, Gary Alan. "Relational Distance and Epistemic Generosity: The Power of Detachment in Skeptical Ethnography." Sociological Methods & Research 48, no. 4 (March 30, 2017): 828–49. http://dx.doi.org/10.1177/0049124117701481.

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Much contemporary ethnography hopes to engage with a community to justify social critique. Whether from problem selection, interpersonal rewards, or a desire for exchange, researchers often take the “side” of informants. Such an approach, linked to “public ethnography,” marginalizes a once-traditional approach to fieldwork, that of the ethnographic stranger. I present a model of scholarly detachment and questioning of group interests. Drawing on my own experiences and those of members of the Second Chicago School, I argue for an approach in which an unaffiliated observer questions community interests, arguing that skepticism of local explanations can discover processes shared by other scenes and can develop transsituational concepts. While the ethnographer can be seduced into sharing a group’s perspective, observational distancing can mitigate this. In an approach I label skeptical ethnography, the ethnographic stranger avoids partisan allegiance in the field and at the desk. Skepticism of local interests must be combined with an epistemic generosity that recognizes that all action, whether seemingly righteous or repellent, responds to an interaction order.
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Lynch, Owen M., and Daniel Miller. "Capitalism: An Ethnographic Approach." Anthropological Quarterly 71, no. 4 (October 1998): 217. http://dx.doi.org/10.2307/3317447.

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Eriksen, Thomas Hylland, and Daniel Miller. "Capitalism: An Ethnographic Approach." Journal of the Royal Anthropological Institute 4, no. 2 (June 1998): 359. http://dx.doi.org/10.2307/3034515.

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Dissertations / Theses on the topic "Ethnographic approach"

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Leonard, Joe H. "Families and autism : an ethnographic approach /." Access Digital Full Text version, 1986. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10623358.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1986.
Typescript; issued also on microfilm. Sponsor: Herve Varenne. Dissertation Committee: Hope Jensen Leichter. Includes bibliographical references (leaves 180-192).
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Bibic, Sasa. "An Ethnographic Approach to Education: Learning Through Relationships." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/118.

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The purpose of the ethnographic narrative project was to understand ourselves and our students in a more in-depth manner. The ethnographic narrative project has allowed me to explore myself, my students, my classroom, the community I teach in, and the link each of these has to social justice. In order to best serve our students as educators, we must comprehend all of the funds of knowledge our students possess and utilize these facets to aid their learning. I have found that understanding my students cultural, social, academic assets is critical to fulfilling their needs both as students and individuals. I have also explored my own strengths and areas of growth as an educator and solidified my teaching identity. As educators we must not only teach our students academic skills teach social and emotional assets as well.
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Hunter, Linda M. "Traditional Aboriginal healing practices: An ethnographic approach." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26662.

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This thesis explores traditional Aboriginal healing practices as they relate to health issues by asking the research question "How do urban-based First Nations peoples use healing traditions to address their health issues?" The purpose of this thesis was to explore the healing traditions of urban-based First Nations peoples. The objectives were to describe the use of Aboriginal healing traditions, discuss how these traditions addressed health issues, and explore the link between such traditions and holism in nursing practice. Critical ethnography was the qualitative research method used for this thesis. Data collection consisted of eight individual interviews, participant observations over a period of four months, and field notes. The three major categories that emerged from the data analysis were (a) the following of a cultural path, (b) the gaining of balance, and (c) the circle of life. The theme of healing holistically emerged. Healing holistically includes following a cultural path by regaining culture through the use of healing traditions; gaining balance in the four realms of the spiritual, emotional, mental, and physical self, and sharing culture between Aboriginal peoples and non-Aboriginal health professionals, as part of the circle of life. Implications for practice include incorporating the concepts of balance, a holistic outlook, and healing and culture into the health care of diverse First Nations groups. Healing holistically is an ongoing process that continues throughout the lifespan. This process can contribute to empowerment for Aboriginal peoples through an enhanced state of health reached by using traditional healing and understood through a critical ethnography approach.
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Chachamu, Netta. "Equality and Diversity training : an ethnographic approach." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/112890/.

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Equality and Diversity (E&D) training is currently a widely used practice which aims to improve E&D in workplaces, including universities. There has been considerable research on contemporary E&D training from the perspective of management studies, with an interest in evaluation of efficacy. However, E&D training has been a neglected topic in the sociology of education, and there have been few studies illuminating what happens in E&D training using ethnographic data. This thesis begins to fill that gap with an in-depth ethnographic exploration of present day E&D training for staff at universities. In this thesis, I ask how the prevalence of E&D training came about, and what exactly happens in E&D training? I place contemporary E&D training in its socio-historical context by tracing the historical roots of E&D as a practice. I show that those roots lie in the social psychology of the 1920s in the USA, which was beginning to operationalise the concepts of attitudes, stereotypes and prejudices. These psychological ideas are intertwined with the development of E&D training and continue to be significant components of training today. Tracing this history to the UK shows that training has grown as a response to police racism, and extended to become a technique for responding to other forms of oppression such as sexism and disablism. The ethnographic research was undertaken at universities in England and Wales. The findings show that E&D training in its current form usually attempts to cover several axes of oppression during one half-day session. The pedagogic techniques used are primarily didactic teaching and small group discussions, while the curriculum is dominated by two forms of knowledge – legal and psychological. Where the law forms the curriculum of the training, I argue that the complexity of the Equality Act 2010 makes it difficult to use the concepts and vocabulary of the Act to convey a consistent analysis of discrimination. Where psychological concepts inform the training, psychology is used to claim that everyone inevitably has prejudices and biases. I argue that as well as depoliticising the concept of discrimination, this can be understood as a way of navigating around trainees’ anxieties about being identified with the discursive figure of the ‘bigot’. I argue that neither approach effectively overcomes the pedagogic challenges of E&D training.
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Williams, Anna M. "Acute pain management in children : an ethnographic approach." Thesis, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589765.

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This ethnographic study explores how children's pain is managed in the context of a general paediatric ward. Fieldwork was conducted on one ward over a period of 11 months. Data were collected using observations and informal interviews. Children (n=5) aged 8-16 years, their mothers (n=4) and nurses (n=5) participated in in-depth interviews exploring understandings and experiences of pain and pain management. A symbolic interactionist stance was taken, using the key concepts of pain work and the ceremonial order of the ward. In the context of the ward, pain is a eo-constructed phenomenon, incorporating the perspectives, interpretations and interactions of those involved. Nurses drew on expected and unexpected trajectories and their interactions with children to construct pain as a working or 'clinical' entity. They conceptualised pain in three main ways; routine/normal pain, fear as pain and complex pain. Children's accounts of pain revealed how pain was interpreted using temporal and causal dimensions with their mothers being central to their experiences of pain management. Mothers also drew on causal and temporal dimensions to interpret pain, contextualising this in their knowledge of their child. Nurses carried out various forms of work which served to sustain the ceremonial order ofthe ward. This included pain work, identity work, and emotion work. Pain work was also negotiated by nurses within the wider social context of the ward, showing how the division of labour, spatio-ternporal features, and the social organisation of the ward shaped pain management practices. The key findings taken together reveal multiple conceptualisations of pain at work, and multiple dynamics of interaction, in which nurses play a pivotal role. This thesis therefore develops new understandings of children's pain and pain management in using an ethnographic approach, and by applying sociological concepts to develop an integrated and theorised analysis of acute pain management on a paediatric ward.
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Panović, Ivan. "Writing practices in contemporary Egypt : an ethnographic approach." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:e293353f-46d6-42ae-8f1a-37514fe549d4.

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This thesis is an ethnographically grounded description and interpretation of a variety of writing practices observable in an Arabic speaking community, primarily on the Internet. Working with, or in reaction to, the concept of diglossia, of which Arabic sociolinguistic setting is often cited as a textbook example, the majority of scholars have focused their attention on speech as a major site of language variation and mixing. Writing has been largely neglected. This thesis is a contribution to what I hope will become a growing number of works aimed at filling that lacuna. I examine linguistic features of a number of, mostly non-literary, texts in contemporary Egypt where Modern Standard Arabic (Fuṣḥa) and Egyptian Colloquial Arabic (ˤAmmiyya) constitute the theoretical poles of the diglossic continuum. The Egyptian sociolinguistic setting, however, is here understood as being defined and reconfigured by the increasing socio‑economic importance of yet another linguistic variety – English. The analysis of linguistic details is conducted with reference to a broader socio‑cultural context and local language ideologies surrounding the production and reception of a rapidly growing number of texts that employ a variety of features and draw on different linguistic resources, thus often defying, in the outcome, the hegemonic ideological projection that writing is the domain of Fuṣḥa. In order to offer an account of a dynamic, changing and diversified character of writing practices in present‑day Egypt, illustrative examples are drawn from a number of different texts and domains of writing, including Wikipedia Masry, Twitter, Facebook, advertisements, online campaigns for political and social causes, as well as books. The inventory of linguistic resources variously employed by various writers in various circumstances is identified to contain re-combinations across three linguistic varieties, Fuṣḥa, ˤAmmiyya and English, and two scripts, Arabic and Latin.
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Gramén, Jakob, and Jens Widmark. "Navet : An Ethnographic Approach to an Open Drug Market." Thesis, Mittuniversitetet, Avdelningen för samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-31965.

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Aims - This thesis describes an open drug market and its suspected drug users in a Swedish city. This drug market is located at the local bus hub called Navet, in the city of Sundsvall, which has a reputation of being a place to avoid because of the substance abuse and accompanied crime. The aim was to disclose what happens at Navet that is associated with drug related activities. Method - two observers visited Navet from November 2016 to March 2017 at different times of the day with an ethnographic approach to take notes of the daily life at Navet, using their own experiences as basis for the description and analysis. No interactions with the actors at Navet were initiated by the observers. Results - Navet is more than just adrug market, it also provides a meaningful social aspect for the actors by spending time at Navet granting a feeling of belonging to a group. Four different groups of people were identified, the traveling citizens using Navet for transportation, people using navet as their meeting place without taking part of the drug activities, the suspected drug users and the young suspected drug users. The most frequent and openly used substances was alcohol followed by unspecified pills, other types of illegal substances were suspected to be common at Navet but never witnessed to be consumed. Conclusion - As rumored, Navet is a place where drugs and suspected drug users are present during almost all hours of the day. However, the generally perceived feeling of hostility and danger is exaggerated, contributing to a worse reputation of Navet compared to what can be supported through this study.

2017-06-01

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Shang, Aisi. "Villager Responses to Drought:An Ethnographic Study in Southwest China." Master's thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/145704.

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This thesis explores the social underpinnings of disasters associated with natural hazards. In existing disaster studies, it is common to classify people into different vulnerable groups and examine the vulnerabilities that limit them. Rather than take this approach, which I argue reinforces stereotyped images of vulnerable people as weak and passive, this thesis examines people’s experiences of and responses to a drought in Yunnan Province, southwest China. Building on existing literature, my ethnographic fieldwork and a broad understanding of Chinese society, I have analysed and explained different forms of social institutions, power relations and sets of practices based on China’s rural-urban divide, intra-rural inequality, ethnicity, gender, and social age and life course, and have examined how these forms of inequality and difference shaped communities’, households’, and individuals’ experiences of and responses to drought. I argue that villagers exercise agency, and actively manage the challenges of drought in their daily life. However, their choices are made within the confines of institutional constraints. Different social institutions and relations interact with each other to shape variations in people’s experiences of and responses to drought. At the community level, the existence of village infrastructure and the help of external agencies are key. Obtaining funds for infrastructure construction and drought relief largely depends on personal connections between the village communities and external agencies. At the household level, patterns of social inequalities, in particular the inequalities between ordinary households and those of village cadres, combines with the life course of households to shape experiences of and responses to drought. Within the household, gender intersects with individuals’ life courses to shape people’s experiences of drought and their responses to it.
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Raghavendra, Ranjini Canchi. "Implementing Public Health Information Infrastructures in India: An Ethnographic Approach." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485161.

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Popowich, Amy J. "Peer relations of children with learning disabilities an ethnographic approach /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0018/MQ59197.pdf.

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Books on the topic "Ethnographic approach"

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Capitalism: An ethnographic approach. Oxford, UK: Berg, 1997.

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Bruni, Attila. Gender and entrepreneurship: An ethnographic approach. New York: Routledge, 2004.

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Silvia, Gherardi, and Poggio Barbara 1967-, eds. Gender and entrepreneurship: An ethnographic approach. London: Routledge, 2005.

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Specialized ethnographic methods: A mixed methods approach. 2nd ed. Lanham, MD: AltaMira Press, 2012.

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The anthropology of ignorance: An ethnographic approach. New York, NY: Palgrave Macmillan, 2012.

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Kuna art and shamanism: An ethnographic approach. Austin: University of Texas Press, 2012.

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Loganathan, Kathiresan. Social transformation and healthcare practices: An ethnographic approach. New Delhi: Bloomsbury, 2016.

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Francesca, Cappelletto, ed. Memory and World War II: An ethnographic approach. Oxford: New York : Berg, 2005.

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Woods, Ruth. Childrens moral lives: An ethnographic and psychological approach. Chichester, West Sussex: Wiley-Blackwell, John Wiley & Sons, Ltd., Publication, 2013.

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Diane, LeCompte Margaret, ed. Essential ethnographic data collection methods through observations, interviews, and ethnographic surveys: A mixed methods approach. Lanham, MD: AltaMira Press, 2012.

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Book chapters on the topic "Ethnographic approach"

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Randall, Dave, and Mark Rouncefield. "Ethnographic Approach to Design." In The Wiley Handbook of Human Computer Interaction, 125–41. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118976005.ch7.

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Proctor, Liz. "Toi tu te whenua, toi tu te tangata: A Holistic Māori Approach to Flood Management." In Ethnographic Worldviews, 109–23. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6916-8_9.

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Khosravi, Shahram. "Engaging Anthropology: An Auto-Ethnographic Approach." In Engaged Anthropology, 41–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40484-4_3.

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Menezes, Marluci, Paschalis Arvanitidis, Therese Kenna, and Petja Ivanova-Radovanova. "People - Space - Technology: An Ethnographic Approach." In CyberParks – The Interface Between People, Places and Technology, 76–86. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13417-4_7.

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Uprety, Hannah. "3.2 Ethnographic Research Approach and Practice." In Kultur und soziale Praxis, 76–88. Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839462126-015.

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Canale, Germán. "Discourse, multimodality, and ethnography." In A Multimodal and Ethnographic Approach to Textbook Discourse, 1–27. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003147725-1.

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Esterle-Hedibel, Maryse. "Youth Gangs in France: A Socio-Ethnographic Approach." In The Eurogang Paradox, 203–7. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0882-2_15.

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Kingdon, Zenna. "Using the mosaic approach as an ethnographic methodology." In Using Innovative Methods in Early Years Research, 109–23. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429423871-9.

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Canale, Germán. "Pushing textbook research forward." In A Multimodal and Ethnographic Approach to Textbook Discourse, 130–41. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003147725-6.

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Canale, Germán. "Textbook and the media." In A Multimodal and Ethnographic Approach to Textbook Discourse, 105–29. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003147725-5.

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Conference papers on the topic "Ethnographic approach"

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Pratama, Dian, Indah Prastiwi, and Riski Ardianti. "Accounting for Fishermen Tribe Using (An Ethnographic Approach)." In Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.13-2-2019.2286070.

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Florentina, Raicu Carmen. "The history and memory of houses in an Ethnographic Park. An innovative approach." In 9th International Conference on Modern Approach in Humanities. Acavent, 2021. http://dx.doi.org/10.33422/9th.mahconf.2021.10.150.

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Tinoco-Giraldo, Harold, and Patrick Voorhies. "LGBTQIA+ employee learning needs assessment using an ethnographic approach." In TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3434780.3436563.

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Iqbal, Rahat, Richard Gatward, and Anne James. "A general approach to ethnographic analysis for systems design." In the 23rd annual international conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1085313.1085324.

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Davies, Jonathan, Miguel Arana-Catania, Rob Procter, Felix-Anselm van Lier, and Yulan He. "A mixed-methods ethnographic approach to participatory budgeting in Scotland." In GoodIT '21: Conference on Information Technology for Social Good. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462203.3475891.

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Bonilla, Marcela, Sebastian Marichal, Gustavo Armagno, and Tomas Laurenzo. "Designing Interfaces for Children with Motor Impairments: An Ethnographic Approach." In 2010 XXIX International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2010. http://dx.doi.org/10.1109/sccc.2010.34.

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Mitrofanova, Irina I., and Yulia N. Ebzeeva. "The Communicative-Ethnographic Approach in Teaching Foreign Language and Culture." In Proceedings of the 2019 International Conference on Pedagogy, Communication and Sociology (ICPCS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpcs-19.2019.58.

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Góes Neto, Antônio Fernandes. "INNOVATION IN INDIGENOUS EDUCATION: AN ETHNOGRAPHIC APPROACH OF A BANIWA SCHOOL." In The International Conference on Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/icreconf.2019.04.218.

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Widlake, Jutta, and Tracie North. "P-149 What do we mean by spiritual care? an ethnographic approach." In People, Partnerships and Potential, 16 – 18 November 2016, Liverpool. British Medical Journal Publishing Group, 2016. http://dx.doi.org/10.1136/bmjspcare-2016-001245.172.

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Wajdi, Farid, and Dadi Cahyadi. "Users’ preferences on classroom furniture design using ethnographic approach: A case study." In HUMAN-DEDICATED SUSTAINABLE PRODUCT AND PROCESS DESIGN: MATERIALS, RESOURCES, AND ENERGY: Proceedings of the 4th International Conference on Engineering, Technology, and Industrial Application (ICETIA) 2017. Author(s), 2018. http://dx.doi.org/10.1063/1.5042923.

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Reports on the topic "Ethnographic approach"

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Enria, Luisa. Citizen Ethnography in Outbreak Response: Guidance for Establishing Networks of Researchers. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.001.

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This guidance outlines the steps for designing and implementing ethnographic research which is led by citizens. It explains what citizen ethnography is and then sets out what should be considered throughout the process of working with networks of citizen researchers, from recruitment, training and supporting them to collect and analyse ethnographic data, and how to transform the insights they gain to support preparedness and responses for disease outbreaks. It also provides suggestions for further resources to support the process. The guidance is for social scientists who would like to integrate citizen-led ethnographic approaches into their research, and for practitioners working on community engagement or other outbreak responses, who seek to use social science insights in their operations. It was written for SSHAP by Luisa Enria (London School of Hygiene & Tropical Medicine). It is the responsibility of SSHAP.
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Connors, Caitlin, Melanie Cohen, Sam Saint-Warrens, Fan Sissoko, Francesca Allen, Harry Cerasale, Elina Halonen, Nicole Afonso Alves Calistri, and Claire Sheppard. Psychologies of Food Choice: Public views and experiences around meat and dairy consumption. Food Standards Agency, March 2022. http://dx.doi.org/10.46756/sci.fsa.zoc432.

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This report presents findings drawn from qualitative remote ethnography research with 24 UK participants conducted during July and August 2021, plus nine peer-to-peer interviews conducted by main sample participants with their friends and family. This research aimed to build on existing evidence in this area to fill gaps and provide an up-to-date snapshot of UK public experiences. Areas of focus included: Motivations for dietary choices Any gaps between consumer intention and behaviour Trade-offs and contextual differences (e.g. in vs. out-of home behaviours) The roles of specialist diets, substitution approaches, alternatives and ‘imitations’, locally/UK sourced meat and dairy, socio-demographics, culture and family Impact and role of food labelling and terminology The sample represented a range of variables including age, gender, nationality (England, Wales, Northern Ireland), urbanity/rurality, lifestage and household composition - and dietary profile (carnivore, ‘cutting down,’ vegetarian, vegan). This report was informed by an evidence review by the University of Bath on the factors underpinning the consumption of meat and dairy among the general public.
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Downes, Jane, ed. Chalcolithic and Bronze Age Scotland: ScARF Panel Report. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.184.

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The main recommendations of the panel report can be summarised under five key headings:  Building the Scottish Bronze Age: Narratives should be developed to account for the regional and chronological trends and diversity within Scotland at this time. A chronology Bronze Age Scotland: ScARF Panel Report iv based upon Scottish as well as external evidence, combining absolute dating (and the statistical modelling thereof) with re-examined typologies based on a variety of sources – material cultural, funerary, settlement, and environmental evidence – is required to construct a robust and up to date framework for advancing research.  Bronze Age people: How society was structured and demographic questions need to be imaginatively addressed including the degree of mobility (both short and long-distance communication), hierarchy, and the nature of the ‘family’ and the ‘individual’. A range of data and methodologies need to be employed in answering these questions, including harnessing experimental archaeology systematically to inform archaeologists of the practicalities of daily life, work and craft practices.  Environmental evidence and climate impact: The opportunity to study the effects of climatic and environmental change on past society is an important feature of this period, as both palaeoenvironmental and archaeological data can be of suitable chronological and spatial resolution to be compared. Palaeoenvironmental work should be more effectively integrated within Bronze Age research, and inter-disciplinary approaches promoted at all stages of research and project design. This should be a two-way process, with environmental science contributing to interpretation of prehistoric societies, and in turn, the value of archaeological data to broader palaeoenvironmental debates emphasised. Through effective collaboration questions such as the nature of settlement and land-use and how people coped with environmental and climate change can be addressed.  Artefacts in Context: The Scottish Chalcolithic and Bronze Age provide good evidence for resource exploitation and the use, manufacture and development of technology, with particularly rich evidence for manufacture. Research into these topics requires the application of innovative approaches in combination. This could include biographical approaches to artefacts or places, ethnographic perspectives, and scientific analysis of artefact composition. In order to achieve this there is a need for data collation, robust and sustainable databases and a review of the categories of data.  Wider Worlds: Research into the Scottish Bronze Age has a considerable amount to offer other European pasts, with a rich archaeological data set that includes intact settlement deposits, burials and metalwork of every stage of development that has been the subject of a long history of study. Research should operate over different scales of analysis, tracing connections and developments from the local and regional, to the international context. In this way, Scottish Bronze Age studies can contribute to broader questions relating both to the Bronze Age and to human society in general.
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