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Journal articles on the topic 'Ethnographic approach'

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Published: 4 June 2021

Last updated: 4 March 2023

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1

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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2

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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7

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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8

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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9

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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10

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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11

Walz, Markus, Patrizia Hoyer, and Matt Statler. "After Herzog: blurring fact and fiction in visual organizational ethnography." Journal of Organizational Ethnography 5, no. 3 (October 10, 2016): 202–18. http://dx.doi.org/10.1108/joe-07-2016-0017.

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Purpose The purpose of this paper is to introduce the unique artistic approach of film-maker Werner Herzog as an inspiration to rethink ethnographic studies in general and the notion of reflexivity in particular. Design/methodology/approach This paper reviews the particularities of Werner Herzog’s approach to filmmaking, linking them to the methodological tradition of visual ethnography and especially the debate about the role of reflexivity and performativity in research. Findings Herzog’s conceptualization of meaning as “ecstatic truth” offers an avenue for visual organizational ethnographers to rethink reflexivity and performativity, reframe research findings and reorganize research activities. The combination of multiple media and the strong authorial involvement exhibited in Herzog’s work, can inspire and guide the development of “meaningful” organizational ethnographies. Originality/value The paper argues that practicing visual organizational ethnography “after Herzog” offers researchers an avenue to engage creatively with their research in novel and highly reflexive ways. It offers a different way to think through some of the challenges often associated with ethnographic research.

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12

Whitaker, Mark P. "Ethnography as Learning: A Wittgensteinian Approach to Writing Ethnographic Accounts." Anthropological Quarterly 69, no. 1 (January 1996): 1. http://dx.doi.org/10.2307/3317135.

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13

Gautam, Ganga Ram. "Ethnography as an Inquiry Process In Social Science Research." Tribhuvan University Journal 29, no. 1 (March 31, 2016): 47–66. http://dx.doi.org/10.3126/tuj.v29i1.25670.

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This article is an attempt to present the concept of ethnography as a qualitative inquiry process in social science research. The paper begins with the introduction to ethnography followed by the discussion of ethnography both as an approach and a research method. It then illustrates how ethnographic research is carried out using various ethnographic methods that include participant observation, interviewing and collection of the documents and artifacts. Highlighting the different ways of organizing, analyzing and writing ethnographic data, the article suggests ways of writing the ethnographic research.

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14

Chevalier, Sophie. "The internet: an ethnographic approach." Horizontes Antropológicos 10, no. 21 (June 2004): 315–19. http://dx.doi.org/10.1590/s0104-71832004000100014.

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15

Martin, Gregory, Daniel Miller, and Don Slater. "The Internet: An Ethnographic Approach." Economic Geography 78, no. 1 (January 2002): 100. http://dx.doi.org/10.2307/4140832.

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16

Hoikkala, Tommi, and Pekka Hakkarainen. "Need for an ethnographic approach." Nordic Studies on Alcohol and Drugs 17, no. 1_suppl (February 2000): 12–15. http://dx.doi.org/10.1177/145507250001701s11.

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17

Gibson, Lorena. "The Interview: An Ethnographic Approach." Asia Pacific Journal of Anthropology 15, no. 5 (September 19, 2014): 490–93. http://dx.doi.org/10.1080/14442213.2014.925790.

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18

Dicks, Bella, and Bruce Mason. "Hypermedia and Ethnography: Reflections on the Construction of a Research Approach." Sociological Research Online 3, no. 3 (September 1998): 1–15. http://dx.doi.org/10.5153/sro.179.

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Current interest in ethnography within social research has focused on its potential to offer insights into the complexity of the social world. There have increasingly been calls for ethnography to reflect this complexity more adequately. Two aspects of ethnographic enquiry have been particularly singled out as areas in need of redefinition: the delineation of ethnography's object of study and its mode of presentation. Both of these areas are implicated in the recent attention to the possibilities of hypermedia authoring for ethnography. The paper offers a discussion of this potential in the light of an ongoing research project with which the authors are engaged. The project is designed to enable this potential to be assessed, and to provide for the construction of what the authors call an ethnographic hypermedia environment (EHE). We believe that the promise of hypermedia lies not only in its facility for non-sequential data organisation, but also in its ability to integrate data in different media. The synthesis of the visual, aural, verbal and pictorial planes of meaning holds considerable promise for the expansion and deepening of ethnographic knowledge. Consequently, we suggest that hypermedia has implications for all stages of the research process, and argue against the current tendency to see it as merely a tool either for analysis or for presentation. These arguments are illustrated by means of a commentary on some work in progress.

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19

Cronk, Lee. "Ethnographic text formation processes." Social Science Information 37, no. 2 (June 1998): 321–49. http://dx.doi.org/10.1177/053901898037002005.

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Although the textualist critique of ethnography has challenged the possibility of science in cultural anthropology, insights provided by that critique are crucial for the further development of a scientific approach in the discipline. The value of the textualist critique of ethnography for the development of scientific ethnology can best be seen through an analogy with archaeology. Just as archaeologists' ability to reconstruct the past has been enhanced, not undermined, by a detailed understanding of archaeological site formation processes, so can ethnologists' ability to understand patterns within and among human societies be enhanced through a better understanding of ethnographic text formation processes. Key elements of the textualist critique of ethnography, including an emphasis on reflexivity, multivocality, and the process of writing ethnography, are great aids in the elucidation of ethnographic text formation processes.

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20

Sabry, Tarik. "Ethnography as thrownness and the face of the sufferer." European Journal of Cultural Studies 24, no. 4 (February 24, 2021): 816–31. http://dx.doi.org/10.1177/1367549421994577.

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This article provides a self-reflexive account of ethnographic research conducted on the outskirts of Burj Al Brajneh, a Palestinian refugee camp in Beirut, run by Hezbollah. It focuses on ethnographic research conducted with a Syrian refugee family including the mother, father and three children. The research is well captured, in hindsight, by Sarah Pink’s definition of ethnography as a ‘reflexive and experiential process through which academic and applied understanding, knowing and knowledge are produced’. The article demonstrates how the ethnographer’s experience with the refugee children was marked, regardless of long and diligent preparations, by several dislocations: methodological, sensorial and epistemic. The ethnographer pursued a non-media-centric approach allowing him to explore both the refugee family’s media uses as well as the lived, everyday conditions that marked their media uses. The primary aim of the article is three-pronged: (a) to provide an ethnographic description and analysis of the media worlds in a Hizbullah area in South Beirut, (b) to analyse media uses and aesthetics of violence in the context of war/refugees’ lives and (c) to theorise using the Heideggerian concept of thrownness, the entangled and affective regime that emerges during the ethnographic encounter.

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21

Howard, Natalie-Jane. "Examining the Strengths and Limitations of Ethnographic Research." International Journal of Asian Education 2, no. 4 (November 22, 2021): 549–58. http://dx.doi.org/10.46966/ijae.v2i4.238.

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Ethnography offers a holistic approach to qualitative researchers in educational contexts and appeals to scholars who wish seek to reveal rich narratives through their immersion in specific domains. This review paper examines the mobilization of the ethnographic research approach reported in studies from two distinctive learning contexts: an elementary school and a vocational college. Employing the specific evaluative criteria of Punch (2005), the desk-based study draws on existing literature to document the strengths and limitations of ethnographic method and reportage to reveal edifying insights to novice and experienced qualitative researchers who may be contemplating an ethnographic study in the future. The review reveals how extensive ethnography lends itself well to presenting thick descriptions in rich narratives to demonstrate high veracity. In contrast, this research approach may be limited in its verisimilitude, especially if ethnographers abridge their methodological and analytical descriptions and fail to acknowledge reactivity

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22

Čekuolytė, Aurelija. "Ethnography in sociolinguistic studies of youth language." Taikomoji kalbotyra, no. 1 (October 25, 2012): 1–18. http://dx.doi.org/10.15388/tk.2012.17253.

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In Lithuanian sociolinguistics ethnography is a new method; there are no comprehensive ethnographic studies. The main purpose of this paper is to introduce the reader to ethnography and to show why it is important to include ethnography in linguistic studies and how this method can enrich the analysis of linguistic material. When applying the ethnographic method it is not only possible to provide a picture of the distribution of linguistic variables in the community, but also to discover the social meaning which is associated with those variables. What is unique about ethnography is that it allows the scientist to discover social meanings instead of presupposing them and to examine the construction and organization of the social meaning of linguistic variables. Even though ethnographic studies are often treated as case studies, the results of a well-constructed ethnographic study are reliable and replicable, for instance, the ethnographically discovered social categories and social meanings, associated with them, can be tested in a different community with a help of match-guise technique. Following the sociolinguistic wave theory, I explain how and why ethnography has been employed in sociolinguistic studies. The studies in the first sociolinguistic wave applied survey and quantitative methods to examine the relation between linguistic variation and the traditional social categories – class, age, sex, and ethnicity. However, the quantitative methods were not sufficient enough in explaining which social mechanisms caused linguistic variation. Studies in the second wave employed ethnography in order to find the relation between linguistic variation and locally determined social categories. Studies in the third wave departed from the dialect-based approach of the first two waves, employed stylistic practice approach and examined any linguistic material that is socially meaningful in the community. I also discuss the main aspects of ethnographic method: participant observation, fieldnotes, ethnographic interview and other types of interviews. I come in with advice for researchers who plan to use ethnography in their research. The examples of ethnographic studies that I’m using in my paper are mostly taken from studies of youth language. Nevertheless, the paper can also be useful to any researcher who is willing to conduct an ethnographic sociolinguistic study.

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23

Branco Pereira, Alexandre. "Refuge in Brazil: An Ethnographic Approach." Antípoda. Revista de Antropología y Arqueología, no. 43 (April 2021): 197–214. http://dx.doi.org/10.7440/antipoda43.2021.09.

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Perales Franco, Cristina. "An Ethnographic Approach to School Convivencia." Educação & Realidade 43, no. 3 (September 2018): 887–907. http://dx.doi.org/10.1590/2175-623674800.

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Abstract: Convivencia is a Spanish concept that addresses the ways of living together, living with others. School convivencia in particular is formed by the tapestry of social relations that construct the everyday life in schools, and it provides the relational elements and boundaries where the school experience is constructed. This article derives from an investigation of the relationships between two Mexican primary schools and their local communities and their implications for school convivencia. It presents two challenges of analysing school convivencia from an ethnographic perspective: the struggle between restrictive and comprehensive approaches and the tension between the specific and the complex in understanding convivencia.

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Lambert, Veronica, Michele Glacken, and Mary McCarron. "Employing an ethnographic approach: key characteristics." Nurse Researcher 19, no. 1 (October 21, 2011): 17–24. http://dx.doi.org/10.7748/nr2011.10.19.1.17.c8767.

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26

Abolafia, Mitchell. "Markets as Cultures: An Ethnographic Approach." Journal of Economic Sociology 4, no. 2 (2003): 63–72. http://dx.doi.org/10.17323/1726-3247-2003-2-63-72.

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27

Greenfield, Sidney M. "Capitalism: An Ethnographic Approach. Daniel Miller." Journal of Anthropological Research 55, no. 1 (April 1999): 157–58. http://dx.doi.org/10.1086/jar.55.1.3630987.

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28

Abolafia, Mitchel Y. "Markets as Cultures: An Ethnographic Approach." Sociological Review 46, no. 1_suppl (May 1998): 69–85. http://dx.doi.org/10.1111/j.1467-954x.1998.tb03470.x.

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29

Lee, Roger. "Book Review: Capitalism: an ethnographic approach." Progress in Human Geography 23, no. 3 (September 1999): 489–91. http://dx.doi.org/10.1177/030913259902300330.

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Fairhurst, Ann E., and Linda K. Good. "Teaching Marketing Concepts: An Ethnographic Approach." Marketing Education Review 3, no. 3 (October 1993): 47–51. http://dx.doi.org/10.1080/10528008.1993.11488426.

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31

Maher, Frances, and Mary Kay Thompson Tetreault. "Inside feminist classrooms: An ethnographic approach." New Directions for Teaching and Learning 1992, no. 49 (1992): 57–74. http://dx.doi.org/10.1002/tl.37219924907.

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32

Manning, Jennifer. "Becoming a decolonial feminist ethnographer: Addressing the complexities of positionality and representation." Management Learning 49, no. 3 (January 2, 2018): 311–26. http://dx.doi.org/10.1177/1350507617745275.

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Organisation and management scholars are often preoccupied with developing, refining and advancing knowledge, and in so doing, the empirical process through which knowledge is advanced can be ignored together with the impact this process can have on participants and scholars. This article draws attention to how management scholars might negotiate the complexities of positionality and representation through an illustrative case: my experience of becoming a decolonial feminist ethnographer. Drawing upon my doctoral research, I share the experience of my ethnographic journey to become a decolonial feminist ethnographer. Developing a decolonial feminist approach to ethnography enabled me to identify positionality and representation as the key complexities of engaging in research with marginalised ‘Others’ while also providing me with the tools to address these complexities. This is not to say that becoming a decolonial feminist ethnographer is the only way to engage in research with marginalised ‘Others’, but this critical approach encourages researcher reflexivity and helps in addressing the issues of positionality and representation. My approach suggests an alternative way of ‘seeing and doing’ ethnography motivated by an ethical commitment to the participants and the desire to respect their knowledge and experiences.

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33

von Koskull, Catharina. "Increasing rigor and relevance in service research through ethnography." Journal of Services Marketing 34, no. 1 (January 2, 2020): 74–77. http://dx.doi.org/10.1108/jsm-03-2019-0143.

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Purpose The purpose of this paper is to illustrate how traditional ethnography as an established methodology can promote and strengthen both rigor and relevance in qualitative service research. Design/methodology/approach This paper is based on ethnographic methodology literature and experience of ethnographic studies in the field. Findings In particular, the three ethnographic aspects of fieldwork, prolonged time in the field and sensitivity to language and cultural codes can increase rigor in service research, while the central ethnographic premises of flexibility and reflexivity can contribute to its relevance. Research limitations/implications Service researchers are encouraged to consider engaging in ethnographic research and to realize its potential to increase both rigor and relevance in service research endeavors. Originality/value Rigor and relevance are central and important research quality criteria, and these are often referred to as being mutually exclusive. This paper suggests how traditional ethnography can promote and strengthen both rigor and relevance in qualitative service research and thereby further advance this research area.

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Berzon, Todd S. "Known Knowns and Known Unknowns: Epiphanius of Salamis and the Limits of Heresiology." Harvard Theological Review 109, no. 1 (January 2016): 75–101. http://dx.doi.org/10.1017/s0017816015000498.

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In this essay, I explore the conceptual and discursive ruminations of Epiphanius of Salamis as he struggles in hisPanarionto survey and manage the ever-expanding heretical world. Instead of reading this heresiological treatise as an attestation of theological, ecclesiastical, and intellectual authority established through totalizing discourse, I approach it as an expression of ancient ethnographic writing and the ethnographic disposition, an authorial orientation toward the world that describes, regulates, and classifies peoples with both macroscopic and microscopic knowledge. Ethnography in the ancient world was a process of writing the world's people into texts, describing and classifying specific cultures and customs through the lens of the ethnographer's own culturally situated perspective. Frequently, the ethnographer used his text to elaborate his assumptions about the origins of human diversity. Customs and habits were explained as the products of larger macroscopic forces such as astrology, genealogy, climatology, universal history, and myth. In the process of translating the world into texts, ethnographic inquiry forced authors to confront their capacity to comprehend the world around them and ultimately to come to terms with the full scope of human diversity. I argue that reading thePanarionas a manifestation of Christian ethnography usefully foregrounds an intractable tension between knowledge (known knowns) and self-conscious ignorance (known unknowns) about the depths of human heterogeneity: ethnography is as much an illustration of incomprehension as it is a repository of erudition, mastery, and discovery.

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Sztandara, Magdalena, and Grzegorz Niziołek. "Dramatizing Ethnographic Fieldwork. Collaborative Laboratory and the Act of Intervening." Teaching Anthropology 9, no. 2 (April 16, 2020): 17–27. http://dx.doi.org/10.22582/ta.v9i2.522.

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What does it mean when an ethnographer intervenes in the public sphere or when a dramaturgist or theatre director conducts ethnographic research? What are the possibilities and values of such collaboration, and how it might be turned into engaged activities? In the following article, we attempt to answer these questions drawing from our pedagogical experience resulted from a joint effort of running and supervising a collaborative laboratory. For a year, groups of students (anthropologists, dramaturgists and theatre directors) jointly conceptualised, problematised and worked on the project about different masculinities. Throughout the project, all of us have been discussing, negotiating and exchanging our research methods, strategies and ways of exploring social practices by combining ethnography and performative. The outcome included thirteen interventions, understood as immediate social actions performed in the public space. The article aim is to engage with our teaching experiences and collaborative research efforts critically, as well as to problematise the real potential of the drama-based approach to ethnographic research. We argue that the form of collaboration between ethnography and performative arts opens not only new possibilities in methodological and pedagogical approach but also has transformative potential. The interventions performed in the public sphere might be understood as new modalities for disseminating research findings, which distort rather static and normative protocols of academic research presentations in Poland. They also allow reaching broader audiences and enabling more critical, intimate and involved understanding of different social and cultural practices.

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Sharpe, Diana Rosemary. "Researching the multinational corporation: contributions of critical realist ethnography." critical perspectives on international business 14, no. 4 (October 1, 2018): 383–403. http://dx.doi.org/10.1108/cpoib-08-2014-0038.

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Purpose The purpose of this paper is to discuss the contributions that critical realist ethnographies can make to an understanding of the multinational corporation. Design/methodology/approach This paper draws on a discussion of methodological challenges in researching the multinational corporation and the ways in which critical realist ethnographies can respond to these challenges. The example of research on the transfer of management practices is used to illustrate this. Findings Taking the example of researching the transfer of management practices within the multinational, the paper argues that the potential of critical realist ethnography including critical realist global ethnography to contribute to the field of International Business and International Management remains relatively untapped. Research limitations/implications Adopting the sociological imagination of the critical realist ethnographer has implications for the kinds of questions that are asked by the researcher and the ways in which we seek to address these methodologically. Researching from a critical standpoint fruitful empirical themes for further research relate to the experience of change for example in business systems, internationalization of organizations and “globalization”. Practical implications The critical realist ethnographer can contribute insights into the complex social and political processes within the multinational and provide insights into how social structures are both impacting on and impacted by individuals and groups. Ethnographic research located within a critical realist framework has the potential to address questions of how stability and change take place within specific structural, cultural and power relations. Originality/value At the methodological level, this paper highlights the potential of critical realist ethnography in researching the multinational, in addressing significant questions facing the critical researcher and in gaining a privileged insight into the lived experience of globalization.

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Pushkareva, N. L. "Study of scientific community by methods of ethnology: gender approach relevance." BULLETIN of the L.N. Gumilyov Eurasian National University. Historical sciences. Philosophy. Religion Series 133, no. 4 (2020): 100–116. http://dx.doi.org/10.32523/2616-7255-2020-133-4-100-116.

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The article describes the methodology and methods of ethnographic knowledge in the focus of their application in sociology and sociopsychology. The author turns to classical studies of M. Weber, G. Zimmel, P. Sorokin and others, who laid the foundation for the study of professional (including scientific) communities. Interdisciplinary interaction of scientific directions focused on the daily routine world, on identification of methods used by a person in society to perform routine actions, which eventually determined the research vector of ethnomethodology. The author describes the undertaken studies of the daily life of the scientific community in the conditions of the laboratory, the fixation of many actions taken by scientists that require additional microanalysis and explanations, anthropologization of the study of the scientific community, gender approach in ethnography of professions. The author considers the main task of the ethnographer of science in the study of daily practical routine activities of the scientist, in the design of «laboratory world» - social institutionalization of the scientific community. The gender aspect is important in the ethnography of science, focusing on the scientist as an active social subject, on gender inequality in scientific (academic, university) communities.

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Hitchings, Russell, and Alan Latham. "Qualitative methods II: On the presentation of ‘geographical ethnography’." Progress in Human Geography 44, no. 5 (October 9, 2019): 972–80. http://dx.doi.org/10.1177/0309132519879986.

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This review examines how ethnographic methods currently feature in the work of human geographers. The ethnographic approach continues to be a popular choice amongst those hoping to learn from how social life unfolds in particular places and settings. But what visions of ethnography do geographers draw on to attain authorial authority? What are the implications of how they present their field experiences? How, linking back to our last review, is their ethnographic work connected to the interview? And what are some of the downsides to how the term is deployed in the discipline?

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Widjanarko, Putut. "Media Ethnography in Diasporic Communities." Jurnal Humaniora 32, no. 2 (June 1, 2020): 124. http://dx.doi.org/10.22146/jh.49389.

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Media and communication technology plays a crucial role in diasporic communities by helping members to maintain complex connections with their places of origin, and at the same time to live their life in the diaspora. The social interactions, belief systems, identity struggles, and the daily life of diasporic communities are indeed reflected in their media consumption and production. A researcher can apply media ethnography to uncover some of the deeper meanings of diasporic experiences. However, a researcher should not take media ethnographic methods lightly since a variety of issues must be addressed to justify its use as a legitimate approach. This article examines various forms of media ethnographic fieldwork (multi-sited ethnography), issues related to researching one’s own community (native ethnography), and the debates surrounding duration of immersion in ethnography research within the context of diasporic communities. Careful consideration of such issues is also necessary to establish the “ethnographic authority” of the researcher.

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Downey, Hilary. "Elucidating ethnographic expressions." European Journal of Marketing 54, no. 11 (December 6, 2019): 2651–74. http://dx.doi.org/10.1108/ejm-02-2019-0141.

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Purpose Narrative accounts of subjective consumer experience are, in one form or another, an essential of qualitative market research. Ethnographic research and ethnographic poetry have obvious connections with the literary form, yet this form has had limited application. Based on the assumption that poetry as a craft is a somewhat limited narrative in ethnographic studies and specifically in studies that attend a consumer vulnerability agenda, this paper aims to contribute to a literary-based perspective. This paper advocates for ethnographic poetry as a consideration of disseminating qualitative data for those researchers immersed in ethnographic research with diverse and vulnerable populations. Design/methodology/approach The paper draws on a range of extant literature to draw out the distinguishing features of ethnographic poetry, in which to situate ethnographic narratives of two studies of consumer vulnerability. To assist in this, scholarly discussion in the paper is interposed with a series of interludes written in the ethnographic poetic style. These interludes are intended to epitomise merits of such an interpretive research approach. Findings This is a research paper seeking to draw attention to, and develop a relatively neglected research approach, ethnographic poetry. Researcher reflections, drawn from two ethnographic studies, suggest some tangible consequences of this research to generate further discussion of consumer vulnerability. Research limitations/implications The overall aim is to extend discussion of the particular qualities of ethnographic poetry that might contribute to better serve qualitative research approaches, when conducting ethnographic research. Practical implications The paper advocates a stronger focus on ethnographic poetry to liberate the imagination of researchers and readers alike to enrich and compliment the analysis of narrative forms of qualitative data drawn from an ethnographic approach. Originality/value This paper addresses the concept of ethnographic poetry, stemming from narrative-based qualitative research, which will be entirely new to many researchers and practitioners. It suggests tangible benefits that this new perception could bring to ethnographic research.

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Verne, J. "Ethnographie und ihre Folgen für die Kulturgeographie: eine Kritik des Netzwerkkonzepts in Studien zu translokaler Mobilität." Geographica Helvetica 67, no. 4 (March 19, 2013): 185–94. http://dx.doi.org/10.5194/gh-67-185-2012.

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Abstract. The aim of this article is to show the difference between an interpretative-hermeneutic ethnographic approach deeply embedded in the history of anthropology and ethnographic methods introduced as part of a social science repertoire. Taking the classical "network" as an example, it contrasts the way this concept is generally used in studies on translocal mobility with interpretations of ethnographic research. This not only opens up critical reflections on the role of "networks" when it comes to understanding translocality as a lived experience, but also illustrates what it actually means to follow an interpretative-hermeneutic approach in which ethnographic material is seen to serve as a way to ground, question and refine abstract concepts. The article thus argues that it is through ethnographies and their inherent openness towards the field that a more enriching and creative engagement with theories and methodologies can be achieved than qualitative social science approaches usually allow for.

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Ophir, Yotam, Dror Walter, and Eleanor R. Marchant. "A Collaborative Way of Knowing: Bridging Computational Communication Research and Grounded Theory Ethnography." Journal of Communication 70, no. 3 (June 1, 2020): 447–72. http://dx.doi.org/10.1093/joc/jqaa013.

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Abstract One of the great strengths of the field of communication is its interdisciplinarity. Yet this strength brings challenges, including rifts between diverse subfields. In this study, we illustrate the rich potential of collaborations across subfields. Specifically, we argue that due to often-overlooked epistemological similarities, unsupervised machine learning and grounded theory ethnography subfields are well-suited for an especially enriching collaboration. To demonstrate, a team of computational and ethnographic researchers together applied the analysis of topic model networks approach to ethnographic field notes. We illustrate how the inclusion of the ethnographer in the modeling stages, and of the computational researchers in the analysis stages, led to mutual reflexivity affecting every stage of the study, enabling profound reflections on the technical, conceptual, and theoretical pillars of both subfields. We conclude by discussing the potential future of such collaborative ways of knowing to open doors for cutting-edge interdisciplinary research for the new information era.

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Forster, Marc. "“Ethnographic” thematic phenomenography." Journal of Documentation 75, no. 2 (March 6, 2019): 349–65. http://dx.doi.org/10.1108/jd-05-2018-0079.

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Purpose The workplace is a context of increasing interest in information literacy research, if not necessarily the most visible (Cheuk, 2017). Several studies have described contextual, relationship-based experiences of this subjective, knowledge-development focussed phenomenon (Forster, 2017b). What research contexts and methods are likely to be most effective, especially in workplaces which contain professions of widely differing ontologies and epistemological realities? The paper aims to discuss these issues. Design/methodology/approach An analysis and description of the value and validity of a “qualitative mixed methods” approach in which the thematic form of phenomenography is contextualised ethnographically. Findings This paper describes a new research design for investigation into information literacy in the workplace, and discusses key issues around sampling, data collection and analysis, suggesting solutions to predictable problems. Such an approach would be centred on thematic phenomenographic data from semi-structured interviews, contextualised by additional ethnographic methods of data collection. The latter’s findings are analysed in light of the interview data to contextualise that data and facilitate a workplace-wide analysis of information literacy and the information culture it creates. Originality/value Insights from recent research studies into information literacy in the workplace have suggested the possibility of an epistemologically justifiable, qualitative mixed methods design involving an ethnographic contextualisation of a thematic phenomenographic analysis of the information culture of an ontologically varied and complex workplace – with the potential for descriptive contextualisation, categorisation and generalisability.

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Kempny, Marta. "Towards Critical Analytical Auto-Ethnography." Anthropological Journal of European Cultures 31, no. 1 (March 1, 2022): 58–71. http://dx.doi.org/10.3167/ajec.2022.310105.

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This article discusses the usefulness of critical analytical auto-ethnography in studying migrant (im)mobilities in the context of the COVID-19 pandemic. Whereas the auto-ethnographic genre has boomed during COVID-19 times, the authors of auto-ethnographic texts usually focus on their own experiences of the pandemic, engaging in an evocative style of writing. Following an overview of autoethnographic writing genres, this article discusses complex issues of insider/outsider status in pandemic research. It calls for a critical and analytical auto-ethnographic approach to the study of migrations and mobilities in a context in which they are currently unevenly distributed.

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Reksiana, Reksiana. "MODEL DAN PEMANFAATAN PENELITIAN ETNOGRAFI DALAM DUNIA PENDIDIKAN." Almarhalah | Jurnal Pendidikan Islam 5, no. 2 (September 30, 2021): 199–221. http://dx.doi.org/10.38153/alm.v5i2.63.

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AbstractThis study discusses about the ethonographic approach in educational research. Ethnographic research, at first, was widely used in anthropological research, and developed in various fields of science such as medicine, health, psychology, and education and other social sciences. then, it can be concluded that there are four types of ethnographic research analysis in Spredley's model, they are: domain analysis, taxonomic analysis, compound analysis, and model analysis (ethnographic results. The qualitative research stages of the Spradley model consisted of 12 stages starting with determining a reliable or accurate key informant. Next, do an interview. Then, the researcher began asking descriptive questions, with an analysis of the interview. The results of the interview analysis, then the researcher conducted a domain analysis. In the next step, the researcher has determined the focus, and conduct a taxonomic analysis, then the researcher asks contrast questions, which are followed by a comparative analysis. The results of the comparative analysis, then the researcher found cultural themes. And the final step, the researcher wrote an ethnographic research report. And of course all of these stages must be adjusted to the field of education if research is in the field of education.Keyword: Ethnography Research, Ethnography Approach, Etnografi in Education.

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Adams, Trevor. "Incorporating an ethnographic approach into nurse education." Nursing Management 10, no. 1 (January 1, 1990): 11–12. http://dx.doi.org/10.7748/nm.10.1.11.s8.

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Lindgren, Thomas, Sarah Pink, and Vaike Fors. "Fore-sighting autonomous driving - An Ethnographic approach." Technological Forecasting and Social Change 173 (December 2021): 121105. http://dx.doi.org/10.1016/j.techfore.2021.121105.

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Gautier, Éric, and Catherine Voynnet-Fourboul. "Revealed identity: an ethnographic approach to singularity." Recherches en Sciences de Gestion N°133, no. 4 (2019): 135. http://dx.doi.org/10.3917/resg.133.0135.

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Molloy, Luke, Kim Walker, Richard Lakeman, and Isabelle Skinner. "Ethnonursing and the ethnographic approach in nursing." Nurse Researcher 23, no. 2 (November 13, 2015): 17–21. http://dx.doi.org/10.7748/nr.23.2.17.s5.

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Friedman, Ray. "Studying Negotiations in Context: An Ethnographic Approach." International Negotiation 9, no. 3 (2004): 375–84. http://dx.doi.org/10.1163/1571806053498823.

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AbstractEthnographic research offers an alternative approach which can provide insights into the types of complex situations that negotiators really face. This approach is not easy – it can be more time consuming, costly, and difficult than other research methods – but the payoff comes from the way these in-depth studies challenge scholars to develop new ideas and theories, based on what really happens in negotiations rather than on the logical next step in a series of experiments.

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