Dissertations / Theses on the topic 'Ethnographic'
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Fisher, Brock Leslie. "Wrighting ethnography : processes of collecting and arranging ethnographic plays /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164504.
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Fortner-Henderson, Svetlana. "Ethnographic Narrative." Scholarship @ Claremont, 2020. https://scholarship.claremont.edu/cgu_etd/129.
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Svetlana Fortner-Henderson grew up experiencing abuse, sexual assault, and drug and alcohol abuse within the home. She suffered hearing loss as a child, which impacted her education. She went to college, attended graduate school, and worked in the field of environmental toxicology and regulatory compliance. She volunteered in many capacities that influenced her calling to become an educator. She agreed to teach were she was ‘called,’ as she considers that as the implementation of ministry of social justice through science education. She teaches in a high-trauma, deep inner-city setting, where students have experienced similar types of trauma that she experienced. She follows the lives of three students that derive from various backgrounds. These backgrounds contribute to the assets, strengths, and opportunities for growth socially and academically for these students. Svetlana is able to use the tools inherent and applied to educate the three students to benefit other students that have similar opportunities for educational and social/emotional growth. Svetlana deeply reflects on the impact she has made with her students and opportunities she sees for continued personal development within the profession. During her ethography, she modifies and massages her techniques in order to extact quality and usable content, as she seeks to be an effective teacher within a high trauma and high risk school and community. She also modifies her techniques as she believes in continuous improvement of herself and the students she has chosen to work with.
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Lemieux, Deborah L. "The ethnographic meaning of narrative in identity formation : a collaborative ethnography." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1230601.
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In recent years the separation between ethnographic research and the ethnographic text have continued to collapse. No longer is the anthropologist the sole authority on determining the native's point of view. Anthropologists are now writing within newer collaborative frameworks-newer frameworks that continue to challenge who has the right to speak for whom. This shift in ethnographic writing allows us to explore culture even more deeply through the process of obtaining narratives that focus on dialoguing the encounter between ethnographer and consultant. With this developing ethnographic moment in mind, this thesis explored through the use of collaboratively-constructed ethnographic narratives the juxtaposition of a family's identity and its place within the context of a larger community identity. In the final analysis, the narratives brought to light a symbiotic connection that exists between family, community, and the larger world.Department of Anthropology
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Swasey, Christel Lane. "Ethnographic Literary Journalism." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3087.pdf.
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Goodwin, Kimberly. "Ethnographic Narrative Project." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/137.
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This paper details the journey of a first-year teacher. It is a highly reflective exploration of their inner landscape – one that documents the development of the teaching self in relation to students and society at large. Separated into four distinct sections, this work serves as an account of personal motivation to teach, getting to know students beyond the classroom walls, immersion in the community to situate educational work, and a comprehensive reflection upon teaching effectiveness and the evolution of the educating self. Development as a professional educator as stated in Teacher Performance Expectation (TPE) 6 demands continual introspection and proactive adjustments to our practice. The first year of teaching – a stage of initial and potentially immense growth – is especially critical as it sets the tone for the next and many years after. This ethnography interweaves objective analysis and studies internal and external factors and how they influence one another, and honest perceptions, struggles, and realizations as an individual embarks on the journey to becoming a teacher. By documenting my personal experience and performing higher-level analysis, we unveil the varied intricacies, competing demands, and trying moments that constitute the teaching experience. As the year (and, consequently, the ethnography) unfolds, one thing remains clear – teaching is a work of the heart.
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Palmer, John. "Wichi goodwill : ethnographic allusions." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389785.
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Stoffle, Richard W., Jessica L. Medwied-Savage, and Katie Beck. "Anza Ethnographic Study Photographs." Bureau of Applied Research in Anthropology, University of Arizona, 2011. http://hdl.handle.net/10150/294834.
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Stoffle, Richard W. "Anza Ethnographic Study Presentation." University of Arizona Libraries, Special Collections, 2011. http://hdl.handle.net/10150/294836.
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Kaplan, Mark J. "Ethnographic film : an investigation with specific reference to the Bushman ethnographies of John Marshall." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/75516.
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Thesis (M.S.V.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1985.MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH.
Includes bibliographical references (leaf 43).
This thesis consists of a text and a videotape, entitled Pull Ourselves Up or Die Out. The written thesis is an examination of the tradition of documentary film making with particular reference to notions of Realism, particularly as revealed in the ethnographic films made by John Marshall. The Marshall material spans a period from 1951 to the present day and relates the changes that the !Kung Bushman of Namibia have been forced to undergo. The material is unique and this thesis elaborates on the conditions and influences that have determined the film maker's strongly personal approach. The videotape that accompanies this thesis is 3/4 inch U-Matic, 25 minutes long, color, sound and. in English, Afrikaans and Ju/Wasi languages.
by Mark J. Kaplan.
M.S.V.S.
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Koven, Mikel J. "An ethnography of seeing : a proposed methodology for the ethnographic study of popular cinema /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/NQ42479.pdf.
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Cohen, Hart K. "From ethnographic film to indigenous media : communications and the evolution of the ethnographic subject." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75987.
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An important connection exists between ethnographic film and indigenous media though they are rarely linked in film theory. The link is not just hypothetical. Cast in the form of historiography, ethnographic film and indigenous media practices may be read as a continuist discourse with a number of critical turns. One such turn is the transformation of the ethnographic subject into a critical public. What is described as indigenous media allows us to categorize this transformation as a significant difference for the practice of ethnography, but the question remains as to whether this difference is retreivable in the terms set by ethnography. The emergence of the indigenous ethnographer has consequences for understanding the problems in the relations between Western and non-Western cultural formations. As a means through which a culture or nation may represent its own historical evolution, indigenous media is also, however, a discourse in formation--characterized by heterogenous claims and practices.
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Elder, Hanlon Teresa J. "Circle justice, an ethnographic study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0020/MQ49148.pdf.
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Irons, Jonathan William. "Ethnographic perspectives on Laxyuup Gitxaała." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42073.
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In this thesis I use ethnographic research methods to examine the nature of archaeological practice when it occurs in collaboration with indigenous groups (collaborative archaeology). In 2011, I served as a member of the Laxyuup Gitxaała research project team, a project conducted by the University of British Columbia and under the auspices of Gitxaała Nation. In most writing on collaborative archaeology, authors use parables and simple explanations of special site procedures as a background for defending the practice. In-depth archaeological ethnographies of collaborative archaeological practice are few and far between. In this research I employed a reflective methodology and asked participants to journal about their experience of the daily archaeological work in order to address the experience of archaeological field practice. In my analysis I use these journals and my own reflections to describe archaeology as a stratigraphic profile. I present this profile as consisting of three layers, Fishing Narratives, Archaeological Work, and Land and Place. I provide a thick description of the consistency of these three layers, the shape of their features and their overall relationship to one another. I conclude by suggesting that the way in which anecdotal fishing narratives permeate the research experience affords collaborative archaeology a character which is supplemented and enhanced rather than compromised or restricted.
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Hanlon, Teresa J. Elder, and University of Lethbridge Faculty of Arts and Science. "Circle justice : an ethnographic study." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 1999, 1999. http://hdl.handle.net/10133/106.
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This thesis examines the presence of community in Blackfoot Justice Circles through ethnographic, qualitative methods. Five Blackfoot Justice Circles, observed in 1996-1997, and an Innu Healing Justice Circle, are compared in structure, roles and content. The Innu circle data is found as a report and recorded as an appendix to R. v. Sellon (1996). Seven in depth interview held with circle leaders and prominant circle participants generated data used to describe and define current perceptions of traditional concepts among circle leaders on a Blackfoot reserve. Theoretically the work arrives at a principle of justice according to a concept of authentic morality expressed through problem-solving and care. The principle is collectively based on the ideas and works of Menno Boldt, Herman Bianchi, Elliot Studt, John McKnight, Carol Lepannen Montgomery, John Braithwaite, Howard Zehr, and Ruth Morris as well as peacemaking concepts. The study explores transformative justice, as differentiated from restorative and retributive justice.xii, 258 leaves : ill. ; 29 cm.
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Harper, Richard Robert. "An ethnographic examination of accountancy." Thesis, University of Manchester, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303922.
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Stoffle, Richard W. "Spring Mountains Ethnographic Study Photographs." University of Arizona Libraries, Special Collections, 2013. http://hdl.handle.net/10150/304999.
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Ventres, William Brainerd 1958. "Resuscitative decision making: Ethnographic perspectives." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291834.
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The topic of resuscitative decision making for hospitalized patients has generated numerous discussions among clinicians and ethicists. Traditionally, their attention has focused on normative standards, describing how decisions should be made, rather than on how they are made in practice. This study uses qualitative techniques, including key informant and participant interviews, participant observation, and microanalysis of in-hospital discussions, to assess what influence the doctor-patient relationship and other sociocultural and contextual determinants have on actual decision making and communication regarding resuscitation. The results suggest that many factors influence these processes. These include issues of competency and ambiguity, prototypical images of life and death, and the use of a structured form for documentation purposes. In light of these findings, the discussion suggests ways in which physicians can improve resuscitative communication with patients and families.
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Stoffle, Richard W., and John Amato. "Big Springs Ethnographic Study Photographs." Bureau of Applied Research in Anthropology, University of Arizona, 1998. http://hdl.handle.net/10150/292681.
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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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Erik, Rosshagen. "Sync Event : The Ethnographic Allegory of Unsere Afrikareise." Thesis, Stockholms universitet, Institutionen för mediestudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131291.
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The thesis aims at a critical reflexion on experimental ethnography with a special focus on the role of sound. A reassessment of its predominant discourse, as conceptualized by Cathrine Russell, is paired with a conceptual approach to film sound and audio-vision. By reactivating experimental filmmaker Peter Kubelka’s concept sync event and its aesthetic realisation in Unsere Afrikareise (Our Trip to Africa, Peter Kubelka, 1966) the thesis provide a themed reflection on the materiality of film as audiovisual relation. Sync event is a concept focused on the separation and meeting of image and sound to create new meanings, or metaphors. By reintroducing the concept and discussing its implication in relation to Michel Chion’s audio-vision, the thesis theorizes the audiovisual relation in ethnographic/documentary film more broadly. Through examples from the Russian avant-garde and Surrealism the sync event is connected to a historical genealogy of audiovisual experiments. With James Clifford’s notion ethnographic allegory Unsere Afrikareise becomes a case in point of experimental ethnography at work. The sync event is comprehended as an ethnographic allegory with the audience at its focal point; a colonial critique performed in the active process of audio-viewing film.
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Bowles, Harry Christopher Richard. "'Days in the dirt' : an ethnography on cricket and self." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/7549.
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This study provides a representation of the lived transitional experiences of a group of student-cricketers on a passage toward professional cricket. Set in the local context of a university cricket academy, the investigation focused on players’ adoption of a cricketing role that they used in combination with their structured cricketing environment to explore what it might be like to be professional cricketers. The aim of the research, therefore, was to portray a culturally embedded process of identity-exploration through which a group of young men arrived at a conception of themselves as ‘cricketers’. The data on which the study is based have been drawn from research conducted over twenty seven months from November 2010 to March 2013 where I, as a researcher, became immersed in the research context as an active member of the participant group. The methodological approach of ethnography was used to obtain an insider’s account of the student-cricket experience as seen from the point of view of the actors involved. Application of traditional ethnographic techniques such as participant observation, note taking and unstructured, field-based ‘interviews’ provided the means through which situated, day-to-day experiences were captured and explored. What is presented, therefore, reflects some of the contextual responses to real-life situations experienced by the group and its individuals, mediated through a developing analytical interest in players’ identity engagements with their cricketing environment from the theoretical standpoint of ‘emerging adulthood’ (Arnett, 2000, 2004). Adding to the ethnographic accounts offered within this thesis, the study contributes a conceptual framework that plots players’ transitional pathways through the academy to share the key points of interaction that impinged on individual participants ‘finding their level’ in the game. Through contact and exposure to a cricketing way of life, players’ involvement with the academy saw their cricketing experiences intensify and their attachments to the game transform. This resulted in individuals either accepting or rejecting cricket based on what they came to know about themselves and the game, with the findings of the research helping to further understanding on how a group of ‘emerging adults’ engaged with the ‘project’ of their self-identities to reach a point of self-understanding on which to base prospective identity-decisions.
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Gilgoff, Betty L. "An ethnographic study of home schooling." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29714.
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The study is an ethnographic study of home schooling in the lower mainland of British Columbia. It was conducted to increase understanding of the growing home schooling movement in the province. The information gained is valuable in assessing recent legislative changes in the new British Columbia School Act (1989) and the resulting policy changes with regard to home schooling.
The purpose of the study was primarily exploratory. The design was based on two propositions: (1) that it may be possible to build characterizations of home schooling families and, (2) that these characterizations, or portraits, may include certain reactions to the policy changes. To examine these propositions the study focused on the following four main questions:
1. Why are some families in urban areas in British Columbia choosing to home school their children?
2. What does home schooling mean to these families?
3. How are these home schooling families reacting to the new legislation on home schooling?
4. What alternatives, if any, would the home schoolers prefer?
The analysis of the study presents the finding from two different perspectives. It first provides three portraits based on stories of "committed home schoolers", those who have reached a level of certainty and comfort with home schooling as an alternative to a school system. From the characterizations developed three ideal styles are determined and diagramed. A second perspective examines the stories of "situational home schoolers", those who have moved into home schooling because of dissatisfaction with the public school system.
The conclusion of the research uses the division of home schoolers into committed and situational groups to examine recent legislative and policy changes relevant to home schooling. Although the research is limited in its design as it is based on replication logic rather than sampling logic, it has developed theories about patterns which may exist amongst home schoolers. These theories strongly suggest that government policies with regard to home schooling need to be developed with an understanding of the individualistic nature of each home schooling situation.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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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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Stowell, Marie. "Becoming a teacher : an ethnographic study." Thesis, University of Warwick, 1988. http://wrap.warwick.ac.uk/34716/.
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This ethnographic study of the professional studies year of a Bachelor of Education course in a College of Higher Education aims to understand teacher education as a process of professional socialisation. The study starts from the recognition that our present understanding of the process of teacher socialisation is limited - theoretically, conceptually and empirically - despite considerable recent developments in the sociological understanding of school and classroom processes. By taking an interactionist/ethnographic approach to the study of the process of becoming a teacher, attention is drawn to the negotiated character of professional socialisation, and the similarities and differences in student teachers' experiences and perceptions of what it is to be a teacher. The study is concerned with the social processes and experiences of teacher education the subjective perceptions, feelings, interests and understandings of individuals and their creative and strategic adaptations in response to perceived circumstances. The study finds student teachers actively constructing perspectives, strategies and identities as potential teachers, a process involving conflicts and contradictions, taking place within a social context which imposes constraints on individual action Conceptualising the professional socialisation process as a critical phase of 'survival' in which student teachers must learn to cope, the study documents the necessity for strategic negotiation, accommodation and resistance to ensure success in the teacher education course. The particular difficulties of initial encounters with pupils and student teacher's relationships with teachers on school experience are discussed. The study also examines the power relations involved in teacher education, particularly those concerning the 'hidden pedagogy' of control and its relation to assessments of teacher competence.
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Machiela, Chad T. "Beyond Lawrence ethnographic intelligence for USSOCOM." Thesis, Monterey, California. Naval Postgraduate School, 2009. http://hdl.handle.net/10945/4376.
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Approved for public release, distribution unlimitedEthnographic Intelligence (EI) is "information about indigenous forms of association, local means of organization, or traditional methods of mobilization" and the collection and processing of information regarding "ties built through kinship connections, tribal relationships, religious education, and other forms of normal, everyday association." This thesis describes how the United States Special Operations Command (USSOCOM) can employ an organization of ethnographic sensors to develop and maintain long-term, trust-based relationships among target populations throughout the world to improve sociocultural understanding in support of USSOCOM, Geographic Combatant Commander, and Country Team objectives. This thesis also demonstrates why USSOCOM has the most to gain from supporting this low-cost, sustainable solution to redressing a gap in our current collection and analysis.
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Bray, Joy Dean. "An ethnographic study of psychiatric nursing." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274299.
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Buchalter, E. "Ideas in science : an ethnographic study." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1436721/.
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This thesis investigates ideas in science. Ideas are explored as an analytical category and examined as an indigenous concept to scientists. This study identifies ideas in science as thoughts or plans, and seeks to understand the main characteristics of ideas as well as explore what factors affect the extent to which they can develop in a laboratory environment. This ethnographic study is based on fifteen months of participant observation in biomedicine laboratories at one of the oldest and most prestigious universities in the world. The resulting data is evaluated using Actor-Network Theory (ANT) in order to demonstrate how ideas are dynamic and best thought of as networks that are acted upon by scientists’ beliefs (Chapter 5), experimentation (Chapter 6), discussions (Chapter 7) and the institutional settings within which science takes place (Chapter 8). This thesis argues that understanding what ideas in science are, and what factors shape and influence them, is a vital part of recognising and appreciating what it means for scientists to ‘do’ science. This study demonstrates the dynamism of ideas in science by explaining how: scientists’ use of the word ‘belief’ acts on how ideas develop; experimentation justifies idea developments and scientists’ discussions facilitate the sharing and connection of ideas. Chapter 8 places the dynamic ways that ideas develop (explained in Chapters 5, 6 and 7) within what is shown to be a stifling institutional context that values ideas as static objects (for example, as delivered and communicated in publications or funding proposals). This friction, it is argued, forces ideas to become institutionally ‘frozen’ and incentivises incremental shifts in thinking.
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Hodges, Gregory W. Q. "Ethnographic characterization in Lucan's 'Bellum Civile'." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1099344529.
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Chhoeung, Varman S. Machiela Chad T. "Beyond Lawrence ethnographic intelligence for USSOCOM/." Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FChhoeung%5FMachiela.pdf.
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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, December 2009.Thesis Advisor(s): Simons, Anna. Second Reader: Tucker, David. "December 2009." Description based on title screen as viewed on February 01, 2010. Author(s) subject terms: Sociocultural log, sociocultural report, ethnographic intelligence, ethnographic sensor, sensor teams, cultural intelligence, sociocultural understanding, sociocultural conceptual framework, DoDD 3000.5 (SSTR). Includes bibliographical references (p. 65-68). Also available in print.
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Taylor, John. "About Aboutness: The Ethnographic Film "Reassemblage"." University of Arizona, Department of Anthropology, 1994. http://hdl.handle.net/10150/112129.
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Stoffle, Richard W., and John Amato. "Hoover Dam Bypass Ethnographic Study Photographs." Bureau of Applied Research in Anthropology, University of Arizona, 2000. http://hdl.handle.net/10150/292673.
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Polymeropoulou, Marilou. "Networked creativity : ethnographic perspectives on chipmusic." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:2c16d1ac-10c8-4493-b624-ebe5be41c9f4.
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This thesis examines creativity as manifested in an online and transnational network of musicians who compose chipmusic, a kind of electronic music characteristic of 1980s early home computers and videogame sounds. The primary argument is that creativity in chipmusic worlds is networked, meaning that it is dispersed across various activities that are labelled as creative: chipmusic-making, technology-hacking practices that underpin the music, digital cultural practices such as use of social media, online releases, crowdsourcing, staged and screened performances, and any other activity related to chipmusic. The thesis examines the ways in which networked creativity is mediated in the chipscene from an interdisciplinary methodological viewpoint informed by ethnomusicology, anthropology, and sociology. Although the chipscene is geographically dispersed across more than thirty countries worldwide, the chipscene network is well-connected. Communication and music circulation practices of chipmusicians are enabled by the internet. This thesis primarily discusses chipmusic culture that suggests a rich context where creativity discourse is as intensely diverse as the chipscene itself, in which it is embedded. In looking at the creative process and performance practices, I employ a mixed methods approach based on ethnographic research methods and social network analysis, to examine how intrinsic and extrinsic aspects of chipmusic-making, such as ideology, cultural values, network infrastructure, chiptune poetics and aesthetics, distribution of creative roles, authenticity, differentiation, genre dynamics, and intellectual property issues, shape creativity.
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Hughes, Christina. "An ethnographic study of the stepfamily." Thesis, University of Warwick, 1988. http://wrap.warwick.ac.uk/109974/.
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This thesis is an ethnographic study of the stepfamily that was conducted between May 1985 and July 1986. The main methods of social investigation were participant observation, unstructured interviews and documentary evidence. The study examines the role of myth and its importance in the stepfamily from the view point of the stepparent. Special consideration has been given to consider the gender implications of step-parenthood and remarriage and the place of myth in the structuring of gender and stepfamily experiences. An opening chapter surveys the theoretical background to the study. Chapter Two introduces the families who took part in the study and contextualises their concerns. There are further chapters which examine the myth of the wicked stepmother, the importance of reciprocity in stepparent-stepchild relationships, the gender experience of second marriage and myth construction in the stepfamily. Chapter Seven serves as a summary and concludes that myth has a dual function in stepfamily life. Specifically, myths impose constraints on the stepmother's freedom of action which is not evidenced for stepfathers. Nevertheless, through the construction of myths within the stepfamily, myths serve a legitimating role for both stepparents which form the basis of step-parental perception. Appendices A and B are concerned with the research process and, given the personal nature of the research to the researcher, stand as an integral part of the thesis. In Appendix A two issues are considered. The importance of biography in the research process and the methods employed. Appendix B sets out the aides memoires used for unstructured interviews. Finally, Appendix C contains stepfamily trees and serves as a presentation device to indicate the various stepfamily relationships.
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Flannagan, Wickham Catesby. "Translation: A Journey Toward Ethnographic Art." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2233.
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This paper breaks down my process of transitioning to a new environment through ethnographic documentation. Through the progression of my creative work, I explore the various ways in which I express my own internal feelings through my art. By expressing an alienation within a foreign country in a multitude of filmic ways, these depictions help illustrate my mental and physical journey. My work is informed by psychoanalytic theory and I am most influenced by Jacques Lacan and Sigmund Freud. These theories help me understand the human condition and how I create media art to help me come to terms with my surroundings. Another part of my influence is the genre of ethnographic film, and in my use of this style, I attempt to portray the isolation that I’ve experienced as an American citizen while living in Ankara, Turkey. Many contemporary artists have influenced my approach to the post-production treatment of my ethnographic footage such as David Lynch and the Propeller Group. In addition to a summary of these influences, I discuss the thesis exhibition and my plans for the future.
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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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Papadopoulou, Kyriaki. "Digital Technologies in Museums : An ethnographic study." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-59643.
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This thesis follows a research at the Mineralogy and Petrology Museum of the University of Athens (Greece). The purpose of the research is to examine how digital technologies can support museums in attracting new visitors during the economic crisis, and provide design suggestions. The research was conducted under the interpretive paradigm using the ethnographic methodology and the participatory design approach. The staff, volunteers and artists related to the museum participated in interviews, thinking aloud sessions and a workshop. In addition, several observations were conducted during guided tours of visitors. The data were analyzed through thematic analysis. The findings provided themes of identified issues and opportunities concerning the implementation of digital technologies in the museum, such as the underlying policies of the University of Athens, the role of the museum in society, material in the collections that attracts visitors, the importance of the staff in guided tours and the technologies currently being used. Suggestions were put forward during the workshop and were elaborated later on. The thesis aspires to contribute to studies that concern the sustainability of cultural establishments that are being afflicted by the economic crisis currently veils Europe.
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au, jane syd@bigpond net, and Susan Jane Maw. "Teaching Hatha Yoga: An Auto-Ethnographic Study." Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20081022.110605.
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This dissertation is grounded in my praxis as a Hatha yoga teacher in the community. I
noticed that particular students were drawn to specific styles of Hatha yoga, whilst
avoiding others. I took the styles of Hatha yoga into consideration, but further
exploration also gave rise to whether methods of instruction were a fundamental
component of the class demography. This in turn led to an examination of my own
teaching pedagogy to explore how my philosophical approach to teaching, was in fact,
carried over into to my praxis and if this was a factor in student retention in my classes.
Studying my own pedagogy as a Hatha yoga teacher meant reviewing my philosophies,
both from a theoretical perspective and later from a practical level, to see if my practice
followed my philosophy. This could only be realised through a full investigation of my
teaching methods, which was achieved by video taping one of my Hatha yoga classes. I
believe that understanding originates from personal knowledge; therefore, the research
must begin by examining my own pedagogy. In order to answer these questions I have
investigated the historical foundations of yoga and the meaning of yoga in the modern
Western world. During this process I became aware of the misrepresentations of Hatha
yoga and the misconceptions that have derived from this. In order to answer my
research question, whether my teaching pedagogy directly influenced the cohort of
students who attended my yoga class, I have had to be cognisant of my own pedagogy.
In order to achieve this I employed heuristic enquiry and more specifically the methods
outline by Clark Moustakas (1990). Heuristic epistemology is achieved by creating
phases in which the researcher uses her own experience to investigate and create
meaning in which to discover a phenomenon. This method of enquiry offers the
researcher non-linear steps with which to structure the process of a personal reflection.
Explication of the pedagogy resulted from numerous viewings of the video recording. I
reviewed my teaching methods to ascertain if what I said and thought I was doing was
what I actually taught.
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Leiserson, Sara. "Caring in physiotherapy work, an ethnographic study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq22894.pdf.
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Bonhomme, Steve M. "Written-off, the Indian in ethnographic text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ33523.pdf.
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Altman, Heidi M. "Cherokee fishing ethnohistorical, ethnoecological, and ethnographic perspectives /." online access from Digital Dissertation Consortium access full-text, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3074548.
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Clare, Callie. "An ethnographic look at Rabbit Hash, Kentucky." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182718407.
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Hogg, Lucy Jane Campbell. "Understanding family business culture : an ethnographic perspective." Thesis, Anglia Ruskin University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486654.
Full textAbstract:
This research is concerned with developing theory to support an understanding of UK SME family business culture. A corporate model of culture does not translate into the UK SME family business sector. The corporate model is based on US cultural assumptions that do not support the distinct cultural business pattern of the UK SME of family origin. A distinct ownership pattern, existence of familial relationships and national culture affect, in particular, the way in which power can be understood within a UK SME family firm culture. An interpretative, long-term ethnographic case stUdy methodology was selected, based on an in-situ non-pre-codified design. This was selected to enable the development of theory of high relevance to the 'local' setting. An intrinsic involvement with the case, through intent to change the culture, enabled this study to be grounded in action; understanding culture demands an action-oriented approach. The design is multi-method and dialectic presented through a 'messy' text and thick description. The factual findings of the study construct a culture based on weak systems of formal power and a prevalence of politics. A TQM2 approach based on 'task-oriented' change interventions is shown to fail to bring about planned change due to their 'rule-power' oriented cultural assumptions. This study provides support for a new model of UK SME family business culture, which I.have characterised as a person-power culture. This culture is based on an ascribed-collectivist value orientation, where personal discretionary authority and politics dominate. Importantly, politics plays a functional role, its aim to support 'harmonious relationships' and allow status reaffirmation and acquisition. This thesis provides a synthesis of extant knowledge of UK family business culture, but extends and consolidates it through ethnographic cultural analysis. The thesis generates substantive theory of high relevance to UK SME family business culture. Thereby the thesis makes a contribution to both professional practice and knowledge within the domain of power and organisational culture. 1 The definition of 'family' is taken broadly as an owner-managed firm with family origins, including first and second generation family businesses.
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Wilkie, Alex. "User assemblages in design : an ethnographic study." Thesis, Goldsmiths College (University of London), 2010. http://research.gold.ac.uk/4710/.
Full textAbstract:
This thesis presents an ethnographic study of the role of users in user-centered design. It is written from the perspective of science and technology studies, in particular developments in actor-network theory, and draws on the notion of the assemblage from the work of Deleuze and Guattari. The data for this thesis derives from a six-month field study of the routine discourse and practices of user-centered designers working for a multinational microprocessor manufacturer. The central argument of this thesis is that users are assembled along with the new technologies whose design they resource, as well as with new configurations of socio-cultural life that they bring into view. Informing this argument are two interrelated insights. First, user-centered and participatory design processes involve interminglings of human and non-human actors. Second, users are occasioned in such processes as sociotechnical assemblages. Accordingly, this thesis: (1) reviews how the user is variously applied as a practico-theoretical concern within human-computer interaction (HCI) and as an object of analysis within the sociology and history of technology; (2) outlines a methodology for studying users variously enacted within design practice; (3) examines how a non-user is constructed and re-constructed during the development of a diabetes related technology; (4) examines how designers accomplish user-involvement by way of a gendered persona; (5) examines how the making of a technology for people suffering from obesity included multiple users that served to format the designers’ immediate practical concerns, as well as the management of future expectations; (6) examines how users serve as a means for conducting ethnography-in-design. The thesis concludes with a theoretically informed reflection on user assemblages as devices that: do representation; resource designers’ socio-material management of futures; perform modalities of scale associated with technological and product development; and mediate different forms of accountability.
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Blacker, Huw. "Relationships, Hostels and Practice : An Ethnographic Study." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527599.
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Ravenhill, Megan Honor. "The culture of homelessness : an ethnographic study." Thesis, London School of Economics and Political Science (University of London), 2003. http://etheses.lse.ac.uk/2665/.
Full textAbstract:
The thesis argues that homelessness is complex and synergical in nature. It discusses the life events and processes that often trigger, protect against and predict the likelihood of someone becoming homeless (and/or roofless). It argues, that people's routes into homelessness are complex, multiple and interlinked and are the result of biographical, structural and behavioural factors. This complexity increases with the age of the individual and the duration of their rooflessness. The thesis explores the homeless culture as a counter-culture created through people being pushed out of mainstream society. It argues, that what happened to people in the past, created the nature of the homeless culture. Furthermore it is argued that any serious attempt at resettling long-term rough sleepers needs to consider what it is that the homeless culture offers and whether or how this can be replicated within housed society. The thesis goes on to demonstrate that there are immense, complex, multi-dimensional difficulties to be faced by those exiting rooflessness. These difficulties arise from complex structural, behavioural and emotional factors that are inextricably entwined within people's lives and, at times, negate positive influences or exacerbate existing problems. It is argued that the current system inadvertently actively discourages and/or prevents people from leaving homelessness and fully re-integrating back into housed society. Radical changes are needed in the way we perceive and tackle rooflessness. The thesis concludes with a discussion of the types of policies and interventions that could prevent rooflessness from occurring or would actively promote meaningful reintegration back into housed society.
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Cunningham, Sarah E. "An ethnographic exploration of college drinking culture." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1345335.
Full textAbstract:
This thesis interprets student culture as a vehicle to understanding college drinking. It presents the findings of an ethnographic study of college drinking culture as experienced by college women. Particular emphasis is placed on age and gender variations within the student culture which significantly impact drinking beliefs and behavior. The subject of this study is the meanings of drinking in student culture. The findings suggest that university alcohol policy should speak to and from student culture, rather than to and from university administrative values. Based on the meanings of drinking in student culture, suggestions are made toward formulating a more effective university alcohol policy.Department of Anthropology
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Griffiths, Jane. "An ethnographic study of district nursing work." Thesis, University of Liverpool, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307664.
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Lloveras, Javier. "Heterotopian markets for degrowth : an ethnographic inquiry." Thesis, Manchester Metropolitan University, 2014. http://e-space.mmu.ac.uk/336050/.
Full textAbstract:
The present work engages with the task of reinventing markets for degrowth by extending the work on heterotopia to the study of market practices. The literature review reveals that, as social and ecological constraints to economic growth have become increasingly apparent, emergent views on sustainability are calling for a transition towards degrowth rather than green growth. It is acknowledged that, whilst a transition to degrowth does not necessarily have to involve an abandonment of markets, the architecture of existing marketing systems has been shaped by two centuries of unprecedented economic growth. Therefore, if markets are to operate beyond the growth paradigm, it is argued that notions of the market will have to be radically reinvented. In this regard, scholars have argued alternative currencies as market devices that can be deployed with the aim of achieving a range of degrowth objectives, principally the creation of social capital, localization of economies, valuing non-productive labour, and enabling collaborative consumption to reduce environmental impacts of current life-styles. Given these arguments, alternative currency schemes have emerged as a suitable area of inquiry to explore the practices through which degrowth communities build sustainable systems of provisioning that retain a market form. An alternative currency scheme known as Puma, which is implemented in an area of Seville known as El Pumarejo, has been identified as a suitable empirical case to investigate these processes. The Puma is a type of alternative currency scheme known as Local Exchange Trading System (popularly known as LETS), which is implemented by a degrowth community of more than seven hundred members. Given that the emphasis was on markets as performances, which are enacted in webs of sociomaterial practices, this research was undertaken through an ethnographic strategy. Fieldwork was undertaken over a period of six weeks, which was followed by four revisits of approximately one-week duration each. Data was collected through a range of ethnographic techniques; including participant observation, ethnographic interviews, focus groups, research dairies and field notes, as well as organisational documents and archives. Research findings are presented in an ethnographic narrative, which has been articulated around a thematic analysis produced through a process of hermeneutic interpretation. Research findings highlight that the Puma currency scheme is embedded in concrete place dynamics, community ties and practical concerns, which are specific to the context of El Pumarejo. Moreover, this work identifies market practices and material devices through which a heterotopian market is enacted. For example, a detailed discussion is provided regarding exchange and bartering practices through which exchanges are accomplished between members. Furthermore, this research discusses various material devices employed in such practices, such as the Puma passbook or the CES software, which highlights the centrality of nonhuman elements in the enactment of heterotopian markets. Nevertheless, opening up the heterotopian market blackbox required an examination of infrastructural work through which members sustain the alternative currency scheme. In this regard, this work identifies a number of market-making practices beyond those of market exchange, namely epistemic practices, communication practices, community care practices, and enrolment practices, as well as other practices involved in the organisation of events such as Mercapuma and the Central de Abastecimiento. Ultimately, the symbolic dimension of the Puma currency scheme was examined. In this regard, members appear to be actively involved in the coproduction of meanings and identities which subvert prevalent notions of private and public property, gender, citizenship and consumerism, wealth and debt. Conclusions and implications of these findings for degrowth and marketing are discussed.
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Braithwaite, N. J. "Shoe design : an ethnographic study of creativity." Thesis, Nottingham Trent University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629250.
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The empirical focus of this thesis is the creative practice of a select number of contemporary British based high fashion women's shoe designers. The research responds to an existing gap in theoretical debates on fashion, in particular shoes, as to what creativity in design entails. Based upon a twenty month long ethnography with twenty three shoe designers and other informants, my thesis contributes original knowledge of what shoe designers do to create shoes. Through a holistic approach to the study of creativity, the research demonstrates that ideas are not always the starting point of creativity. The designers work as individuals and thus their creative process cannot be reduced to the strict linear sequence that design discourse can assume. My work contributes to material culture by demonstrating, in the context of shoe design, what materiality actually is. The thesis reveals the inspirational and agentic properties of the materials of shoe design, just as the practitioners act upon the materials so do materials act upon them. Through the study of materials creativity is presented as an embodied practice where the practitioner exists in a dialogue between materials, creative processes and forms. By showing how materials give life to shoes, I have produced a significantly mc e dynarric approach to material culture. The research has encompassed the creative network surrounding the shoe designer and reveals the complexity and relationality of the creative process. I have shown that creativity in shoe design moves beyond the realm of the individual to encompass a network of humans and materials. Inherent in the study of this practical process was the difficulty for designers to verbalise their creativity and in order to overcome this barrier, a phenomenological approach was required. This was achieved by learning to design and make shoes. The final part of the thesis traces my journey through the learning of these practical processes and in so doing reflects back upon the ethnographic findings. What emerges from my research is that creativity in shoe design is a sensorial, material and embodied process for these practitioners of shoe design.
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Chachamu, Netta. "Equality and Diversity training : an ethnographic approach." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/112890/.
Full textAbstract:
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.