Literatura académica sobre el tema "Multi-case ethnograph"
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Artículos de revistas sobre el tema "Multi-case ethnograph"
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Harwati, Lusia Neti. "Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis". International Journal of Education and Literacy Studies 7, n.º 2 (30 de abril de 2019): 150. http://dx.doi.org/10.7575/aiac.ijels.v.7n.2p.150.
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In qualitative methods, there are various approaches that can be used to answer particular social questions, for example ethnography and case study. Two studies conducted by different researchers in China and Australia using these approaches were described and analysed in order to find out their similarities and differences in terms of philosophical and methodological perspectives, in the hope that it will provide an insightful contribution to a critical review of ethnography and case study reports. It is found that the ethnograpic study in China was clasiffied in ethnographic fieldwork, whereas the case study conducted in Australia was categorised in explanatory, multi-cases study. Furthermore, these two studies produced different knowledge within the field of education. The first study revealed that basic education were related to literacy, numeracy, and cultural characteristics of China, whereas the study conducted in Australia offered statistical data that can be used to explain minority languages maintenance program in Wollongong-Shellharbour. In relation to their methodoligal practices, however, focus group discussion and interview conducted in Zhejiang Province, China produced irrelevant data and those had been held in Wollongong, Australia, had limited participants.
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Pilkington, Hilary. "Employing meta-ethnography in the analysis of qualitative data sets on youth activism: a new tool for transnational research projects?" Qualitative Research 18, n.º 1 (29 de mayo de 2017): 108–30. http://dx.doi.org/10.1177/1468794117707805.
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This article outlines a novel application of meta-ethnographic synthesis in the analysis of multiple ethnographic case studies of youth activism emanating from a large transnational European research project. Although meta-ethnography is used increasingly as an alternative to systematic review for the synthesis of published qualitative studies, it is not widely applied to the synthesis of primary data. This article suggests such a use is not precluded epistemologically and potentially addresses a growing need as ethnography itself becomes increasingly ‘multi-sited’. The article outlines the practical process of adapting meta-ethnography to primary data analysis drawing on the synthesis of 44 ethnographic cases of youth activism and provides a worked example of the translation of cases and resulting ‘line of argument’. It discusses the challenges and limitations of the approach in particular the danger that, in extracting the general from the specific, the key quality of qualitative data – individual differentiation – is diminished.
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Sánchez García, Raúl. "Review of Reinventing martial arts in the 21st Century, by George Jennings". Revista de Artes Marciales Asiáticas 18, n.º 1 (19 de junio de 2023): 59–61. http://dx.doi.org/10.18002/rama.v18i1.7634.
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In Reinventing martial arts in the 21st Century (published by Peter Lang, 2023), George Jennings proposes a hybrid online/offline multi-situated ethnography to account for the circumstances of traditional martial arts nowadays. The book is divided in three parts, preceded by an extended an unusual preface about an ethnographic account of the practice of martial arts before, during, and after the COVID lockdown. Parts one and two present different lines of the recent development of traditional martial arts. Part three is clearly different from the other two, offering a well based ethnographic text on the life courses of some martial artists taken as case studies. Along the text, the author poses a well- balanced set of research techniques and sources to ground his analysis. Jennings affords innovative angles to see the current transformation of these cultural practices. Besides, the book points to a myriad of possible directions that the author will surely explore and further develop in future volumes.
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Johansen, Stine Liv y Lone Koefoed Hansen. "S[k]amtaler : Om etnografisk metode og forskerpositioner". Nordisk Tidsskrift for Informationsvidenskab og Kulturformidling 6, n.º 2 (28 de noviembre de 2017): 89–98. http://dx.doi.org/10.7146/ntik.v6i2.99087.
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Researching a phenomenon like the Norwegian TV-series SKAM further complicates the inside-outside notion already debated within ethnographic methods. With SKAM, the reception takes place in a multi-platform and always-on environment: the fan culture(s) happen(s) across several online platforms and the series makes use of a particular understanding of 'liveness' when it updates the story throughout the week, at random times, and on several platforms. This directly influences a researcher's positioning and modes of action. In this paper, we discuss the act of researching SKAM through analysing empirical data from our conversation on Messenger in which we—in the eight months it lasted—acted both as fans or viewers and as researchers aiming to understand SKAM's fandom. In this case of an continuously updating narrative that seems to happen in a parallel universe to our everyday life, what might 'being-there' entail for researchers?, we ask. The methodological perspectives thus discussed here relate to auto-ethnography as well as to media-ethnography, allowing us to discuss how SKAM was a phenomenon that interfered into our professional but definitely also into our private lives.
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McDougall, Julian. "Media Literacy versus Fake News". Medijske studije 10, n.º 19 (21 de octubre de 2019): 29–45. http://dx.doi.org/10.20901/ms.10.19.2.
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This article shares research findings to support the case for media literacy education to facilitate resilient media engagement by young citizens. It shares the outcomes of a project funded by the US Embassy in London, which brought together leading researchers from the United States and UK with a range of key stakeholders, including journalists, teachers, students, librarians and information professionals. This ethnographic research consisted of interviews with prominent members of the stakeholder fields, four multi-stakeholder dialogic workshops and an extensive field review or literature, policy, pedagogic practice and existing educational resources. From the findings of this ethnography, the argument is presented that critical media literacy, if adopted as a mandatory subject in schools and taught as a dynamic literacy education, would better equip young citizens with resilience to ‘information disorder’ (Wardle and Derakhshan, 2017) than reactive resources (such as fact-checking and verification tools) and small-scale projects which focus primarily on competences.
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Shmiher, Taras. "TRANSLATION QUALITY ASSESSMENT AT THE CROSSROADS OF ETHNOLINGUISTICS AND ETHNOGRAPHY: TARAS SHEVCHENKO’S “IRZHAVETS” IN ENGLISH TRANSLATIONS". Vertimo studijos 7, n.º 7 (5 de abril de 2017): 82. http://dx.doi.org/10.15388/vertstud.2014.7.10533.
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Ethnographic approaches to understanding a text and its cultural values have been scarcely developed from the viewpoint of linguistic verification in translation criticism. Methods of studying cultural material which focus on the environment and behaviour can be borrowed from Ethnography for identifying and assessing cultural values in the texts of an original and a translation. The case study is performed on the key personality in Ukrainian cultural history, the poet, artist and thinker Taras Shevchenko (1814–1861) whose poetic texts turned out to be prophetical for constructing the Ukrainian political nation out of ethnic mass and building the future Ukrainian nation-state. ‘Translation is museum’ is no longer an eloquent metaphor, but a multi-layered concept in the system of text typology. The starting point for the ethnographic analysis of the original-translation relations is collective memory as a textual category. Close to intertextuality which is oriented toward a variety of existing and connected texts, collective memory enables one to focus on the selectiveness of cultural information as actualized – really or probably – in a newly generated text. Axiological values in the text should be interpreted via the symbolization of an event. This symbolization along with cultural compatibility, implications and misunderstandings offer a close set of criteria for textual comparisons. The finalized ethnographic system of contrasting an original and a translation contribute to the cultural interpretation of a text, so needed in translation criticism.
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Reuter, Evelyn. "Multi-sited Ethnography on a Nexus in Religioscape". Fieldwork in Religion 19, n.º 1 (24 de junio de 2024): 42–67. http://dx.doi.org/10.1558/firn.29309.
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This article focuses on how and why to investigate shared religious places with the methodological approach of multi-sited ethnography. Places can be considered as interconnected nexuses in space that reveal social relations. In consequence, shared religious places are nexuses where various religious traditions manifest. Several places are connected by various religious groups, for example by visiting and building a network within the religioscape of a region. Researchers should consider this interconnection of places during their field research by frequenting connected nexuses. Thus, they are able to contextualize single shared religious places within the religioscape. This article aims to illustrate this methodological approach of multi-sited ethnography to investigate interconnected nexuses within a religioscape. This study exemplifies this approach using the case study of the St Naum monastery which is located in North Macedonia and visited by Christians and Muslims from various ethnic groups of this region. Hence, this article tackles the aim by asking: What is the religioscape of the St Naum monastery? Which places are connected with this monastery? And what information is gained about the monastery by frequenting the other places? This study is complemented by my experiences during field research in Macedonia, Albania and Kosovo.
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Rusko, Rauno. "Knowledge Creation in the Hypertext Organizations". International Journal of Information Systems and Social Change 9, n.º 4 (octubre de 2018): 12–29. http://dx.doi.org/10.4018/ijissc.2018100102.
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Hypertext organization perspective (Nonaka, 1994) is focused on knowledge creation and transfer between the main organization and project organization. However, initial hypertext organization perspectives did not take into the account the role of multi-membership in the project work. This article studies hypertext organization in the context of the multi-project case basing the analysis on the viewpoints of project-as-practice and auto-ethnography with the context of University. Auto-ethnography reveals the features of knowledge transfer in the multi-membership. Knowledge transfer of projects is not only based on the linkages between the separate education unit, the research unit and the unit of project activities, but also based on individual attitudes, features and capabilities on the multi-membership level. This study shows, instead of the externalization of knowledge, that plenty of knowledge creation activities - associated with hypertext organization - remain behind the individual actors in the form of tacit knowledge.
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Gong, Neil. "Seeing like a state athletic commission: Multi-case ethnography and the making of ‘underground’ combat sports". Ethnography 21, n.º 2 (8 de agosto de 2018): 176–97. http://dx.doi.org/10.1177/1466138118792934.
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How can ethnographers access and assess macro-sociological influences on everyday life? This article extends Burawoy’s multi-case solution, which illuminates structural forces through case comparison, by using then critiquing it. I compare non-sanctioned fight events in two US states and ask why one organizes combat with self-regulation while the other utilizes a rationalized rule set, initially theorizing state regulation as the driver of contrasting niche markets. Yet to solve the first puzzle I must address another: why do organizers talk about avoiding governmental intervention when neither fears investigation? Drawing on ethnomethodology, I show how ‘the state’ becomes a resource for organizational boundary work. My contribution to micro-macro analysis is to reconcile the two frames: actual structural pressures disclosed by multi-case logic and the false discourse of ‘the state’ observed in interaction. Eschewing polemics over ‘relational’ versus ‘comparative’ approaches, I demonstrate the necessity of pluralism to see ‘the macro’ in ethnography.
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Hasse, Cathrine. "The multi-variation approach". Paladyn, Journal of Behavioral Robotics 10, n.º 1 (29 de mayo de 2019): 219–27. http://dx.doi.org/10.1515/pjbr-2019-0017.
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AbstractThis article argues that a multi-variation approach can be a useful supplement to existing ethnographic studies in the field of Human-Robot Interaction (HRI). The multi-variation approach builds on classical ethnographic case studies, where a researcher studies a delimited field in a microstudy of a particular robot, its makers, users, and affected stakeholders. The approach is also inspired by multi-sited studies, where researchers move across fields, adding to the complexity of the ethnographic findings. Whereas both approaches build on analysis of microstudies, the multi-variation approach is further inspired by postphenomenology, where the main aim is to deliberately seek variation – thus again adding to the complexity of the detailed findings. Here, the multivariation approach includes several researchers studying several types of robots across sites. The analytical approach seeks patterns across this complexity – and the claim is that a multi-variation approach has a strength in findings that are systematic and consistent across cases, sites, and variations. The article gives an example of such cross-variation findings in the robot field – namely the tendency for roboticists across cases and robot types to publicly present their robots as more finished and wellfunctioning than they actually are.
Tesis sobre el tema "Multi-case ethnograph"
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Péronne, Sarah. "Consommation expérientielle contre-hédonique : conceptualisation des mécanismes sous-jacents et proposition d’une typologie de consommateurs". Electronic Thesis or Diss., Angers, 2024. http://www.theses.fr/2024ANGE0030.
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De nombreux consommateurs s'engagent volontairement dans des expériences douloureuses, communément qualifiées de contre-hédoniques. Cette thèse vise à comprendre les mécanismes qui expliquent et structurent ces expériences, ainsi que les caractéristiques des consommateurs qui y participent. La présente étude adopte une posture d'induction cadrée, permettant d'explorer le terrain avec un cadre théorique et des questions de recherche tout en laissant place à la sérendipité. Une ethnographie multi-cas a été réalisée sur quatre expériences : une course dans la boue, une retraite silencieuse, un séjour de bains glacés et une expérience horrifique. Grâce à une analyse comparative inter-cas, les mécanismes sous-jacents à ces expériences ont été conceptualisés. Les résultats montrent que le succès d'une expérience contre hédonique dépend des stratégies d'adaptation adoptées par les individus pour maintenir un équilibre sensoriel (douleur stimulante sans être intolérable) et ressentir une co-activation d’émotions négatives et positives. Cet équilibre entre les aspects pénibles et plaisants attire les consommateurs et caractérise la consommation expérientielle contre-hédonique. La dimension positive existante incite à reconsidérer le terme contre-hédonique en faveur de bittersweet. Enfin, une typologie de six profils de consommateurs est proposée, mettant en lumière des différences individuelles telles que le niveau de stimulation optimal, les motivations personnelles et la perception de la douleur. La recherche présente des contributions théoriques, des préconisations managériales et une réflexion méthodologique notamment sur la conduite d'une ethnographie en contextes extrêmesMany consumers voluntarily engage in painful experiences, commonly referred to as counter-hedonic. This thesis aims to understand the mechanisms that explain and structure these experiences, as well as the characteristics of the consumers who take part in them. The present study adopts a framed induction posture, allowing the field to be explored with a theoretical framework and research questions while leaving room for serendipity. A multi-case ethnography was carried out on four experiences: a mud run, a silent retreat, an ice bath sojourn and a horrific experience. Using inter-case comparative analysis, the mechanisms underlying these experiences were conceptualized. The results show that the success of a counter hedonic experience depends on the coping strategies adopted by individuals to maintain a sensory balance (stimulating pain without being intolerable) and experience a co-activation of negative and positive emotions. This balance between unpleasant and pleasant aspects attracts consumers and characterizes counter-hedonic experiential consumption. The existing positive dimension prompts us to reconsider the term counter-hedonic in favor of bittersweet. Finally, a typology of six consumer profiles is proposed, highlighting individual differences such as optimal stimulation level, personal motivations and perception of pain. The research presents theoretical contributions, managerial recommendations and methodological reflections, notably on the conduct of ethnography in extreme contexts
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Scott, David. "Coursework and coursework assessment in the GCSE : a multi-case ethnography". Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/4046/.
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This thesis is an empirical examination of coursework and coursework assessment in the General Certificate of Secondary Education (GCSE). The research was conducted using the condensed fieldwork methods of multi-site case study, and fits broadly within the ethnographic research tradition. Case studies of the effects of coursework were made in six schools, across three different counties and two metropolitan districts. Examination texts, it is argued in the thesis, are open to interpretation and re-interpretation at different moments of use. Textual reading, moreover, is only part of the policy process - construction, reading, meaning formulation, meaning re-formulation and implementation. Texts allow multiple readings, although some texts are more 'readerly' than 'writerly'. These sources of meaning compete with previous examination technologies and with other discursive forms. They are practical documents and they are guided by specific sets of ideological meaning. They seek to provide apparatus for differentiating between candidates, and they play their part in the creation of individual subjectivities. A typology of teachers' attitudes towards GCSE coursework is developed, and these are classified as conformist, adaptive, oppositional, ritualistic, transformative and non-conformist. Teachers' initial reading of GCSE texts or their initial confrontation with the ideas behind the new examination draws upon both those internalized rules which actors reproduce in their day to day working lives and those structural resources which position actors within set frameworks. Those elements of structure that are relevant to the matter in hand condition, but do not determine, actors' responses. Initial textual readings give way to subsequent interpretations and reinterpretations of coursework processes, and all the various readings are implicated in the implementation and reimplementation of coursework strategies. This cycle of activity at different moments and in different guises influences actual practice. An account is given of the way those structural and interactional influences impact upon initial textual readings within one of the case-study schools. Curriculum policy and curriculum practice within specific sites is always the result of contestation. Within institutions that devolve power and decision-making, outcomes are never all the same; that contestation will have different outcomes at different moments and at different places. Further to this, five sets of polarized concepts - weak/strong knowledge framing, formative/summative modes of assessment, the production of reliable/unreliable assessment data, limited/extended amounts and types of teacher interventions in coursework processes and normal/irregular classroom practices - are developed to help analyse issues such as the influence of the GCSE on classroom practice, integration of assessment and curriculum, pupil-teacher relations, pedagogy and pupil motivation. Finally the threads of the argument that has been developed in this thesis are drawn together to show how dislocated relationships between examination policy texts and realisation have consequences for examination comparability, educational disadvantage, and the production and reproduction of educational knowledge in schools.
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Stout, Margaret C. "The U.S. Navy Submarine Hydrodynamics/Hydroacoustic community : a case study in strategic planning for a decentralized, multi-organizational, military community /". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FStout.pdf.
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Silveira, Cardoso Flavia. "A multi-sited ethnographic marketing inquiry into the experiences produced and undergone at shopping malls : the case of malls in Buenos Aires, London, Paris, Rio de Janeiro and São Paulo". Thesis, Paris 1, 2014. http://www.theses.fr/2014PA010011/document.
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Cette recherche se concentre sur les centres commerciaux et sur les expériences de magasinage produites et vécues au sein de ces espaces de vente dans différentes villes et régions du monde (Angleterre, Argentine, Brésil, France). Bien qu’il existe de nombreuses recherches sur ce sujet dans les économies développées, il en existe peu consacrées aux économies émergentes (Amérique Latine, notamment) et encore moins à des comparaisons inter-zones. Ce travail à caractère inductif et interculturel s'appuie, pour la discussion théorique des observations menées, sur les apports de la “Consumer Culture Theory”, en particulier sur les recherches sur l’expérience de magasinage transposées aux centres commerciaux, et tente de dégager des implications marketingThis research focuses on shopping centers and on the shopping and consuming experiences produced and undergone within these retail spaces in different cities and in different regions of the world. Although significant work has been done on this topic in developed economies, significantly less has been devoted to emerging economies and even less has been done in comparative terms. This work builds on the existing Consumer Culture Theory related literature and it attempts to address current gaps in this body of work, as well as to provide managerial recommendations based on research findings. It differentiates itself from previous research on shopping centers on four main aspects: (1) By studying the phenomenon of shopping centers in Latin America, a largely unexplored domain; (2) By adding a multicultural perspective to the body of research on consumer and shopping experiences at shopping centers through the study of cases in five different cities; (3) By establishing a process of case selection to provide a priori variability of cases; (4) By comparing on ¨continuum¨ (Carù & Cova, 2007; Roederer, 2008) the full array of shopping experiences: produced, undergone and co-driven (Csaba and Askegaard, 1999; Tsai, 2010) and assessing whether these experiences vary across locations as well as the possible causes of variation
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Kwon, Jungmin. "Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children". Thesis, 2019. https://doi.org/10.7916/d8-8r68-pj68.
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This multi-sited ethnographic case study examines how transnationalism shapes the everyday lives of young immigrant children, particularly their literacies, identities, and learning. This study involved three second-generation Korean immigrant children whose lives encompass multiple languages, cultures, and countries through close connections with their parental homelands. Informed by a transnationalism framework and sociocultural perspective on literacy, I focused on three specific questions: How do second-generation immigrant children engage with language and literacy in and across various spaces? What transnational funds of knowledge do they build as they move across contexts? How do they position themselves and represent their identities? I employed a multi-sited ethnographic stance and collected data for one year in two locations: North Carolina, United States, and Seoul, South Korea. The data collected include participant observations, fieldnotes, parent questionnaires and interviews, child-centered interview activities, artifacts, documents, photographs, and a reflective journal.
Findings from the research indicated that second-generation immigrant children play crucial roles in building, maintaining, and extending transnational networks. As these children moved across geographical boundaries, they flexibly drew on multiple languages, linguistic features, and modes. As active agents, they engaged in the circulation of care by circulating love, support, and educational resources with family members across national borders. The children also mobilized their transnational funds of knowledge beyond local-global contexts through playful engagements that I refer to as transcultural play. Finally, the children presented complex and evolving transnational ways of belonging, which demonstrated that active participation in transnational practices does not necessarily lead to strong identification with the parents’ home culture. This study provides a more comprehensive and nuanced picture of young immigrant children living in a transnational and transcultural world and challenges previous claims that second-generation immigrants lose meaningful connections with their parental homelands. By demonstrating the flexibility and mobility of young immigrant children’s literacies, identities, and learning, I provide theoretical, methodological, and pedagogical insights that are essential for researchers and educators interested in cultivating a transnational curriculum and honoring young immigrant children’s mobile experiences.
Libros sobre el tema "Multi-case ethnograph"
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Rivadossi, Silvia. Sciamani urbani. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-414-1.
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What does it mean to be a ‘shaman’ in present-day Tokyo today? In what way(s) is the role of the shamanic practitioner represented at a popular level? Are certain characteristics emphasised and others downplayed? This book offers an answer to these questions through the analysis of a specific discourse on shamans that emerged in the Japanese metropolitan context between the late 20th century and the first decade of the 21st century, a discourse that the more ‘traditional’ approaches to the study on shamanism do not take into account. In order to better contextualise this specific discourse, the volume opens with a brief historical account of the formation of the academic discourse on shamans. Within the theoretical framework offered by critical discourse analysis and by means of multi-sited ethnographic research, it then weaves together different case studies: three novels by Taguchi Randy, a manga, a TV series and the case of an urban shaman who is mostly active in Tokyo. The main elements emerging from these case studies are explored by situating them in the precise historical and social context within which the discourse has been developed. This shows that the new discourse analysed shares several characteristics with the more ‘traditional’ and accepted discourses on shamanism, while at the same time differing in certain respects. In this work, particular attention is given to how the category and term ‘shaman’ is defined, used and re-negotiated in the Japanese metropolitan context. Through this approach, the book aims to further problematize the categories of ‘shaman’ and ‘shamanism’, by highlighting certain aspects that are not yet accepted by many scholars, even though they constitute a discourse that is relevant and effective.
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Moving Across Linguistic, Cultural, and Geographic Boundaries: A Multi-sited Ethnographic Case Study of Immigrant Children. [New York, N.Y.?]: [publisher not identified], 2019.
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Al-Sharmani, Mulki. Islamic Feminism. Bloomsbury Publishing Plc, 2024. http://dx.doi.org/10.5040/9781350266438.
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Mulki Al-Sharmani undertakes a close textual analysis of the hermeneutics of selected Islamic feminism scholars as they engage with the Qur’an, Hadith, and different textual genres in Islamic interpretive tradition.She focuses on the relevant works of nine prominent scholars located in North America, Egypt, Morocco, and South Africa. Bringing their works into conversation with one another, Islamic Feminism critically examines the epistemological and methodological contributions and challenges of these scholars. Al-Sharmani shows how these scholars’ engagements with the question of gender also yields new insights into the interplay between Islamic theology, ethics, and law. Drawing on extensive multi-sited ethnographic research, Al-Sharmani examines the societal significance and limits of the studied scholarship and how it informs and is informed by multidimensional Muslim gender activism in both global and local contexts. Towards the latter aim, Al-Sharmani focuses on two case studies: the global movement Musawah, and Egyptian Islamic feminism in the aftermath of the 2011 Revolution.
Capítulos de libros sobre el tema "Multi-case ethnograph"
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Fouksman, E. "Global Authenticity, Local Authority: Epistemic Power, Discursive Geographies, and the Creation of Civil Society Knowledge Networks". En Knowledge and Civil Society, 209–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71147-4_10.
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AbstractHow do networks of civil society organizations spread and contest ideas around the globe? This chapter focuses the ways practitioners within development-focused civil society organizations use spatial discursive practices to label, organize, defend, and undermine the spread and application of ideas. In particular, I look at the way members of civil society organizations defend and promote ideas as authentic and/or authoritative, navigating the need to have their knowledge and practices accepted both by beneficiaries and elite international epistemic communities. I draw on ethnographic fieldwork with two multi-sited case studies of civil society organizations, ranging from global foundations in the USA and Switzerland to their national and regional NGO partners in Kenya and Kyrgyzstan. Actors in both of these networks defend a varied array of ideas that underpin their ecological interventions through invocations of local particularity and global expertise. This chapter thus addresses the ways epistemic communities are formed and knowledge is produced and legitimized via discursive geographies and identities.
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Marrone, Marco y Giorgio Pirina. "A Variegated Platform Capitalism? Algorithms, Labour Process and Institutions in Deliveroo in Bologna and Uber in Lisbon". En Springer Studies in Alternative Economics, 189–212. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-49147-4_12.
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AbstractThis paper addresses the topic of platformisation of labour by investigating two case studies: Uber in Lisbon and Deliveroo in Bologna. According to the theoretical frameworks of variegated capitalism and supported by the analysis of empirical evidence stemming from the ground, the authors outline the hypothesis of a variegated platformisation, that is, the persistence of (dis)continuities in the operations of digital platforms between different socio-institutional contexts. This means that while, on one hand, the platform business model’s logic of accumulation and value extraction is the same regardless of the contexts, on the other side platforms reveal a strong ability to move in (and between) the specific socio-institutional-political regulatory framework. By following the algorithm, which is adopting a multi-sided ethnographic approach investigating how algorithms change across time, space and sectors, the paper will stress both similarities and differences between platform labour process in Deliveroo in Bologna and Uber in Portugal. Finally, while on one hand the conclusion will focus on how institution (still) matter, crucially influencing the development of platforms, on the other it will be stressed the necessity of a more nuanced approach to understand the uneven development of platform capitalism.
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Jung, Philipp Roman. "Multinational Migration in the Global South: Complex and Non-linear Trajectories of Senegalese Migrants in Brazil". En IMISCOE Research Series, 159–78. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12503-4_8.
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AbstractA growing number of studies emphasise the non-linearity of migration. Aspirations and capabilities for multinational migration often develop or change during the migration process. These dynamics have mostly been analysed with regards to movements within the European Union or to countries in the so-called ‘Global North’. This chapter aims to broaden this focus by including movements in the context of South-South migration. It discusses multinational migration by Senegalese migrants in Brazil, which is both a destination and an origin of movements that connect a variety of countries and regions. It analyses the complex trajectories of Senegalese migrants from different social and educational backgrounds and focuses on how decisions to move again from one country to another develop and which factors influence the choice of destination. Through a multi-sited qualitative case study using interview and ethnographic methods with Senegalese migrants in four Brazilian cities – São Paulo, Praia Grande, Caxias do Sul and Passo Fundo – the research examines both already-occurred movements from Cape Verde and Argentina to Brazil and aspirations to migrate further to the ‘Global North’. The findings show that these multinational migrations are mostly driven by the desire for self-improvement – financial, professional or educational – and a hierarchy of desired destinations but also a result of suddenly emerging opportunities and mediation. The movements are facilitated through the multiple transnational ties with which Senegalese migrants are connected to different places. Furthermore, the study shows how Senegalese migrants acquire new migratory capital – for example in the form of another nationality, business activities or access to new networks – and how migration experiences influence onward migration aspirations and preparations, hereby drawing attention to the active learning process which migrants experience during their trajectory.
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Oswald, Laura R. "Semiotic Ethnography". En Doing Semiotics, 176–218. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198822028.003.0005.
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Consumer ethnography is essentially a semiotic enterprise inasmuch as the ethnographer is tasked with making sense of a situation or behavior through interviews and observations (Geertz 1972a & b). Unlike in-depth interviews and focus groups, which take place in the rarefied atmosphere of the recruitment facility, ethnography embeds consumer speech in the complex semantic context of consumers’ lived environments. Ethnographic methods enable development of a rich, multi-dimensional data set that sheds light on relationships between what consumers say and what they do, including the decisions they make about the disposition of goods in the home, the organization of their living spaces, their social interactions and their brand choices. The semiotic analysis of this data set decodes the patterns or codes that structure meaning production across multiple consumer encounters and interviews, identifies variations in the ways consumers modify the codes, and also identifies tensions between the various dimensions of the study. This chapter puts into play the skills and semiotic principles learned in the four previous chapters as they relate to research design, management, execution, and write-up of ethnographic consumer research for marketing. I wrote the reading for this chapter, a case study related to a prolonged ethnography of community gardening on the West Side of Chicago.
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Trowler, Paul. "Practice-Focused Strategic Ethnography". En Accomplishing Change in Teaching and Learning Regimes, 45–68. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198851714.003.0003.
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This chapter elaborates on the ways in which teaching and learning regimes in higher education can be investigated. The ethnographic approach, rooted in classical anthropology, is outlined and different flavours of it explored through critical engagement with examples of their application. The limits of ethnography are discussed, and a case is made for a practice-focused, multi-method research methodology to inform change initiatives.
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Ganapathy, Narayanan. "Methods of Study". En Gangs and Minorities in Singapore, 60–80. Policy Press, 2023. http://dx.doi.org/10.1332/policypress/9781529210651.003.0004.
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This chapter focuses on the methodological approach employed in the study, which draws from the ethnographic tradition to investigate the Omega gang. With over two decades of experience in the field of crime, violence and criminal subcultures, the author has established a relatively good knowledge of the criminal underworld and has acquired the necessary skills to engage with deviant groups effectively. Ethnography served as the primary method of data collection, although the COVID-19 pandemic necessitated the incorporation of additional qualitative methods such as in-depth interviews, case studies, the narrative method, and life history interviews to supplement the ethnographic data. To ensure authentic insights, the author engaged with various other sources for triangulation. While the research primarily relied on qualitative data, secondary data from national census statistics and government agencies were also incorporated to enhance the investigation. By adopting a multi-method approach, the current work aims to connect the ethnographic data on the Omega gang with a historical and structural analysis of the everyday experiences of Malays as both a racial minority and constituents of the urban poor.
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Englund, Harri. "From the extended-case method to multi-sited ethnography (and back)". En Schools and Styles of Anthropological Theory, 121–33. Routledge, 2018. http://dx.doi.org/10.4324/9781315388267-7.
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Liechti, Hannes. "Conclusions and Outlook". En This Track Contains Politics: The Culture of Sampling in Experimental Electronica, 299–313. Norient Books, 2022. http://dx.doi.org/10.56513/oqur5617.
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To close this book, I will finally present a few conclusions and an outlook in Chapter 12. I will compare the case studies, illustrate the range of the sampling strategies examined, and offer some concluding perspectives on sampling in experimental electronica. I will discuss sampling as a substitute for the voice, as a deeply personal project, and as a digital experience that is shaped and influenced by media. In the second part of the chapter I will look beyond this study, summarizing its value for a multi-perspective ethnography of sampling.
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Eeckhout, Peter y Lawrence Stewart Owens. "War or Peace on the Central Coast?" En Archaeological and Ethnographic Evidence of Domination in Indigenous Latin America, 119–63. University Press of Florida, 2023. http://dx.doi.org/10.5744/florida/9780813069708.003.0005.
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In chapter 5, “War or Peace on the Central Coast? Questioning Metanarratives of Late Intermediate Period Mobocracies on the Basis of Ychsma Evidence from Pachacamac, Peruvian Central Coast,” Eeckhout and Owens systematically analyze the evidence for conflict and violence in the pre-hispanic cultures of ancient Peru, in order to contextualize a particular case study: the site of Pachacamac. This multi-pronged investigation includes a review of archaeological data (weapons, fortifications), iconography, bioarchaeology (traumatic lesions) and ethnohistorical data. The authors develop an interpretational framework to examine how these disparate data streams can be reconciled in order to clarify the social and environmental correlates of traumatic pathology, and to differentiate the signatures engendered by all levels of violence from the inter-personal (conflict; domestic abuse) to the socio-cultural (ritual violence) and the state-sanctioned (battles and wars).
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Antoniadou, Victoria. "Tracing the Development of Reflective Competence in Multi-Sited ITE Involving Telecollaboration". En Fostering Reflective Teaching Practice in Pre-Service Education, 288–315. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2963-7.ch016.
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This chapter illustrates the process and outcomes of developing reflective competence according to three preservice teachers who participated in a multi-sited learning environment, involving integrated telecollaboration. The learning environment fused together university, virtual and school sites. An ethnographic multiple case study with quantitative measurements was employed to analyse the year-long trajectory of the preservice teachers' learning to reflect. We gathered audio-visual data from beginning to end of the year, indicating participants' growing ability to reflect on their own practices, and leading cognitive change and transformation of classroom practices. By tracing multimodal interactions sequentially, we were able to extract guidelines for creating useful collaborative artifact ecologies in Initial Teacher Education and discuss the relationship between reflection, cognitive development and different personality traits. Based on our findings, we empirically substantiate the argument that reflective competence can indeed trigger transformation in Initial Teacher Education.
Actas de conferencias sobre el tema "Multi-case ethnograph"
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Shavianidze, David y Giorgi Ghavtadze. "Economic Foundations of Traditional Lifestyle and Modernity in Georgia". En Multidisciplinary International Scientific Conference: „Sustainable Development: Modern Trends and Challenges“. Kutaisi University, 2024. https://doi.org/10.52244/c.2024.11.25.
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We present for discussion the issue of economic relations between community and the individual and the corresponding position (“more or less well being”). This time, we will discuss the issue of the economic relationship between the community and the individual and the corresponding state ("more or less fulfilled existence") by analyzing the ethnographic materials found in Samtskhe-Javakheti, in particular, in the villages of Adigeni municipality (Adigeni, Zarzma, Kakhareti, Lelovani, Zanavi, Ude, Aral). , according to which, "people's politics" is confirmed as the name of economic and other practical activities that bring "economic wealth". The art of creating names and terms is a kind of natural characteristic of the inhabitants of the ethnos. It works especially when the need for it is dictated by the prevailing situation of the nation, economic and living needs. Here we will find that terms of economic content were created and gained a foothold among the population, regardless of their ethnic, religious affiliation, or other differences. This was the case in Samtskhe-Javakheti as well, as in a group of multi-ethnic communities quite different in this regard. This is confirmed by the research of ethnographic-existing and economic condition-determining means-approaches. The same can be said about the situation within a specific nation or ethnic group, which was influenced by the economic and social processes taking place in the country. In Samtskhe Javakheti as well, the situation similar to the one described above was, in fact, determined by the way of life of the Catholics, Orthodox and Muslim (in particular - Adjarian) Georgians, members of the local community, saturated with common self-awareness, worldview and the resulting beliefs and traditional knowledge. Within the framework of the presented work, another conclusion was made - regarding "the search for the possibility of getting more easily", which was characteristic of all nations, always. materials describing the relevant actions, terms-toponyms telling about the socio-economic situation ("avoidance", "settled", "ghazal", "I took the car", "party members", "the leader had the money in his hand", "medical knowledge"...) It is widely sought in Samtskhe-Javakheti. It became possible to make interesting conclusions regarding common "goods" created by joint efforts and shared responsibility, which were created by motivated actions with national, mental, social, or humanitarian components. Each member of the community had an equal (or, proportional to his contribution to the common cause) right and access to similar goods, which produced quite powerful economic results and, in fact, created a synergistic effect within the local community. Reliable ethnographic materials reflecting the reality leave a huge space in terms of economic research. In the future, the authors intend to collect and analyze historical-ethnographic materials, which will give us significant results for the expansion of the possibilities of understanding the processes taking place in the modern global world from a national-traditional point of view and "translating" them into the reality of Georgia.
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Paidakaki, Angeliki, Emilie Taylor Welty, Mart Deceuninck y Pieter Van Den Broeck. "A Replicable Model for Educating Community Architects". En 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.58.
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Contemporary community architecture and disaster resilience scholarship have shed light on the work of community architects, highlighting the features, merits and limitations of this practice in building community/disaster resilience through participatory design processes. However, a knowledge gap not yet bridged is how these community architects are academically trained to practice community-oriented work and how Schools of Architecture – through such training – catalyze community development in the cities in which they are located. In the current era of climate change and given the disastrous consequences of unequal post-disaster recovery and redevelopment processes, it is critical to have community architects who are able to cope with this new reality. Therefore, it is important to gain knowledge on how to train community architects and in this way contribute to the formation of the future generation of architecture students into socially conscious community architects who promote a more socially just built environment. The aim of this paper is to outline a pedagogical model for educating community architects based on an analysis of a case study in the USA, a place where much of this pedagogy is being developed, namely the Small Center. The Small Center functions as the community design center of the Tulane School of Architecture in New Orleans. The paper illustrates and reviews this pedagogical model through an analysis of a design/build studio at the Small Center that took place during the fall semester of 2021-2022. In this 14-week studio, students were challenged to design and build a 960 square foot outdoor teaching kitchen and water management strategy for a local farm to accommodate expanded educational events on site. The design team worked with the staff and stakeholders of the partnering farm on a project that connects people of all ages to their food systems and local ecologies at multiple scales within the completed project. During one-month ethnographic research with the Small Center, empirical data was harvested through review of project materials, semi-structured interviews with students, alumni and teachers and site visits to the farm. The paper shows how live community-based project pedagogy helps students take on some of the various multi-faceted roles of a community architect and effectively learn by doing. Students gain insight into the impact of community engagement and the challenges involved, such as a limited budget, communication within the project team and collaborating with non-designers. This research offers deeper insight into the pedagogical approach, teaching methods and the projects of community architecture programs in the USA. The paper outlines key takeaways and critical reflections from the ethnographic research and case study analysis that are relevant to Departments/Schools of Architecture across the Globe as they prepare the next generation of architects.