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Crewe, Alastair. "A Critical Ethnography of Facebook". Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65310.
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Facebook has created an unprecedented form of mediated information consumption. Its stated goal is to make online and offline interactions more ‘social’. I examine various aspects of what this might mean, using questionnaires, focus groups and interviews as well as extensive online participant observation and ethnography. Beginning with an analysis of online activism and protest dating back as far as 2011 that manifested only online, I then move to an analysis of the recent #FeesMustFall protests as a lens to investigate the use of Facebook by this ‘real world’ protest movement. I examine how and why Facebook is trying to monopolise various aspects of interpersonal online and mediated communication, and theorise how in doing so Facebook creates a state of visibility which echoes Foucault’s invocation of Bentham’s panopticon. I then investigate how Facebook can be habitus (Bourdieu) and through this naturalisation and ubiquity be a vehicle of consumerist hegemony, especially with the concept of the ‘personal brand’. This raises questions of the productive tensions that arise when the concepts such as visibility, attention, popularity and privacy collide. I unpack this notion with reference to what can be seen as recent fetishization of privacy by Facebook. All leading to an investigation of what the dynamics of this ‘attention economy’ could mean, as South African young adults experience it.Dissertation (MSocSci)--University of Pretoria, 2018.
Anthropology and Archaeology
MSocSci
Unrestricted
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Corroto, Carla. "Constructing architects : a critical ethnography". The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240236778.
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Jahan, Ishrat. "Development in rural Bangladesh : a critical ethnography". Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11431/.
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This thesis contests the scope of the Women in Development (WID) perspective in understanding women's position in rural Bangladesh. It critically investigates how women perceive work and examines the effects of paid work on their lives. It discusses local women's engagement with globalization, modernization and neo-liberal capitalism, manifested in the proliferation of garment factories, modern farming, labour migration and microcredit interventions. The central question is whether, being influenced by such external forces, participation in paid work brings benefits to all women. The thesis examines how local women's understanding of work and the good life is not uniform but varies according to age, and social status (i.e. class and caste). It also highlights that by failing to recognize women's multiple interpretations of these issues, WID policies, such as the National Women’s Policy of Bangladesh (2011), may adversely affect the lives of some poor as well as affluent women. It is common for many poor, and some affluent women in riverine char land villages to participate in paid work along with doing household chores. They do not think of such work as an expression of gender equality, but as 'cooperation' necessary for the welfare, even the basic survival of their households. This thesis argues that by encouraging poor women to take part in income earning work, the National Women’s Policy of Bangladesh (2011), guided by the WID perspective, often increases women's daily burden albeit they benefit some women. Also, earning an income does not always improve women’s status within their households and the wider community. Microcredit organizations are part of women’s engagement in income generating activities. Though they encourage poor women to become entrepreneurs, not all women possess the necessary skills to be successful. They overlook that some poor women are involved in small enterprises without credit interventions, and participate in enterprising work as part of their household responsibilities. By focusing on the profit making demands of microcredit agencies, the thesis argues for the attention to the varied effects that access to microcredit and participation in market oriented enterprising work have on women. In a similar vein, it highlights how women's experiences of labour migration, both local and overseas, are also varied and have ambiguous impacts on women’s lives. While for some women it is a source of social mobility, increased independence and improved lifestyle, for others it causes conflict, exploitation and loss of honour. The thesis questions the potential of the economic growth model of development, modeled after the Western capitalism and identifies accommodation of the variation of women’s understanding of work and the good life as one of the main challenges for further women’s development. It stresses the need to acknowledge women’s multiple realities and their own interpretations of being in the world to ensure improvements in their lives.
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Davidson, Kelly Jane. "Traveller acts : a critical ethnography of backpacker India". Thesis, University of Ulster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268557.
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Huang, Yi-Ping. "Understanding international graduate instructors a narrative critical ethnography /". [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315922.
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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2007.Title from PDF t.p. (viewed on May 7, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585. Adviser: David Flinders.
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LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.
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Spivey, Michael. "Identity politics of a southern tribe a critical ethnography /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/NQ27323.pdf.
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Davis, Andrea M. "Dragging Identity: A Critical Ethnography of Nightclub Space(s)". Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213893377.
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Swain, John T. "Student participation in decision making : a humanistic critical ethnography". Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281115.
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Batch, Mary Philomena. "Communication and the casualisation of nursing : a critical ethnography". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60918/1/Mary_Batch_Thesis.pdf.
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The contemporary working environment is being rapidly reshaped by technological, industrial and political forces. Increased global competitiveness and an emphasis on productivity have led to the appearance of alternative methods of employment, such as part-time, casual and itinerant work, allowing greater flexibility. This allows for the development of a core permanent staff and the simultaneous utilisation of casual staff according to business needs. Flexible workers across industries are generally referred to as the non-standard workforce and full-time permanent workers as the standard workforce.
Even though labour flexibility favours the employer, increased opportunity for flexible work has been embraced by women for many reasons, including the gender struggle for greater economic independence and social equality. Consequently, the largely female nursing industry, both nationally and internationally, has been caught up in this wave of change. This ageing workforce has been at the forefront of the push for flexibility with recent figures showing almost half the nursing workforce is employed in non-standard capacity. In part, this has allowed women to fulfil caring roles outside their work, to ease off nearing retirement and to supplement the family income. More significantly, however, flexibility has developed as an economic management initiative, as a strategy for cost constraint. The result has been the development of a dual workforce and as suggested by Pocock, Buchanan and Campbell (2004), associated deep-seated resentment and the marginalisation of part-time and casual workers by their full-time colleagues and managers. Additionally, as nursing currently faces serious recruitment and retention problems there is urgent need to understand the factors which are underlying present discontent in the nursing profession. There is an identified gap in nursing knowledge surrounding the issues relating to recruitment and retention.
Communication involves speaking, listening, reading and writing and is an interactive process which is central to the lives of humans. Workplace communication refers to human interaction, information technology, and multimedia and print. It is the means to relationship building between workers, management, and their external environment and is critical to organisational effectiveness. Communication and language are integral to nursing performance (Hall, 2005), in twenty-four hour service however increasing fragmentation due to part-time and casual work in the nursing industry means that effective communication management has become increasingly difficult. More broadly it is known that disruption to communication systems impacts negatively on consumer outcomes.
Because of this gap in understanding how nurses view their contemporary nursing world, an interpretative ethnographic study which progressed to a critical ethnographic study, based on the conceptual framework of constructionism and interpretativism was used. The study site was a division within an acute health care facility, and the relationship between increasing casualisation of the nursing workforce and the experiences of communication of standard and non-standard nurses was explored. For this study, full-time standard nurses were those employed to work in a specific unit for forty hours per week. Non-standard nurses were those employed part-time in specific units or those nurses employed to work as relief pool nurses for shift short falls where needed. Nurses employed by external agencies, but required to fill in for shifts at the facility were excluded from this research.
This study involved an analysis of observational, interview and focus group data of standard and non-standard nurses within this facility. Three analytical findings - the organisation of nursing work; constructing the casual nurse as other; and the function of space, situate communication within a broader discussion about non-standard work and organisational culture. The study results suggest that a significant culture of marginalisation exists for nurses who work in a non-standard capacity and that this affects communication for nurses and has implications for the quality of patient care.
The discussion draws on the seven elements of marginalisation described by Hall, Stephen and Melius (1994). The arguments propose that these elements underpin a culture which supports remnants of the historically gendered stereotype "the good nurse" and these cultural values contribute to practices and behaviour which marginalise all nurses, particularly those who work less than full-time. Gender inequality is argued to be at the heart of marginalising practices because of long standing subordination of nurses by the powerful medical profession, paralleling historical subordination of women in society. This has denied nurses adequate representation and voice in decision making. The new knowledge emanating from this study extends current knowledge of factors surrounding recruitment and retention and as such contributes to an understanding of the current and complex nursing environment.
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Huber, Aubrey Anne. "HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/681.
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AN ABSTRACT OF THE DISSERTATION OF Aubrey A. Huber, for the Doctor of Philosophy degree in Speech Communication, presented on March 29, 2013 at Southern Illinois University Carbondale. TITLE: HELP AS COMMUNICATIVE PRACTICE: A CRITICAL ETHNOGRAPHY OF A TEACHER EDUCATION CLASSROOM MAJOR PROFESSOR: Dr. Nathan P. Stucky As a scholar studying critical communication pedagogy, I am interested in the ways help is produced in communication by future educators. I take Stewart's (1995) claim seriously that words are not merely representational, but instead produce reality. Working from this paradigm, I examined help-producing communication and its implications to theorize help and generate strategies to improve help practices, specifically between teachers and students. To collect data for this project I conducted an ethnography of the teacher education course, "Schooling in a Diverse Society," EDUC311. I was interested in future teacher discourse because teaching often is articulated as a helping profession. For example, a common argument from my research was that to teach is to help students learn content, skills, and particular worldviews. Schein (2009) argues that help is a process that cannot be easily explained. He asserts, "Helping is a common yet complex process. It is an attitude, a set of behaviors, a skill and an essential component of social life" (p. 144). However, very little work has been done to theorize or analyze the implications of help, particularly in terms of communication and educational contexts. In this dissertation, I examined how future teachers articulate and produce help in and through communication. In my experience as a former teacher education student, I found that the help articulated in teacher education classes, that focus on democracy and social justice was remarkably different than the help articulated in everyday experience. Hunt (1998) resolves, "A focus on teaching for social justice reminds us that our children need not only a firm grounding in academics but also practice in how to use those academics to promote a democratic society in which all get to participate fully" (p. xiii). Social justice educators recognize students have the ability to enact change. They recognize inequity and actively work with their students to understand their subject positions in order to work against systems of oppression. In social justice education, help is a process "with" students instead of "help for" students. EDUC311 explores the relationship between social justice and democracy. As a required course for all teacher education students at Southern Illinois University, this course provided me with an ideal population of future educators. By studying the communication of future educators in a course that emphasizes social justice, I analyzed the ways they produced notions of help, generated a definition of social justice-oriented help, and provided strategies that current and future educators could use to better help their students.
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Charoensri, Chantanee. "Thai daughters, English wives : a critical ethnography of transnational lives". Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542333.
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Leiper, Jonathan. "Equity in the South African legal system a critical ethnography". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1002637.
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This thesis focuses on the process of interpreting and the difficulties faced by interpreters in the Magistrates' Court in Grahamstown, South Africa. More particularly, the thesis seeks to establish whether the constitutional guarantee of language equity can be applied to the courts - given the numerous problems with interpreting. Respondents from different spheres of the legal profession were interviewed in order to ascertain their perspectives on the state of interpreting, problems that are encountered by interpreters and attitudes displayed by other members of the legal profession towards interpreters. The methodology used in the thesis is that of a critical ethnography. As such, the research also has a critical focus, seeking to determine the ideologies and interests of different ):articipants in the legal process. On the basis of the data collected, a number of conclusions are drawn. The first is that interpreting in South Africa is in trouble. The system of interpreting is beset by a number of different problems. This study describes four different types of problems that are faced by interpreters: linguistic problems, environmental problems, training and administrative issues, and poor status in the eyes of the other participants in the legal process. Together the cumulative effect of these problems is the undermining of the principle of equity in the justice system. Finally, the thesis provides various practical and achievable solutions to the problems outlined above, specifically those faced by interpreters. The researcher also critically evaluates the efforts and motives of the Department of Justice and Constitutional Development.
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Gratch, Ariel Alexander Craft Renee. "Haunting stories of abuse revealing ghosts through critical performance ethnography /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1804.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Dec. 11, 2008). "... in partial fulfillment of the requirements for the degree of Master of the Arts in the Department of Communication Studies." Discipline: Communication Studies; Department/School: Communication Studies.
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Renaud, Michelle T. "A critical ethnography of lesbian families with biologically born babies /". Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7341.
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Greenslade, Deborah. "Legitimising harm : A critical ethnography of gambling in a community". Thesis, Federation University Australia, 2013. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/81615.
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This thesis reports on a community study which explored the relationship between a small rural community and its club based poker machines. That enquiry aimed to broaden the general research focus from the dominant conceptualisation of individual gambling pathology to a community-level analysis. The theoretical and epistemological stance was also shifted, away from positivism (with its focus on measurable cause/effects), towards a critical constructionist approach. Employing ethnography, the research comprised extended community engagement, observation, document analysis and 51 individual interviews. Critical theory was applied to issues of ideology, discourse and power associated with poker machine gambling within the macro sociopolitical and local community contexts. The study found that, despite significant opposition, poker machines inveigled their way into this community with the support of powerful economic and political forces and influential club members. Location of the machines within an established club embedded them within networks of community relationships. Disbursement of community benefit ensnared many community members as beneficiaries of poker machine losses and rendered them complicit in gambling harms. The research identified that at times community ideology and interests acted as a powerful force against the establishment and expansion of poker machine gambling. Conversely, community ideology and interests also acted to legitimate the presence and operation of poker machines and to suppress opposition. This reflects the complex and contested nature of the construct of community. Reproduction of dominant gambling discourses, including those which frame gambling harm as pathology and an issue of individual responsibility, operate to conceal and condone gambling harms. These discourses marginalise and disempower community members harmed by gambling, while legitimating the club’s deployment of poker machines. This has helped to maintain existing arrangements and to support the shared and powerful interests of the state, the gambling industry, and venues.Doctor of Philosophy
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Bennett, Paul Norman, i paul bennett@flinders edu au. "SATELLITE HAEMODIALYSIS NURSES PERCEPTIONS OF QUALITY NURSING CARE: A CRITICAL ETHNOGRAPHY". Flinders University. Nursing and Midwifery, 2009. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090828.154836.
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People living with end stage kidney disease require dialysis or kidney transplantation to maintain life. Of those receiving dialysis in Australia, most people receive this treatment in satellite haemodialysis centres that are nurse-run, community-based clinics. Nurses provide the majority of care in these clinics with little or no on-site medical support, yet there has been minimal research exploring nursing care, or perceptions of nurses, in the satellite haemodialysis context. The major aim of this study was to explore satellite dialysis nurses perceptions of quality care. Fundamental to this aim was the premise that to improve nursing care, nurses need to understand the factors influencing satellite dialysis nursing care.
A critical ethnography exploring the culture of one satellite haemodialysis clinic, focusing on the nurses perception of quality was undertaken, with a focus on issues of power that influenced satellite dialysis nursing care. Over a period of twelve months, interviews with nurses, non-participant observation and document analysis were conducted. Of particular concern was the satellite dialysis nurses struggle with the dominant medical discourse of quantitative measurement of quality. Bourdieus notions of habitus, field and practice provided a vehicle to explore nurses dispositions that operated within the institutional conditions of the medicalised discourse and physical structure of the satellite dialysis environment.
Findings about nurses perceptions of quality dialysis care were categorised into three broad themes: what is quality; what is not quality; and what affects quality. Nurses considered technical knowledge, technical skills and personal respect as characteristics of quality. Long-term blood pressure management and arranging transport for people receiving dialysis treatment were not seen to be quality priorities. The person receiving dialysis treatment, management, nurse and environment were considered major factors influencing and determining quality dialysis nursing care. Acceptance by nurses about their position and their reluctance to challenge medical power was revealed.
Aspects of power and oppression operated for nurses and people receiving dialysis treatment within the satellite dialysis context, and this environment was perceived by the nurses as very different from hospital dialysis units. Bourdieus notions of habitus and subconscious reproduced practices were embedded in the satellite dialysis nurses behaviour and were conveyed to other nurses. In order to improve nursing care in this context, ten recommendations were proposed: 1) implementing a concordance nursing care model; 2) using a goal-setting framework; 3) increasing staff rotation between dialysis units; 4) improving satellite dialysis unit design;
5) educating satellite dialysis nurses in internet and database skills; 6) using new technologies in staff education programmes; 7) recognising increased patient acuity; 8) research exploring residential dialysis facilities; 9) introducing advanced practice nurses in a satellite collaborative model of care; and 10) requiring a structured programme of reflective practice.
Facilitating change in dialysis nursing practice was fundamental to this study and consistent with a critical approach. New understandings for the nurses may not result in practice change however, unless there is a collective review and uptake of these practices. This study offers new knowledge about quality nursing in satellite haemodialysis units, enabling nurses to critically reflect on, and improve, the quality of care they provide.
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Priyadharshini, Esther. "A critical ethnography on the production of the Indian MBA discourse". Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323066.
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Dakin, Justine Claire. "Welcoming newly arrived pupils : a critical ethnography of one school's journey". Thesis, University of Bristol, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.628851.
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Increased globalisation has led to greater numbers of migrants, including Newly Arrived (NA) pupils and their families, moving to the United Kingdom. This critical ethnographic study examined how a particular primary school adapted to meet the needs of a growing number of NA pupils. Twelve children, five families and eleven members of staff participated directly in the year-long research. Three NA pupils became a particular focus of the study in order to explore the inclusion of 7-11 year olds with little or no English into a demanding Key Stage 2 curriculum. Using a wide variety of ethnographic data including observations, interviews and documentation, the research drew on Cummins' (2001) theory of Collaborative Empowerment to examine how different relations of power between pupils, teachers and the wider community assigned identities to participants through school discourses. Vignettes were used as part of the research methodology to tell stories emerging from the data. As discourse is socially constructed and always ideological (Gee 2012), Critical Discourse Analysis (CDA) identified interactions that defined what it means to be newly arrived. It also revealed contradictions in school policies and practices towards NA pupils that were influenced by political, social, cultural, linguistic and economic factors. The research found that while individual teachers made a difference to NA pupils by acknowledging languages and cultures in classroom practices, whole-school discourses were driven by political, mono-cultural language ideologies. A distinct language barrier existed between some families and the school that silenced many parents and positioned them as disinterested or inadequate. However, this research found that parents were far from passive and made choices to actively help their children. Pupils themselves were agentive, negotiating and contesting identities assigned to them during daily classroom interactions. In conclusion the research recommended increased teacher training to raise awareness of EAL pedagogy and to challenge existing, unequal relations of power between pupils, families and school. It also recommended that NA pupils received some initial, well-planned language teaching in small groups to make them feel safe and secure. Finally, it called for bilingualism in any language to be valued as a critical skill for communication in the twenty first century.
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Duncan-Grant, Alec. "Clinical supervision activity among mental health nurses : a critical organizational ethnography". Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299192.
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This qualitative study IS underpinned by interpretive-constructionist methodological governing principles, and took shape around a developing research focus and aim rather than in relation to pre-existing research questions. The focus of the research is on clinical supervision activity. This refers to formal and informal research encounters with participants and significant others in the organization in which the study was carried out, about: the experience of the practice of clinical supervision; attempts to translate textual prescription and description of clinical supervision into organizational reality; finally, the meaning endowment placed on both of the above by myself, my participants, and significant others associated with my research. In order to address an important gap in the literature, the aim of the research developed as the need to unpack and clarify the meaning, and the affective and organizational theoretical implications of clinical supervision activity. Part one of the ethnographic report is constructed around three overlapping categories: owning, resisting and feeling. These categories are developed around the proposition that the bureaucratic rationality inscribed within both the literature on clinical supervision, and in organizational attempts to implement it, fails to take account of both the emotional underlife of the organization and otherorganizational factors. Specifically, I argue that clinical supervision activity, and my inscription within it as 'insider' researcher', was influenced, shaped and constrained by the pre-existing interpersonal rules and norms of the organization in which my research was conducted. Those governed what could and could not be done or said in or about clinical supervision activity, arguably undermining organizational goals to implement it. Part two of the ethnography explores the maIn theoretical and conceptual implications an sIng from the preceding ethnographic construction, around structural organizational power and politics. This addresses a significant gap in the contemporary literature in clinical supervision in nursing and mental health nursing. I conclude with a critical auto-critique of the study itself, around a discussion of its strengths and limitations and possible future research directions
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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16244/1/Kathy_Mills_Thesis.pdf.
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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.
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Mills, Kathy Ann. "Multiliteracies : a critical ethnography : pedagogy, power, discourse and access to multiliteracies". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16244/.
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The multiliteracies pedagogy of the New London Group is a response to the emergence of new literacies and changing forms of meaning-making in contemporary contexts of increased cultural and linguistic diversity. This critical ethnographic research investigates the interactions between pedagogy, power, discourses, and differential access to multiliteracies, among a group of culturally and linguistically diverse learners in a mainstream Australian classroom. The study documents the way in which a teacher enacted the multiliteracies pedagogy through a series of mediabased lessons with her year six (aged 11-12 years) class. The reporting of this research is timely because the multiliteracies pedagogy has become a key feature of Australian educational policy initiatives and syllabus requirements. The methodology of this study was based on Carspecken's critical ethnography. This method includes five stages: Stage One involved eighteen days of observational data collection over the course of ten weeks in the classroom. The multiliteracies lessons aimed to enable learners to collaboratively design a claymation movie. Stage Two was the initial analysis of data, including verbatim transcribing, coding, and applying analytic tools to the data. Stage Three involved semi-structured, forty-five minute interviews with the principal, teacher, and four culturally and linguistically diverse students. In Stages Four and Five, the results of micro-level data analysis were compared with macro-level phenomena using structuration theory and extant literature about access to multiliteracies. The key finding was that students' access to multiliteracies differed among the culturally and linguistically diverse group. Existing degrees of access were reproduced, based on the learners' relation to the dominant culture. In the context of the media-based lessons in which students designed claymation movies, students from Anglo-Australian, middle-class backgrounds had greater access to transformed designing than those who were culturally marginalised. These experiences were mediated by pedagogy, power, and discourses in the classroom, which were in turn influenced by the agency of individuals. The individuals were both enabled and constrained by structures of power within the school and the wider educational and social systems. Recommendations arising from the study were provided for teachers, principals, policy makers and researchers who seek to monitor and facilitate the success of the multiliteracies pedagogy in culturally and linguistically diverse educational contexts.
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Bergal, Patricia. "The experience of critical incident stress by ICU nurses, a focused ethnography". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0002/MQ32052.pdf.
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Al, Chami Mohamad Hamze. "Economization of Home Care in Ontario: A Critical Ethnography of Nursing Actions". Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42670.
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Many nursing theorists consider caring the essence of nursing practice. Yet, the meaning of caring is still elusive in nursing theories. This confusion in conceptualizing caring is exacerbated by the neoliberal socio-political and economic transformations of our societies that infuse nursing practice with economic efficiency values ‒ a condition that threatens the ethical dimensions of nursing. This critical study analyzes nursing actions in home care in Ontario and empirically reconstructs the normative dimensions of care based on nurses’ own perceptions of good care. The findings are used to critique current healthcare transformations through a critical theory of nursing actions.
This study is situated in the tradition of the Frankfurt critical school and pursues an emancipatory interest. Axel Honneth’s theory of recognition is the principal theoretical foundation complemented by Jürgen Habermas’ theory of communicative action and the interests of knowledge, in addition to the concepts of phenomenology and corporality. It uses critical ethnography as a methodological approach. Data collection included audiotaped semi-structured open-ended interviews with 18 nurses working for two different home care providers in Ottawa. Analysis demonstrates that the patient must be recognized on three dimensions: love, legal rights, and solidarity. Care is a specific form of communicative action in which patients should participate equally in decision making. Nursing actions comprise a hermeneutic-phenomenological dimension of “deep knowing” that respect the corporal and personal needs of the patient. Healthcare transformations and economic efficiency measures reinforce technical and standardized forms of care, which lead to pathologic practices that neglect patients’ corporal needs, thereby reifying patients. Nursing actions combine both technical and corporal aspects that characterize their “double logic.”
This study provides elements for a critical theory of nursing actions. Findings highlight that nurses have a vision of how nursing care should look like, but the reality of home care makes it rather impossible to realize this vision. Economization leads to a systematic violation of multiple dimensions of recognition and to reification. Nurses must resist these social pathologies and this study provides some theoretical tools to engage in this struggle.
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Menrath, Stefanie Margot. "Anonymity performance as critical practice in electronic pop music : a performance ethnography". Thesis, Goldsmiths College (University of London), 2016. http://research.gold.ac.uk/18730/.
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Through practices of anonymity electronic music culture has advanced a critique of the institution of star personality in pop music. This study investigates how academic research can learn from such pop music-related critical practices. As it becomes an object of academic knowledge, the notoriously anti-representational electronic music culture calls for an experimental research methodology. This performance ethnography experiments, in the tradition of activist and performative anthropology, with research practice as performance. Resisting the tendency to objectify culture as a factual research object, this study explores the processuality and performativity of cultural research matter: instead of substantial, post-personal anonymity states, the practice of fabricating anonymity in electronic pop music (in discourse and sound) is its starting point. From there, it focuses on anonymity performances – institution-critical practices of star personality that operate within the discursive and media institutions of pop music. Adopting a symmetrical methodology, two personality-critical projects from the field of electronic pop music are addressed as laboratory cases and consulted for their tactical operations. Their anonymity performance practices – tactical persona performance, fake or collaborative imagination of a musical persona – take the form of immanent and particulate ‘critical practice’ (Butler, Foucault). Rather than distancing themselves from their ‘object’ of critique, these laboratory cases engage in concrete, affirmative or self-critical performances of pop stardom. Their resistance to the frameworks of identification and discursivity in pop both engages with and corrodes the epistemic-constitutional level of the field of pop music. How can researchers learn from such musico-artistic knowledge practices? Guided by its laboratory cases, this study proceeds from a detached reading of an electronic pop music live performance as a (poststructuralist) study of persona construction in pop music to become an engaged performance ethnography. Performance is incorporated as critical academic practice through a reflexive and increasingly performative writing style. The study concludes with the advocation of an ethnographic research format derived from one laboratory case: the collaborative investigation of imaginary research objects as a radical implementation of the performative turn in the cultural studies of music.
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Mallinson, William James. "The Khecarīvidyā of Ādinātha : a critical edition and annotated translation". Thesis, University of Oxford, 2003. http://ora.ox.ac.uk/objects/uuid:945071bf-3282-4492-8f18-159417f5d554.
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This thesis contains a critical edition and annotated translation of the Khecarīvidyā of Ādinātha, an early haṭhayogic text which describes the physical practice of khecarīmudrā. 31 witnesses have been collated to establish the critical edition. The notes to the translation adduce parallels in other works and draw on Ballāla's Bṛhatkhecarīprakāśa commentary and ethnographic data to explain the text. The first introductory chapter examines the relationships between the different sources used to establish the critical edition. An analysis of the development of the text concludes that its compiler(s) took a chapter describing the vidyā (mantra) of the deity Khecarī from a larger text to form the framework for the verses describing the physical practice. At this stage the text preserved the Kaula orientation of the original work and included verses in praise of madirā, alcohol. By the time that the text achieved its greatest fame as an authority on the haṭhayogic practice of khecarīmudrā most of its Kaula features had been expunged so as not to offend orthodox practitioners of haṭhayoga and a short fourth chapter on magical herbs had been added. The second introductory chapter concerns the physical practice. It starts by examining textual evidence in the Pali canon and Sanskrit works for practices similar to the haṭhayogic khecarīmudrā before the time of composition of the Khecarīvidyā and then discusses the non-physical khecarīmudrās described in tantric works. There follows a discussion of how these different features combined in the khecarīmudrā of the Khecarīvidyā. Then a survey of descriptions of khecarīmudrā in other haṭhayogic works shows how the haṭhayogic corpus encompasses various differnt approaches to yogic practice. After an examination of the practice of khecarīmudrā in India today the chapter concludes by showing the haṭhayogic khecarīmudrā has generally been the preserve of unorthodox ascetics. In the third introductory chapter are described the 27 manuscripts used to establish the critical edition, the citations and borrowings of the text in other works, and the ethnographic sources. The appendices include a full collation of all the witnesses of the Khecarīvidyā, critical editions of chapters from the Matsyendrasaṃhitā and Haṭharatnāvalī helpful in understanding the Khecarīvidyā, and a list of all the works cited in the Bṛhatkhecarīprakāśa.
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Gates, Peter. "A study of the structure of the professional orientation of two teachers of mathematics : a sociological approach". Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343872.
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Zheng, Xinyi. "Culturing on the borderlands a critical ethnography on Taiwanese and Chinese transnational practices /". Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1147286438.
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Abercrombie-Donahue, Micki. "Educators' perceptions of Indian education for all: a tribal critical race theory ethnography". Diss., Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/abercrombie-donahue/Abercrombie-DonahueM1211.pdf.
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This tribal critical race theory (TribCrit) ethnographic study explored educators' perceptions of Indian Education for All (IEFA), the latest in a series of educational reforms designed to preserve the heritages of the Montana Tribal Nations and transform Montana school curricula and teaching. This study found a lack of consensus and understanding among the educators about the purposes and the design of IEFA. The educators believed the most beneficial sources of support for the future implementations of IEFA would be recursive, ongoing and consistent partnerships and collaborations with Indigenous specialists who could equip the educators with the Indigenous knowledge, pedagogies, and skills they needed to build and sustain relationships with Indian students and families. The educators indicated that the greatest obstacles to the implementation of IEFA curricula were: the lasting legacies of colonialism, Native American subjectivity, misrepresentations of Indigenous identities, lack of understanding about Indigenous epistemologies pedagogies and life ways, systemic racism, poor communication, broken relationships, mistrust and lack of rapport, whiteness and white privilege, and a lack of support or professional development opportunities with Indigenous specialists from particular tribal communities in Montana.
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Hafemeister, Bryn E. Ed D. "A Visual Critical Ethnography Of Youth Development In A Rio de Janeiro Favela". FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1244.
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Favelas are Brazilian informal housing settlements that are areas of concentrated poverty. In Rio de Janeiro, favelas are perceived as areas of heightened criminal activity and violence, and residents experience discrimination, and little access to quality education and employment opportunities. In this context, hundreds of non-formal educational arts and leisure programs work to build the self-esteem and identity of youth in Rio’s favelas as a way of preventing the youth from negative local influences.
The Morrinho organization, located in the Pereira da Silva favela in Rio, uses art as a way for the local male youth to communicate their lived reality. This study used a visual critical ethnographic methodology to describe the way in which the Morrinho participants interpret living in a favela. Seventeen semi-structured interviews with young men aged 15 to 29, the feature-length documentary film on the organization, 206 researcher produced documentary style photographs of the Morrinho artwork, and the researcher’s field notes were analyzed. Truth claims, ways of seeing as communicated through words and actions, were induced through a cyclical process of reconstructive horizon analysis that incorporated the societal context and critical theory.
The participants communicated their concerns about life in a favela; however, they did not describe their societal positions in terms of complete marginalization. They named multiple benefits of living in Pereira da Silva, discussed positive and negative experiences in school, and described ways they circumvented discrimination. Morrinho as an organization was described as an enthralling game and a social project that benefited dozens of local youth. Character development was a valuable result of participation at Morrinho. The Morrinho artwork communicates a nuanced vision of both benevolent and violent social actors, and counters the overwhelmingly negative dominant characterization of Rio de Janeiro’s favelas. This study has implications for an inclusive critical pedagogy and the use of art as a means to facilitate a transformative education. Further research is recommended to explore terminology used to refer to favelas, and perceptions that favela residents have of their experiences in public education.
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Austin, Marne Leigh. "Nomadic Subjectivity and Muslim Women: A Critical Ethnography of Identities, Cultures, and Discourses". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371657565.
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Cheng, Hsin-I. "Culturing on the Borderlands—A Critical Ethnography on Taiwanese and Chinese Transnational Practices". Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1147286438.
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Herrle, Sarah. "How Pediatric Critical Care Nurses Manage Their Work-Related Grief: A Focused Ethnography". University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491818265095913.
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Juergensen, Linda. "Public Health's Response to HIV/AIDS in Ontario: A Critical Ethnography of Case Management Nursing". Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40607.
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HIV/AIDS is now widely recognized as a medically manageable condition. However, more than 2,000 new HIV infections are reported across Canada each year. A pressing issue in the public health response to HIV is how to better engage people at risk and living with the virus in testing, treatment, and support services. For this study, a critical ethnography was undertaken with 22 public health nurses involved in HIV case management in 14 public health units across Ontario. The objectives were to describe the experiences of case management nurses involved in the follow-up of people who test positive for HIV in public health units across Ontario and identify how public health policies shape the boundaries of nursing care and client outcomes in the response to HIV. A poststructuralist, feminist and critical geographical lens was employed to understand how different discourses determine the social and spatial organization of case management and structure the possibilities in nurses’ follow-up at the point-of-care. The main finding is evidence of two different sets of goals and measures in the public health response to HIV in Ontario: (1) a medical-epidemiological discourse tied to a biosecurity approach and goal of disease containment; and (2) a nursing discourse linked to a relational approach aimed at promoting meaningful engagement and ensuring people with HIV “feel supported.” The thesis of this study is that the hegemony of a biosecurity approach and singular biomedical indicator of success (an undetectable viral load) are contributing to the relegation of relational work and nurses’ efforts to support people who are unable or unwilling to engage in risk reduction measures to the margins of care. Strengthening the capacity of case management nurses to develop a relational approach and account for the diversity of emotional and social issues impacting the ability of people to live with HIV may be an important starting point for improving the outcomes of the public health response. The findings have implications for future research, policy, and practice in the areas of governmentality, public health nursing and efforts to end the “War on HIV.”
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Adams, Gloria. "Rural Whiteness, Realizing Race: White Race Identity in Rural Northwestern Pennsylvania: A Critical Review". Oberlin College Honors Theses / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1314103162.
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Kitson, Cynthia. "An Ethnographic Study of Women Who Use Intravenous Drugs, Their Subculture and Interpretation of Health: Implications for Nursing". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39737.
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The following research was completed with an understanding that there is much to know about women who use intravenous drugs (WUID). The extant literature about the lives of people who use intravenous drugs (PWID) is mostly quantitative, highly androcentric, and primarily focused on HIV transmission. What is needed is information about the culture of WUID and the circumstances contributing to their poor health both from drug use and the conditions in which they live.
The ethnographic study involved (a) collecting artifacts, including photographs taken by the women, (b) observing participants during some of their daily activities and primary healthcare interactions, and (c) face-to-face interviews with WUID.
The results portray a life that closely resembles that which is known, but also the findings enable a lens into (a) the vicious circle associated with obtaining drugs and survival, (b) the violence, both systemic and personal, that homeless, urban-living WUID in Canada endure, and (c) the importance of “being clean” that directs much of their activities and presentation. From a theoretical perspective, the study enabled a deepened understanding of the importance of the continuum of cleanliness and how it interfaces with what the women believe. In summary, WUID have received unjust opportunities to care for themselves given the current laws and stigmatization that forces them to remain hidden, perform illegal activities, avoid discrimination, and fend for themselves in a world that perpetuates the hegemony of white middle-class Western peoples.
The results provide a direction for healthcare in terms of WUID. Primarily there is a need to engage WUID in establishing what would work for them and thus incorporating peers in the process of initiating and maintaining services. Clearly established is a need for drug use to be decriminalized to allow WUID to gain recognition, to avoid criminality, and to re-enter the world that belongs as much to them as any other.
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Swearingen, Elizabeth. "The performance of identity as embodied pedagogy : a critical ethnography of Civil War reenacting /". For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.
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Thesis (Ed. D.)--University of California, Davis, 2004.Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)
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Du, Plessis Gretchen Erika. "A critical ethnography of HIV-positive women attending public health care facilities in Gauteng". Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/777.
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Women living with HIV have a variety of reproductive health and psychosocial needs. The purpose of this critical ethnographic study was to examine how HIV, empowerment and reproduction are experienced by a volunteer sample of HIVpositive women attending public health care facilities in Gauteng. Feminist and critical approaches were used to guide the methodology of the research and the interpretation of the findings. Data were collected through in-depth interviews and observation. An overview of literature pertaining to the social construction of HIV-AIDS, women’s empowerment and reproductive decision-making is presented. A discourse of “healthy lifestyle” as technologies of the self is considered. Women’s empowerment as an ideal is described and structural barriers to its achievement are discussed. Stigma and discrimination as products of hegemony are discussed as important issues in the disempowerment of women living with HIV. HIV-AIDS as illness experience is reviewed with reference to the social context and to the individual context. Reproductive decision-making models and theories are critically analysed for their applicability to women living with HIV. The need for a conceptual shift in the notion of empowerment in order to understand constrained decision-making for women living with HIV is propagated. The stories of women living with HIV and dependent on public health care services are presented. Through the principles of a critical ethnography the lived experiences of these women are described by means of emerging themes. A historiography of family planning and HIV-AIDS services throws the narrations of the research participants into broader historic relief. Findings revealed that biomedical hegemonic power contoured and marked the lived experiences of women following an HIV-positive diagnosis. Taken-for-granted views of passivity and of own responsibilities regarding reproductive health are challenged. The women in the study were dependent upon public health care personnel for treatment, testing, dietary advice/supplementation and recommendations for a social xii disability grant. ARV-treatment was regarded as a low point in the illness career. All of the participants reported that the overriding problems in their lives were having too few material resources and not having the means to change this. This made them vulnerable to compounded health problems and decreased their ability to voice their own opinions about treatment. They did not regard themselves as having been at risk for contracting HIV and some harboured resentment towards men who were seen as being absolved from testing and responsibilities towards female partners, born and unborn children. Women who were not tested as part of antenatal sentinel groups tended to suffer symptoms of ill health for some time prior to being tested for HIV. Social support systems were either absent or consisted of trusted family members and friends. In many cases, women became the silent care-givers for those affected and infected by HIV. Anticipated stigma permeated the participants’ narrations of living with HIV and disclosure of their statuses was difficult. The use of male condoms, stressed during counselling sessions, was narrated as a difficult burden for women to bear. Although the research participants expressed low fertility preferences, HIV-AIDS was seen as disrupting the link between heterosexual conjugal relations and the taken-for-grantedness of procreation. HIV-AIDS also disrupted norms in infant feeding practices and bottle-feeding was regarded as a sign of possible HIV-infection and hidden. The research participants were not empowered with knowledge about how to deal with side-effects, condom failures and the reluctance of male partners to be tested for HIV. They enacted, resisted and lived with HIV in different ways, incorporating some of the biomedically prescribed posturing as women living positively and blending it with stigma-negating performances and gender-prescribed ways of dressing, walking and acting. Participation in a support group validated their experiences and promoted positive self-perception. The formation of a collective voice in the support group was hampered by irregular attendance, the interference of community leaders and horizontal violence. Power relations, yielded by biomedical hegemony, androcentric sociocultural practices, material deprivation, fear, discrimination and stigma potentially undermined the women’s abilities to become empowered. Expansion of choices in various spheres or fields and collective action xiii are proposed as dimensions to be added to an empowerment-of-women approach to the problems of reproductive health in the age of HIV-AIDS. The contribution of the study as an emancipatory project is evaluated and implications for policy and practice are suggested. On a methodological level, this study is a demonstration of the contribution to be made by a micro-level, critical analysis to the body of knowledge about female reproductive health in the era of HIV-AIDS in South Africa. On a theoretical level, this study contributes to a wider conceptualisation of women’s empowerment by recognising the interplay between micro-level elements of situated experience, knowledge and preferences and the macro-level elements of sociocultural, biomedical and material influences on health and reproductive behavior.
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Elliott, Janice Louanne. "A critical ethnography of the experience of menopause for Korean women living in Canada". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0007/MQ30722.pdf.
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Kryger, Pedersen Mette. "Digital ethnography and critical discourse analysis of the Zero waste movement on social media". Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21382.
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The humankind uses more of earth’s resources than the planet’s ability to provide renewable resources (WWF 2016). This trend is also contributing to climate changes, which have been a topic on the global political agenda for decades. However, there has yet to be found a sustainable solution. People are becoming impatient of the politicians’ ability to solve the issue and through grassroot movements and activism a range of different approaches have been made to find solutions to climate changes. Social media provides new opportunities to organize large groups of loosely connected people of interest towards a common goal, in this case to take care of the planet. Social media have also developed new forms of political engagement. This thesis is a case study of climate change activism through the zero waste community in Denmark that based on framing theory (Goffman 1974), online observations of local Facebook groups and Instagram activity as well as in-depth interviews pursues to understand in what ways participants use social media to make their everyday climate activism meaningful. In this thesis, Bakardjieva (2009, 2012) concepts of subactivism and mundane citizenship combined with framing theory are used to understand the ways mundane climate change actions are perceived meaningful for the participants in the Danish zero waste community. The study shows examples of how participants of the zero waste community in Denmark use social media in a variety of ways to make their mundane climate activism meaningful for them. They use social media to be inspired, share experiences and feel part of a community that emphasize climate change activism through mundane every day routines. Through online discussions in Facebook groups and on Instagram the participants create, challenge and negotiate a collective action frame of the zero waste movement, which proves useful in motivating and inspiring them to continue to do small acts in their everyday life.
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Anderson, Gary L. "A legitimation role for the school administrator : a critical ethnography of elementary school principals /". The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487591658173785.
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Robinson, Janean. "A journey in (re)claiming teaching : A critical ethnography of Cape Neal High School". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/643.
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This thesis is a journey reflecting on my professional practice as a teacher. It also captures the lived experience of other teachers' stories as they were gathered from the ethnographic site; a secondary senior high school.
These collections draw out common themes, issues and dilemmas that teachers face within a dominant managerial discourse. These conversations also provide a 'voice' for those who are often controlled by their own labour into silence. "Dialogue is a moment where humans meet to reflect on their reality as they make and remake it" (Shor & Freire, 1987, p. 98).
I use the 'school effectiveness movement' as a window of investigation to study closely the impact of technical and rational thinking on the lives and work of teachers.
I provide emphasis throughout this thesis on the reclamation process of teaching, as I use my own personal biography of writing, reading, and critical investigation to challenge the disproportionate power relationships being experienced. This reclamation also highlights the moral and ethical dimensions of teachers' work. This provides a stark contrast to the 'corporate culture' continually inflicted on teachers, which denounces the presence and significance of the many sophisticated personal relationships that exist within learning communities.
It is intended that this thesis provide hope and encouragement for others interested in schools to pave their own way forward and reclaim a space of their own.
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Kuadnok, Kuanhathai. "Pedagogies and power relations in Thai English foreign language writing classrooms : a critical ethnography". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106915/1/Kuanhathai_Kuadnok_Thesis.pdf.
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Using critical applied linguistics, and drawing on the concept of power as theorised by Foucault, this study examines issues of power and pedagogical practices that influenced the teaching of writing to Thai English Foreign Language (EFL) primary students. Carspecken’s critical ethnographic approach was adopted to gather data. The research yielded findings concerning power relations that operated in the enactment of EFL pedagogies for teaching writing in Thai schools. The research has theoretical significance for understanding EFL writing education in Thailand in the context of the international spread of English in the twenty-first century.
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Dillon, Jeanette M. "Toward a Better Understanding of Social Enterprises: A Critical Ethnography of a TOMS Campus Club". Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491320558214315.
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Mason, Garland Anne. "A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico". Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/64850.
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Participatory approaches to international and community development have gained significant popularity, and are commonly held to be intrinsically empowering processes. In the context of development, both participation and empowerment were borne of radical claims and democratizing goals, but over time, both concepts have been confused and misappropriated. The popularity of the terms participation and empowerment, coupled with the ambiguity of their meanings, illustrates a symptom of their co-optation away from their radical and political roots. This ethnographic case study explored the mechanics of the participatory approach and claims of empowerment within the experience of a non-governmental organization based in Chiapas, Mexico. This study aimed to investigate the linkages between participation and empowerment, in their original radical and theoretical forms, as well as in practice—addressing questions of whether and how participation may lead to empowerment. The organization's endeavors to create space for participatory learning for critical consciousness and self-sufficiency, as understood through 30 semi-structured interviews and three months of participant observation, provided insight into these questions and their conceptual underpinnings. I analyzed data by drawing upon Freirean critical pedagogy, critical theory, and theories of participation and participatory learning. Findings examine the influence of clientelism, Catholic liberation theology, and the Zapatista uprising on the ways rural campesinos develop critical consciousness and organize to dismantle systems of oppression. Findings illustrate examples of interactive participation and self-mobilization. The study serves to demonstrate the importance of cultural and historical contexts, and of solidarity and downward accountability within the praxis of participation and empowerment.Master of Science in Life Sciences
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Kriyantono, Rachmat. "A critical ethnography of crisis management dealing with a mudflow crisis in Sidoarjo, Indonesia [thesis]". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/407.
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This PhD research focuses on the crisis management approaches of the company and government during a mudflow crisis in Sidoarjo, Indonesia, and the victims perceived a crisis management including the communication strategy and the programs of public relations conducted by officials from the Lapindo Incorporation (Inc) during efforts to deal with a mudflow crisis in Sidoarjo, Indonesia. The community, ranging from academics through to the victims who lost their homes, told local news media that Lapindo Inc., an oil company, was responsible for the mudflow - through a drilling mistake. On the other hand, when the Sidoarjo survivors of the mudslide and others took Lapindo Inc to court, the Indonesian courts supported experts that said an earthquake had caused the mudflow. The thesis explored ethnographically how the Sidoarjo community reacted to and perceived the communication strategies of officials from Lapindo and the Indonesian government during their efforts to deal with the mudflow crisis. I am interested in how the different actors construed the situation and how those constructions triggered a conflict. The critical approach is also applied based on the evidence presented from the interviews and focus group discussions. If certain actors have more power over others, then this would be reflected in both actions and in how people construe the world they are living in or the events that are happening to them. The paper is not to judge the company‟s responsibility, but to show how the different actors interact and the consequences of those interactions for the victims. The mudflow itself continues and has not been restricted completely. The result of this research is a comprehensive overview of the mudflow crisis itself and the reactions of many involved in it. The thesis gives contribution to the public relations issues and crisis management field. The research found that the crisis management conducted by the company and the government were not effective. Both of them were perceived to not taking an immediate appropriate action. The crisis management failed to ensure reliable and regular information, causing uncertainty. In addition, the crisis management focused more on maintaining the company‟s reputation than on the victims‟ fate. There are conflicts of interest between the company Inc, the government and the victims. This research described how power created knowledge in society by creating a social construction of the reality. The victims have been oppressed by more powerful groups therefore they must struggle against both the government and the company to gain their right.
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Moeller, Nina Isabella. "The protection of traditional knowledge in the Ecuadorian Amazon : a critical ethnography of capital expansion". Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578252.
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This thesis argues that Access and Benefit Sharing CABS) agreements, no matter how fair and equitable, ultimately help to destroy traditional knowledge rather than protect it. ABS agreements are promoted and implemented as one of the key mechanisms for the protection of traditional knowledge from illegitimate appropriation by pharmaceutical companies or other actors. However, because they dominantly treat traditional knowledge as intellectual property in need of protection from misappropriation, they have the effect of expanding capital into a previously non- capitalist domain. The thesis argues that it is in the domain of subsistence that traditional knowledge is developed and reproduced; but the expansion of capitalism destroys people's autoriomous subsistence and thus the very foundations of traditional knowledge. In order to make this argument, the thesis combines two main strategies. First, a critical understanding of Karl Polanyi's notion of the double movement of capital is integrated with the autonomist Marxist idea of capital as value practice, and the concomitant understanding that alternative value practices constitute an 'outside' of capitalism. This theoretical framework guides discussion of the way in which the protection of traditional knowledge constitutes a form of capital expansion. Second, a detailed ethnographic presentation of a bioprospecting project and its ABS negotiations in the Ecuadorian Amazon is considered in political and historical context. This reveals the way in which traditional knowledge protection introduces market valuations into an area of life which had theretofore been oriented by different values. In conclusion, the thesis points to the importance of engaging in value practices which create and re-create the 'outside' of capitalism as a counter-hegemonic form of traditional knowledge protection which actually safeguards the conditions in which traditional knowledge can flourish.
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Marignay, Bisola. "Everyday life| A critical ethnography of a community caring for children under assault in schools". Thesis, California Institute of Integral Studies, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621052.
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This critical ethnographic study investigated the outlook of the African American community in New Orleans on inherent resources for supporting the youth of the community in achieving successful educational and personal development under the oppressive conditions that they are subjected to in privatized public schools. The objective was to identify what the community envisioned as protective support for youth against typical disciplinary practices in schools that include physical and psychological abuse, suspensions for minor offenses that set youth en route to prison, and State laws have been enacted to support those practices.
The research was guided by the following questions: What resources are available within the community to support the survival and thriving of African descendant youth who are threatened by State condoned aggression in public schools? What change do parents, students, and members of the community want in public schools? What action do parents, students, and members of the community see as necessary to making that change?
Data was collected through the ethnography methods of participating in residents' everyday lives by attending meetings and community events related to the school situation; observing social action; taking reflective notes; and video recording one-on-one conversations arranged as follow up to conversational exchanges or overheard commentary.
The findings of the study consist of three themes consistently identified as elements necessary to a program of support for African descendant youth's psychological balance, motivation, and self-actualization. The three themes of self-knowledge, self-reflection, and self-reliance were consistent articulated in the outlook data of members of the community. Resistance in action centered on building education institutions founded on African centered values and curriculum, taught by African America teachers. African centered values were viewed as a basis for actualizing self-sufficiency and positive personal development for African descendant youth.
Differences in outlook were found regarding educational institutions best suited to deliver the required support and the corrective value of mainstream politics. Independent African centered schools were seen as necessary to supporting the optimal development of African American youth, and free public education with access by all was seen as needed for educating the masses of African American youth given the financially depressed conditions of African American communities. Participation in mainstream politics as a means of gaining leverage for the community was viewed as highly valuable in some sectors of the community and as less valuable in others.
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Van, Wyk Ilana. ""Elephants are eating our money" a critical ethnography of development practice in Maputaland, South Africa /". Pretoria : [S.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-06132005-165047.
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Keshwani, Jyoti. "Islamophobia, nomadic subjectivity and public pedagogy: A critical ethnography of veiled Muslim women in Australia". Thesis, Keshwani, Jyoti (2021) Islamophobia, nomadic subjectivity and public pedagogy: A critical ethnography of veiled Muslim women in Australia. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/62945/.
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This critical ethnographic research investigates the experiences of veiled Muslim women (VMW) as they negotiate their identities against the backdrop of Islamophobia in Australia. It draws on the experiences of fourteen Muslim women from six countries to better understand the processes of cultural racism and its implications for subjectivity and identity formation. Drawing on their experiences of Islamophobia, the thesis aims to interrupt and demystify misunderstood and misrepresented identities related to wearing the veil/hijab.
The participants spoke about the impact of racism, stereotypes, discrimination and violence, and how social media (mis)represents their culture. Against this backdrop of ‘crisis’, the thesis seeks not only to challenge the way things are but to open up alternative public pedagogies based on the values of justice, compassion and respect.
Theoretically, the research draws on critical inquiry by employing Braidotti’s notion of ‘nomadic subjectivity’ to illuminate the lived experiences of the participants. A nomadic philosophical approach seeks to explain how identities are fragmented yet functional and evolving as they are integral and deep rooted in an individual.
Methodologically, the thesis draws on the tradition of critical ethnography to explore the experiences of VMW and their ongoing identity formation. Critical ethnography undertakes ethical responsibility of representation of the ‘other’ by addressing unfairness and injustice. This approach involved getting up close to the participants’ lives and experiences through focus groups, semi-structured interviews, participant observation and fieldnotes.
Drawing on this data, a number of emergent themes are identified, grouped under two key anchor points – crisis and hope. The notion of crisis offers a way to explain experiences of violence and intimidation, isolation and exclusion, racial profiling and stereotyping. On the other hand, experiences of hope originate from adversity, leadership actions and confidence in a better tomorrow. Hope endeavours to reclaim a sense of optimism, agency and action.
The thesis concludes by advocating a public pedagogy grounded in the principles and values of critically compassionate intellectualism. Using these ideas, the thesis advances a set of community, pedagogical and cultural practices needed to create a more inclusive society based on the values of cultural diversity, equality, democracy and social justice.
Keywords: Islamophobia, subjectivity, identity, public pedagogy, critical ethnography