Gotowe bibliografie tematyczne / Ethnographic art

Gotowa bibliografia na temat „Ethnographic art”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Ethnographic art"

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Ruth, Alissa, Katherine Mayfour, Jessica Hardin, Thurka Sangaramoorthy, Amber Wutich, H. Russell Bernard, Alexandra Brewis i in. "Teaching Ethnographic Methods: The State of the Art". Human Organization 81, nr 4 (1.12.2022): 401–12. http://dx.doi.org/10.17730/1938-3525-81.4.401.

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Ethnography is a core methodology in anthropology and other disciplines. Yet, there is currently no scholarly consensus on how to teach ethnographic methods—or even what methods belong in the ethnographic toolkit. We report on a systematic analysis of syllabi to gauge how ethnographic methods are taught in the United States. We analyze 107 methods syllabi from a nationally elicited sample of university faculty who teach ethnography. Systematic coding shows that ethics, research design, participant observation, interviewing, and analysis are central to ethnographic instruction. But many key components of ethical, quality ethnographic practice (like preparing an IRB application, reflexivity, positionality, taking field notes, accurate transcription, theme identification, and coding) are only taught rarely. We suggest that, without inclusion of such elements in its basic training, the fields that prioritize this methodology are at risk of inadvertently perpetuating uneven, erratic, and extractive fieldwork practices.
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Hartblay, Cassandra. "This is not thick description: Conceptual art installation as ethnographic process". Ethnography 19, nr 2 (21.08.2017): 153–82. http://dx.doi.org/10.1177/1466138117726191.

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What happens when an ethnographer takes up the idiom of contemporary art installation to explore an ethnographic problem? Building on performance ethnography as developed by Dwight Conquergood and D. Soyini Madison, in which the research process itself is cultural performance, this article describes a methodological innovation that encourages a rethinking of ethnographic outputs. Contemporary art installation is generative as well as representational, and challenges ethnographers to think by doing. This article describes one such project to show that while a minimalist installation aesthetic does not on the surface constitute ‘thick description’ in the Geertzian sense, it can be a generative part of a dialogic practice of ethnographic knowledge production. Integrating the interpretive tradition with feminist disability studies, my argument is that art installation offers a possible mode for ethnographers to work through ideas, solicit participation from academic audiences and research participants, create semiotic relationships, and come to know by doing.
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Mikayelyan, A. G. "Ethnography of Prison According to Parajanov". Critique and Semiotics 37, nr 2 (2019): 100–113. http://dx.doi.org/10.25205/2307-1737-2019-2-100-113.

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In the article, the prison period of Sergei Parajanov’s art is examined – Parajanov served his sentence in 1973–1977 in the high security camps in Ukraine. Following the graphic works, collages and film scenarios which he created in the prison, one can conceive of the everyday life in the Soviet prison of 1970s –1980s, more than that, get an outline of the ethnography of the Soviet prison. Parajanov often uses ethnographic realities and attributes in his movies, some of these movies are even considered to be a specific variety of ethnographic cinema. However, there is an opinion that the film director, while reflecting ethnographic realities, no less created pseudoethnographic ones. In this regard, his works of the prison period are something different from the usual Parajanovian fantasies. Unlike the authors who studied the ethnography of the prison, even those who relied on their own experience (for example, L. Samoilov), Parajanov created a significant part of his works of prison content in the camp, like an ethnographer in the field, although there are also works that he created or supplemented after prison, again like an ethnographer, relying on his field notes. In other words, his works of the prison period are much closer to the genre of ethnography than his “ethnographic” films. The article also discusses the problem of the representation of Parajanov’s works of the prison period in the museums. Are they samples of prison art, a representation of a certain period in the author’s biography, or a kind of the prison ethnography?
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Grishchenko, Anastasiya Petrovna. "Ethnographic motif in the decorative and applied art of Krasnoyarsk. History and modernity." Философия и культура, nr 4 (kwiecień 2022): 126–33. http://dx.doi.org/10.7256/2454-0757.2022.4.37756.

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The article deals with the professional decorative and applied art of Krasnoyarsk from the 50s of the twentieth century to the present. The aspect of consideration is the use of the ethnographic motif of the Krasnoyarsk Territory and the features of its embodiment in the products of Krasnoyarsk artists of decorative and applied art. Using the example of the creativity of N.V. Kasatkina, A.G. Tkachev, A.S. Moskvitin, A.S. Migas, S.E. Anufriev and E.A. Krasnova, the aspects of the use of the ethnographic motif and their transformation over time, which led to the formation of archeoart in modern decorative and applied art and the features of its embodiment in the works of the main conclusions of the study are shown. The principles of the use, functioning and transformation of signs of an ethnographic motif in works of decorative and applied art in the Krasnoyarsk Territory are presented. The process of forming a new style in art took place from quoting and simple stylization of individual objects of ethnography in the works of artists to the gradual increase of signs of an ethnographic motif in the works of masters, which led to the formation of a new understanding of the region in art. The main visual concept of modern archeoart is the representation of Yenisei Siberia as the "cradle of humanity". The ethnographic motif associated with the history and mythology of indigenous peoples becomes the starting point in the artistic image, through which the elevation of regional visual signs to symbols understandable to every person takes place.
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Benthall, Jonathan. "Ethnographic Museums and the Art Trade". Anthropology Today 3, nr 3 (czerwiec 1987): 9. http://dx.doi.org/10.2307/3032932.

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St. George, Robert. "Ethnographic Things". Ethnologies 34, nr 1-2 (6.08.2014): 3–27. http://dx.doi.org/10.7202/1026143ar.

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The social history and aesthetic value of art made by Haida people are subjects often in conflict or marked by a lack of clarity. This essay attempts to explore the things made on Haida Gwaii for different purposes: for entirely local use and in relation to one or two mythic cycles. Then, beginning in the mid-nineteenth century, the collectors, dealers, and museum of the western world arrived; they took thousands of objects away, and by 1880 many Haida artists could assert continuity by making model houses, totem poles, and boats for growing souvenir markets.
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Lewis-Williams, J. David, i David G. Pearce. "San rock art: evidence and argument". Antiquity 89, nr 345 (czerwiec 2015): 732–39. http://dx.doi.org/10.15184/aqy.2014.51.

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Whether or not a ‘trance-dance’ akin to that of today's Kalahari San (Bushmen) was performed by southern /Xam San in the nineteenth century has long been the subject of intense debate. Here the authors point to parallels between nineteenth-century records of San life and beliefs and twentieth-century San ethnography from the Kalahari Desert in order to argue that this cultural practice was shared by these two geographically and chronologically distant groups. More significantly, it is suggested that these ethnographic parallels allow a clearer understanding of the religious and ritual practices depicted in the southern San rock art images.
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Ramey, Kathryn. "Between art and anthropology: Contemporary ethnographic practice". Visual Studies 26, nr 3 (listopad 2011): 271–72. http://dx.doi.org/10.1080/1472586x.2011.610954.

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Rutten, Kris, An van. Dienderen i Ronald Soetaert. "Revisiting the ethnographic turn in contemporary art". Critical Arts 27, nr 5 (październik 2013): 459–73. http://dx.doi.org/10.1080/02560046.2013.855513.

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MANE, Youssoupha. "The Poiesis of Writing Culture: Ordained by the Oracle by Asare Konadu as an African Ethnographic Novel Unveiling the Asante’s Traditions". ALTRALANG Journal 4, nr 01 (30.06.2022): 53–78. http://dx.doi.org/10.52919/altralang.v4i01.179.

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The paper specifically beams its searchlights on the incident of the ethnographic mode of narration in the crafting of the narrative fiction — Ordained by the Oracle (1969) by the Asare Konadu. The novel is scrutinized as an inventory of Asante customs, moral, social and religious philosophy. It becomes the art of thick descriptions, the intricate interweaving of plots and counterplots. Asare Konadu is labelled here as a journalist-novelist and ethnographer-novelist who has adhered strictly to social ethnographic facts as he pertained to the etched culture. Konadu has selected some Asante ethnographic data (funeral ritual performances, mythology, divination, chieftainship, etc. and woven them into a plot around imaginary Asante hero and heroine through a blurred writing genre—ethnographic fiction encompassing compelling events and useful ethnographic detail which advance the reader’s ability to understand the constrictions of circumstance on characters.
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Rozprawy doktorskie na temat "Ethnographic art"

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Flannagan, Wickham Catesby. "Translation: A Journey Toward Ethnographic Art". OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2233.

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This paper breaks down my process of transitioning to a new environment through ethnographic documentation. Through the progression of my creative work, I explore the various ways in which I express my own internal feelings through my art. By expressing an alienation within a foreign country in a multitude of filmic ways, these depictions help illustrate my mental and physical journey. My work is informed by psychoanalytic theory and I am most influenced by Jacques Lacan and Sigmund Freud. These theories help me understand the human condition and how I create media art to help me come to terms with my surroundings. Another part of my influence is the genre of ethnographic film, and in my use of this style, I attempt to portray the isolation that I’ve experienced as an American citizen while living in Ankara, Turkey. Many contemporary artists have influenced my approach to the post-production treatment of my ethnographic footage such as David Lynch and the Propeller Group. In addition to a summary of these influences, I discuss the thesis exhibition and my plans for the future.
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Seiler, Jena M. "Sensing Security through Contemporary Art and Ethnographic Encounters". Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou151022822064186.

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Braddock, Alan C. "Displacing Orientalism Thomas Eakins and ethnographic modernity /". [S.l. : s.n.], 2002. http://catalog.hathitrust.org/api/volumes/oclc/53916454.html.

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Thesis (Ph. D.)--University of Delaware, 2002.
Principal faculty advisor: Michael Leja, Dept. of Art History. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Barnes, Maribea Woodington. "Ethnographic Research in Morocco: Analyzing Contemporary Artistic Practices and Visual Culture". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1218051347.

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Lai, Shu-Ju Alice. "Virtualizing art education : An educational ethnographic case study of a distance art education course /". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486457871785818.

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Muhlheim, Kimberly A. "An Auto-Ethnographic Study of a Novice Itinerant Art Teacher". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/art_design_theses/67.

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This study is an auto-ethnographic examination of reflections of a novice itinerant art teacher. The teacher taught at four schools within her first two years of teaching. Reflections of her first two years are recorded, then analyzed, and suggestions for other novice itinerant teachers are provided
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Adejumo, Christopher O. "Youth development through a community art program : an ethnographic case study /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371126363.

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McSorley, Julie Ann Frances. "Education and art participation : an ethnographic case study of sociocultural context". Thesis, Queensland University of Technology, 1997.

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This study is concerned with establishing links between education and art participation that can be utilised for teaching cross-cultural art criticism in schools. The thesis asserts that, in addition to the traditional focus of inquiry on the professional art critic (Barrett, 1991; Lee, 1988; Walker, 1992), there are other examples of art participation that can inform educational art criticism. At a time when art educators are maintaining that approaches to art criticism need to take account of the cultural diversity of both students and art, the model of the professional art critic as a guide for art evaluation seems quite inappropriate. In order to address the shortfall in traditional art criticism models, the investigation aligns itself with a distinct group of art educators who support a sociological theory of art. Since the art engaged in local communities rarely finds representation in school art programs (Hart, 1991a), the investigation focuses on the art participation in a local community setting. The study concentrates on the art activities of one family, in order to reveal the depth of the social and cultural aspects of their art participation. Using Sieber' s (1971) definition of art participation to involve the artist, audience, and user, local art participation in the community is theorised as a model for the contextual examination of art in schools (Anderson, 1995). The art participation described through the study is analysed in terms of the sociocultural elements of participation, participatory activities and roles, and forms, categories, and functions of art. Implications for art education are drawn from the study, a tentative model is offered, and a future research agenda for educational art criticism is outlined.
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Dennis, Deanna Elizabeth. "An Ethnographic Study of Six Ecuadorian Indigena Women Who Make Shigras". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1380889429.

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Southgate, Colin Scott. "Lives in the informal art trade : an ethnographic case study of Maputo, Mozambique". Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8113.

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Includes bibliographical references (leaves 121-123).
This minor dissertation investigates the lives and businesses of informal artists and vendors in Maputo, Mozambique. The research points to a swell in numbers of artisans in Maputo over the past dozen years. Tourism has developed in Mozambique; expanding the clientele for Maputo's informal artisans. The increase of artisans has had a few negative effects including a drop in prices due to competition and a compromise in artistic quality. The seven interviewees explain the reality of the informal art business as one of subsistence.
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Książki na temat "Ethnographic art"

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Lothar, Baumgarten, i Coles Alex, red. Site-specificity: The ethnographic turn. London: Black Dog Press, 2000.

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

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Between art and anthropology: Contemporary ethnographic practice. Oxford: Berg Publishers, 2010.

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Denzin, Norman K. Interpretive ethnography: Ethnographic practices for the 21st century. Thousand Oaks, Calif: Sage Publications, 1997.

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Understanding ethnographic texts. Newbury Park, Calif: Sage Publications, 1992.

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I, Fretz Rachel, i Shaw Linda L, red. Writing ethnographic fieldnotes. Wyd. 2. Chicago: The University of Chicago Press, 2011.

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Waterfield, Hermione. Provenance: Twelve collectors of ethnographic art in England, 1760-1990. London: Paul Holberton Publishers, 2009.

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Paul, Atkinson. The ethnographic imagination: Textual constructions of reality. London ; New York: Routledge, 1990.

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Wells, James Bradley. Pindar's verbal art: An ethnographic study of epinician style. Washington, D.C: Center for Hellenic Studies, Trustees for Harvard University, 2009.

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Wells, James Bradley. Pindar's verbal art: An ethnographic study of epinician style. Washington, DC: Center for Hellenic Studies, Trustees for Harvard University, 2009.

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Części książek na temat "Ethnographic art"

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Ossman, Susan. "Making Art Ethnography: Painting, War and Ethnographic Practice". W Between Art and Anthropology, 127–34. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230694-11.

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Leoussi, Athena S. "Hellenism and Ethnographic Art". W Nationalism and Classicism, 56–84. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1057/9780230372689_4.

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Wright, Christopher. "The new art of ethnographic filmmaking". W The Routledge International Handbook of Ethnographic Film and Video, 49–60. Other titles: International handbook of ethnographic film and video Description: Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429196997-6.

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Brady, Liam M. "Encounters with Yanyuwa Rock Art: Reflexivity, Multivocality, and the “Archaeological Record” in Northern Australia’s Southwest Gulf Country". W Reflexive Ethnographic Practice, 153–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34898-4_6.

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Staniszewski, Mary Anne. "Aestheticized installations for modernism, ethnographic art and objects of everyday life [excerpt]". W Curating Art, 89–101. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315686943-16.

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Laine, Anna. "Engagements in the ethnographic museum and contemporary art galleries". W Practicing Art and Anthropology, 87–93. London, UK ; New York, NY, USA : Bloomsbury Academic, 2018. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003086444-5.

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Marcus, George E. "Affinities: Fieldwork in Anthropology Today and the Ethnographic in Artwork". W Between Art and Anthropology, 83–94. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230694-7.

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Lewis-Williams, J. D. "Ethnographic texts and rock art in southern Africa". W Cognitive Archaeology, 48–77. New York : Routledge, 2020. | Series: Routledge studies in archaeology: Routledge, 2019. http://dx.doi.org/10.4324/9781315157696-3.

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Wynne, John. "Hearing Faces, Seeing Voices: Sound Art, Experimentalism and the Ethnographic Gaze". W Between Art and Anthropology, 49–66. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003230694-4.

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DeAngelo, Darcie. "A New Reflexive Turn: Glitches, Carbon Footprints, and Streaming Videos in Visual Anthropology". W Digitisation and Low-Carbon Energy Transitions, 99–113. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16708-9_6.

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AbstractThe global climate crisis demands an ethical account for the environmental costs of anthropology. Anthropologists who trouble the boundaries between art and anthropology often ignore the damage done by their mediums. Digital streaming accounts for one percent of global emissions. The increasing reliance on a nearly invisible media provokes a new reflexive turn. This chapter outlines reflexive media in anthropology and beyond. Following the call for ‘patchwork ethnography’ where ethnographers conduct slow fieldwork, glitchy visual anthropology can also decolonize the energy-consuming, anthropologist filmmaker as hero. There are multiple opportunities for visual anthropologists to conduct ethnographies of a new reflexive media—an anthropology that is not anti-aesthetic. Such a reflexive turn explores eco-conscious streaming as part and parcel of ethnographic art, method, and outcome.
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Streszczenia konferencji na temat "Ethnographic art"

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Devyatkina, Ekaterina. "HEADWEAR AS AN ELEMENT OF THE MORDVIN NATIONAL COSTUME: COMPARISON OF LINGUISTIC DATA WITH THE RESULTS OF ETHNOGRAPHIC STUDIES". W 7th SWS International Scientific Conference on ART and HUMANITIES - ISCAH 2020 Proceedings. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sws.iscah.2020.7.1/s26.25.

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Семёнов, Вл А., i М. Е. Килуновская. "ROCK ART OF TUVA: IMAGES, SUBJECTS, COMPOSITIONS". W Труды Сибирской Ассоциации исследователей первобытного искусства. Crossref, 2019. http://dx.doi.org/10.25681/iaras.2019.978-5-202-01433-8.131-157.

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В наскальном искусстве Тувы представлен определенный набор образов, сюжетов и композиций, характерный для каждого хронологического периода, который придает определенное своеобразие данному региону Центральной Азии. Безусловно, есть много общего с соседними регионами. Для образов и сюжетов есть определенные иконографические схемы, а в композициях устойчивая встречаемость отдельных элементов. Это позволяет говорить об их определенной семантической значимости, а значит, о возможности интерпретации, используя древние нарративные источники, этнографические параллели и аллюзии из других изобразительных текстов. Образы это козлы, олени, кони/лошади, кабаны, хищники, быки, антропоморфные фигуры, колесницы. Сюжеты сочетания олень и оленуха , олень и охотник , козлы идут по дороге и т.п. Композиции сочетание нескольких сюжетов на одной плоскости: сцены терзания, преследования, охоты, шествия животных и т.д. Rock art of Tuva is featured with a specific set of images, subjects and compositions, typical for each chronological period which gives a certain identity to this part of Central Asian region. Of course there are a lot of similarities with neighboring rock art areas. Images and subjects follow to the certain iconographic schemes. Constant occurrence of details presents in compositions. This allows us to speak about certain semantic meaning of those compositions and due to that about possible interpretations, using ancient narrative sources, ethnographic parallels and allusions from another graphic texts. Most common images include animal figures such as goats, deer, horses, wild boars, predators and bulls, as well as anthropomorphic figures and chariots. Subjects are like stag and fawn, deer and a hunter, goats walking by the path and others. Compositions mean conjunction of several subjects within a single rock panel scenes of torment, chasing, hunting, processions of walking animals, etc.
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Бидношия, Юрий. "Graphic presentation of dialect-ethnographic texts of Western Polissia". W Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.25.

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Western Polessia is a region divided after World War II by the state borders between Ukraine, Belarus and Poland. This was reflected not only in the languages of education, the general cultural background, but also, in particular, on the principles of presentation of dialectethnographic texts. When compiling and editing the volume “Ethnographic Image of Ukrainians Abroad. Corpus of expeditionary folklore and ethnographic materials” (part 1, 2019), we encountered different graphic design of dialectal and ethnographic texts of Western Polissia in publications from different countries. The volume contains texts from the territory of Brest region (Belarus) and Northern Podlasie (Poland), recorded by the staff of the Rylsky Institute of Art Studies, Folklore and Ethnology, as well as kindly provided by other researchers’ published and unpublished materials, collected since the early 1970s. As this volume is adjacent to the 10-volume collection of field materials “Ethnographic Image of Ukraine”, it became necessary to unify the graphic presentation of Western Polissia texts from different regions and different scientific schools. The developed algorithms for metagraphing of texts from the phonetic transcription of AUM and the special system of F. Klimchuk made it possible to present them in a unified and accessible way for non-philological readers. This emphasizes the unity of the Western Polissian dialect and the cultural continuum.
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Cabrillos, Edbert Jay M., i Rowena S. Cabrillos. "Pagdihon: The Art and Language of Pottery Making in Bari, Sibalom, Antique". W GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.8-1.

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Pottery is seen as creation of ornamentals, cooking and storing materials. Yet, while economic gains are often considered from producing these materials, the artistic and linguistic aspects have been ignored. This study discusses the factors influencing the culture of pottery, the processes of pottery making, and seeks to uncover the language used in processes of pottery making in Bari, Sibalom, Antique. A qualitative research employing ethnographic study with participant observation and face to face interviews using photo documentation, video recording and open-ended questions in gathering the data was employed. There were five manugdihon, or potters, purposively selected as key informants of the study. The study revealed that environmental factors influenced the culture of pottery making in the barangay. There were seven main processes in pottery making. These included gathering and preparing of materials, mixing the needed materials, cleaning the mixed clay, forming of desired shape, detaching, drying, and polishing and varnishing. Further findings indicate that, together the other processes, the language used in poterry making was archaic Kinaray-a, the language of the province. This language pattern suggests a specialized pottery making. Ultimately, the study suggest that the manugdihon should continue their artistic talents so that the language may be preserved. The educational institutions of the province may provide ways to include pottery making in the curriculum so that the art and language of pottery making will be preserved and promoted.
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Milojevic, Hristina, Yan Jin, Ananya Patel, Perri Chastain-Howley i Noah K. Brown. "An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience". W ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22405.

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Abstract Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
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Bîzgu, Tatiana. "The enigma of Holiday in Moldova transmitted through the mask and the folk costume". W Simpozionul Național de Studii Culturale, Ediția a 2-a. Institute of Cultural Heritage, Republic of Moldova, 2022. http://dx.doi.org/10.52603/9789975352147.20.

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Our ancestors passed on a huge spiritual heritage to modern generations. The ritual folklore of Moldova includes the most interesting and significant traditions that have survived over the centuries, associated with family and calendar holidays. The most important Moldovan folk traditions can be admired during the winter holidays. The mask is one of the most important elements of these actions and a work of folk art. It contains the characteristics of popular heroes, constituting two main types: zoomorphic and anthropomorphic, as well as a division into costumed masks and face masks. Folk craftsmen gave expressiveness to masks with the help of materials, colors, sizes and plastic shapes. The art of masks and costumes in Moldovan folklore is a valuable part of the ethnographic heritage of the Republic of Moldova and deserves careful study in close connection with the literary and musical part of folk art.
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Beesley, David, i Gavin Mount. "Digital Ethnography Redux: Interpreting Drone Cultures and Microtargeting in an era of Digital Transformation". W CARMA 2022 - 4th International Conference on Advanced Research Methods and Analytics. valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/carma2022.2022.15083.

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This paper affirms and demonstrates the application of digital ethnography methodologies to two digitally transformative phenomena that are fundamentally enmeshed in the public sphere: personal drones and microtargeting. We review recent methodological studies on digital ethnography that can be delineated into three forms: research that is online or remote by necessity because of physical distance between researcher and participants; research that uses natively digital tools to study phenomena (Rogers 2013; Fish 2019) and research focused on digital cultures (Markham 2020). Our application of digital ethnography is further informed by qualitative ethnographic research undertaken by Horst, Pink, Postill and Hjorth (Horst, et al., 2016); and Manovich’s work on the application of digital ethnography to examine automation and big data (Manovich & Arielli, 2022). Beesley (forthcoming) utilises longitudinal visual ethnography as a lens to understand consumer drone cultures and disentangle the multiple narratives surrounding these disruptive technologies. Mount (2020), utilised digital ethnography to review two decades of microtargeting activities, employed by Strategic Communication Laboratories and Cambridge Analytica, to influence electoral behaviour. This methodological research will be combined with our conceptual swarm hermeneutics framework (Mount & Beesley, 2022) to develop scenario based simulations that will further evaluate interpretive schemas and behaviours.
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Yuryevna, Gulyaeva Evgenia. "KUBACHIN COLLECTIONS OF THE RUSSIAN ETHNOGRAPHIC MUSEUM". W Folk arts and crafts of the Russian Federation. ALEF, 2019. http://dx.doi.org/10.33580/978-5-00128-340-9-2019-63-76.

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Tojo, Naoya, Tomoko Oto i Sumaru Niida. "How Ethnographic Practices Are Reconfigured with 360-degree Cameras". W 5th International Conference on Computer-Human Interaction Research and Applications. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010639000003060.

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Anggraini, Ratika Dwi, i Martono. "Shadow Puppet Transmedia as Created by Subandi Giyanto: An Ethnographic Study Perspective". W 3rd International Conference on Arts and Arts Education (ICAAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200703.013.

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Raporty organizacyjne na temat "Ethnographic art"

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Yusupov, Dilmurad. Deaf Uzbek Jehovah’s Witnesses: The Case of Intersection of Disability, Ethnic and Religious Inequalities in Post-Soviet Uzbekistan. Institute of Development Studies (IDS), czerwiec 2021. http://dx.doi.org/10.19088/creid.2021.008.

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This study explores how intersecting identities based on disability, ethnicity and religion impact the wellbeing of deaf Uzbek Jehovah’s Witnesses in post-Soviet Uzbekistan. By analysing the collected ethnographic data and semi-structured interviews with deaf people, Islamic religious figures, and state officials in the capital city Tashkent, it provides the case of how a reaction of a majority religious group to the freedom of religious belief contributes to the marginalisation and exclusion of religious deaf minorities who were converted from Islam to the Jehovah’s Witnesses. The paper argues that the insensitivity of the dominant Muslim communities to the freedom of religious belief of deaf Uzbek Christian converts excluded them from their project activities and allocation of resources provided by the newly established Islamic Endowment Public charity foundation ‘Vaqf’. Deaf people in Uzbekistan are often stigmatised and discriminated against based on their disability identity, and religious inequality may further exacerbate existing challenges, lead to unintended exclusionary tendencies within the local deaf communities, and ultimately inhibit the formation of collective deaf identity and agency to advocate for their legitimate rights and interests.
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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Schmidt-Sane, Megan, Tabitha Hrynick, Jillian Schulte, Charlie Forgacz-Cooper i Santiago Ripoll. COVID-19 Vaccines and (Mis)Trust among Minoritised Youth in Ealing, London, United Kingdom. SSHAP, maj 2022. http://dx.doi.org/10.19088/sshap.2022.010.

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This brief explains youth perceptions of COVID-19 vaccination and outlines key considerations for engaging with and building trust among young people living in Ealing, London. Within the category of ‘young people,’ there are differences in vaccination based on age and ethnicity. This brief is based on research, including a review of the literature and in-depth interviews and focus groups with 62 youth across Ealing to contextualise youth perspectives of COVID-19 vaccination and highlight themes of trust/distrust. We contribute ethnographic and participatory evidence to quantitative evaluations of vaccine roll-out. Key considerations for addressing youth distrust regarding the COVID-19 vaccine are presented, followed by additional regional context. This work builds on a previous SSHAP brief on vaccine equity in Ealing. This brief was produced by SSHAP in collaboration with partners in Ealing. It was authored by Megan Schmidt-Sane (IDS), Tabitha Hrynick (IDS), Jillian Schulte (Case Western Reserve University), Charlie Forgacz-Cooper (Youth Advisory Board), and Santiago Ripoll (IDS), in collaboration with Steve Curtis (Ealing Council), Hena Gooroochurn (Ealing Council), Bollo Brook Youth Centre, and Janpal Basran (Southall Community Alliance), and reviews by Helen Castledine (Ealing Public Health), Elizabeth Storer (LSE) and Annie Wilkinson (IDS). The research was funded through the British Academy COVID-19 Recovery: USA and UK fund (CRUSA210022). Research was based at the Institute of Development Studies. This brief is the responsibility of SSHAP.
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Schluckebier, Kai. Intersections in contemporary traffic planning. Goethe-Universität, Institut für Humangeographie, sierpień 2021. http://dx.doi.org/10.21248/gups.58866.

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In Germany, traffic planning still follows the tradition of modernist urban planning theory from the beginning of the 1930s and car-oriented city planning during the post-war period in West Germany. From a methodological perspective, the prevailing narrative is that traffic can be abstracted and modelled under laboratory conditions (in vitro) as a spatial movement process of individual neutral particles. The use of these laboratory experiments in traffic planning cannot be understood as a neutral application of experimental results, assumed to be true, in a variety of spatial contexts. Rather, it is an active practice of staging traffic according to a particular social interactionist paradigm. According to this, traffic is staged through interventions in planning authorities as well as the practices of people on the streets. In order to describe these staging conduits, traffic is ontologically thought of as a social order that is continuously reproduced situationally through interactions, following Erving Goffman and Harold Garfinkel. To investigate the staging conduits empirically, an ethnographic-inspired field study was conducted at Willy-Brandt-Platz in Frankfurt am Main in May and June 2020. Through situational mapping and observation of social interactions (in situ), knowledge about the staging of social orders was generated. These empirical findings are further embedded in debates that discuss traffic not only as a staging but also as an enactment of certain realities. Understanding planning practice as a political enactment, through which realities are not only described but also made, makes it possible for us to think and design alternative realities.
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Lamarque, Hugh. Key Considerations: Cross-Border Dynamics between Uganda and Rwanda in the Context of the Outbreak of Ebola, 2022. SSHAP, listopad 2022. http://dx.doi.org/10.19088/sshap.2022.044.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Rwanda in the context of the 2022 outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya; and South Sudan. The outbreak began in Mubende, Uganda on 19 September 2022, approximately 300 kilometres from the Uganda-Rwanda border. At the time of writing (November 2022) it has spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Uganda capital has significantly heightened the risk to regional neighbours. Rwanda is categorised as Priority 1, with significant preparedness activities underway. As of November 2022, there had been no case of SVD imported from Uganda into Rwanda, although alerts have been triggered at border posts. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Rwanda and Uganda, and informal discussions with colleagues from Save the Children, UNICEF, UNECA, UNDP, IOM, TBI, and the World Bank. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and supported by Olivia Tulloch (Anthrologica. It was reviewed by colleagues from Save the Children, Anthrologica, the Institute of Development Studies and the Collective Service. This brief is the responsibility of SSHAP.
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Lees, Shelley, i Mark Marchant. Key Considerations: Cross-Border Dynamics Between Uganda and Tanzania in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, grudzień 2022. http://dx.doi.org/10.19088/sshap.2022.046.

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This brief summarises key considerations concerning cross-border dynamics between Tanzania and Uganda in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Rwanda; Tanzania; Kenya and South Sudan. The current outbreak is of the Sudan strain of Ebola (SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The current outbreak began in Mubende, Uganda, on 19 September 2022, approximately 240km from the Uganda-Tanzania border. It has since spread to nine Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization, its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. At the time of writing, there had been no cases of Ebola imported from Uganda into Tanzania. This brief provides details about cross-border relations, the political and economic dynamics likely to influence these, and specific areas and actors most at risk. It is based on a rapid review of existing published and grey literature, previous ethnographic research in Tanzania, and informal discussions with colleagues from the Tanzania’s Ministry of Health, Community Development, Gender, Elderly and Children (MoHCDGEC), Tanzania National Institute for Medical Research (NIMR), Uganda Red Cross Society, Tanzania Red Cross Society (TRCS), International Organization for Migration (IOM), IFRC, US CDC and CDC Tanzania. The brief was developed by Shelley Lees and Mark Marchant (London School of Hygiene & Tropical Medicine) with support from Olivia Tulloch (Anthrologica) and Hugh Lamarque (University of Edinburgh). Additional review and inputs were provided by The Tanzania Red Cross and UNICEF. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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Vallerani, Sara, Elizabeth Storer i Costanza Torre. Key Considerations: Equitable Engagement to Promote COVID-19 Vaccine Uptake among Undocumented Urban Migrants. SSHAP, maj 2022. http://dx.doi.org/10.19088/sshap.2022.013.

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This brief sets out key considerations linked to the promotion of COVID-19 vaccine uptake among undocumented migrants residing in Rome, Italy. We focus on strategies to equitably distribute COVID-19 vaccines. Evidence from Italy is applicable to other contexts where vaccine administration is tied to “vaccine passports” or “immunity passes”. Undocumented migrants have been considered as some of the “hardest to reach” groups to engage in COVID-19 vaccination outreach. This brief uses the term undocumented migrant or migrant for brevity, but we refer to people living without formal Italian citizenship, refugee status or right to remain in Italy. This brief explores the everyday context of undocumented migrants lives, and how experiences of the COVID-19 pandemic have exacerbated difficult conditions. It links emerging vulnerabilities to perceptions of vaccines, and we suggest that migrants orientate themselves towards the vaccines within frameworks which prioritise economic survival. In many cases, migrants have accepted a COVID-19 vaccine to access paid employment, yet this has often generated mistrust in the state and healthcare system. Accordingly, this brief considers how vaccines can be distributed equitably to boost trust and inclusion in the post-pandemic world. This brief draws primarily on the ethnographic evidence collected through interviews and observations with undocumented migrants in Rome, along with civil society representatives and health workers between December 2021 and January 2022. This brief was developed for SSHAP by Sara Vallerani (Rome Tre University), Elizabeth Storer (LSE) and Costanza Torre (LSE). It was reviewed by Santiago Ripoll (IDS, University of Sussex), with further reviews by Paolo Ruspini (Roma Tre University) and Eloisa Franchi (Université Paris Saclay, Pavia University). The research was funded through the British Academy COVID-19 Recovery: G7 Fund (COVG7210058). Research was based at the Firoz Lalji Institute for Africa, London School of Economics. The brief is the responsibility of SSHAP.
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Lamarque, Hugh, i Hannah Brown. Key Considerations: Cross-Border Dynamics Between Uganda and Kenya in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, grudzień 2022. http://dx.doi.org/10.19088/sshap.2022.043.

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This brief summarises key considerations concerning cross-border dynamics between Uganda and Kenya in the context of the outbreak of Ebola (Sudan Virus Disease, SVD) in Uganda. It is part of a series focusing on at-risk border areas between Uganda and four high priority neighbouring countries: Kenya; Rwanda; Tanzania, and South Sudan. The outbreak began in Mubende District, Uganda on 19 September 2022, approximately 340km from the Kenyan border. At the time of writing (December 2022), the outbreak had spread to eight Ugandan districts, including two in the Kampala metropolitan area. Kampala is a transport hub, with a population over 3.6 million. While the global risk from SVD remains low according to the World Health Organization (WHO), its presence in the Ugandan capital has significantly heightened the risk to regional neighbours. Kenya is categorised as a priority level 1 country, following a case in Jinja on the road between Kampala and the Kenyan border, on 13 November 2022. A total of 23 suspected cases were tested in Kenya up to 1 December 2022, all with negative results. To date, no case of SVD has been imported into the country from Uganda. This brief provides details about cross-border relations between the two states, the political and economic dynamics likely to influence these, and the specific areas and actors most at risk. The brief is based on a rapid review of existing published and grey literature, news reports, previous ethnographic research in Kenya and Uganda, and informal discussions with colleagues from the International Organisation for Migration, UNICEF, UNDP, Save the Children, the Kenyan Red Cross Society, the Kenyan Ministry of Health (MoH) and Ministry of Livestock, Agriculture and Fisheries in Kenya, and the Safe Water and AIDS project in Kisumu. It was requested by the Collective Service, written by Hugh Lamarque (University of Edinburgh) and Hannah Brown (Durham University) and supported by Olivia Tulloch (Anthrologica). It was further reviewed by colleagues from Anthrologica, the Institute of Development Studies, and the Collective Service. This brief is the responsibility of SSHAP.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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