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1
Fisher, Brock Leslie. "Wrighting ethnography : processes of collecting and arranging ethnographic plays /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164504.
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2
Roe, Amanda Ann. "Corporate ethnographpy [i.e. ethnography] : an analysis of organizational and technological innovation /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02032004-161708/.
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3
Bredin, Renae Moore. "Guerilla ethnography." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187034.
Повний текст джерелаАнотація:
Using contemporary paradigms from Native American, African American, feminist, and post-colonial critical theories, as well the debates around what constitutes anthropology, this dissertation examines the ways in which Native American written literary production and European American ethnography converge in the social production and construction of the "raced" categories of "red" and "white." The questions of how discourses of power and subjectivity operate are asked of texts by Paula Gunn Allen, Leslie Marmon Silko, and Elsie Clews Parsons, all of whom have lived and worked in and around Laguna Pueblo in New Mexico. The matrix in their texts of location (Laguna Pueblo), discourses (fiction and ethnography), "races" (Laguna and White), and gender (female), facilitates an examination of the scripting of "Indian-ness" and "White-ness" and how these categories sustain each other, and how each "contains" and "represents" the other, based in relative domination and subordination. What is posited here is a practice of guerilla ethnography, a practice which reflects "white" back upon itself, creating a picture of what it means to be culturally "white" by one who is "other than white." Texts are examined in terms of a racial and ethnic "whiteness" as a socially constructed category, upsetting the underlying assumption of whiteness as the given or natural center, rather than as another socially constructed category.
4
Keith, Karin, and Renee Rice Moran. "Qualitative Ethnography." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1002.
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5
Lemieux, Deborah L. "The ethnographic meaning of narrative in identity formation : a collaborative ethnography." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1230601.
Повний текст джерелаАнотація:
In recent years the separation between ethnographic research and the ethnographic text have continued to collapse. No longer is the anthropologist the sole authority on determining the native's point of view. Anthropologists are now writing within newer collaborative frameworks-newer frameworks that continue to challenge who has the right to speak for whom. This shift in ethnographic writing allows us to explore culture even more deeply through the process of obtaining narratives that focus on dialoguing the encounter between ethnographer and consultant. With this developing ethnographic moment in mind, this thesis explored through the use of collaboratively-constructed ethnographic narratives the juxtaposition of a family's identity and its place within the context of a larger community identity. In the final analysis, the narratives brought to light a symbiotic connection that exists between family, community, and the larger world.Department of Anthropology
6
Sanders, Johan. "Video self-ethnography." Thesis, Umeå universitet, Institutionen för informatik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-110617.
Повний текст джерелаАнотація:
The study of device ecologies in-the-wild presents challenges for researchers. This study builds on previous research using ethnographic techniques with low researcher involvement and real-time collection of data. It seeks to determine how suitable video filming is by users of their own activities in the wild, using first person point of view head-mounted cameras, to provide rich information about their use of an ecology of devices, apps and online services. How does such filming affect the perceived enjoyment of their activity (compared to when not using the video capturing device)? Two geocachers recorded 11 hours of video covering 7 days of activities over a month and the video captured, combined with semi-structured follow-up interviews, indicated that such a method may have value when studying users in- the-wild as a complement to existing methods, especially as a method for enhancing rapid ethnography.
7
Speier, Diane Sue. "The childbirth educator as ethnographer : a feminist retrospective ethnography of a professional practice." Thesis, University of Manchester, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730639.
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8
Mares, P. "Doing English : an ethnography /." Title page, table of contents and summary only, 1986. http://web4.library.adelaide.edu.au/theses/09PH/09phm325.pdf.
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9
Randall, David William. "Ethnography and system design." Thesis, Manchester Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274660.
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10
Moshari, Mitra. "Ethnography and Industrial Design." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/41633.
Повний текст джерелаАнотація:
Ethnography is among the many tools used in social research. It refers to a set of methods and techniques used primarily by anthropologists in their fieldwork. It is about observing people during specific periods of time or while performing particular actions and writing about what was observed. Because people rarely do exactly as they state, a purpose of conducting an ethnographic study is to uncover meanings about an issue that may not be available through traditional evaluation methods. Field research has the capability of leading researchers and designers to the understanding of peopleâ s needs, wants and expectations; thus, resulting in successful product design. Without conducting field research, the ability of a designer to satisfy consumerâ s genuine needs and demands is severely restricted.
Cognitive, physical and cultural differences are factors which distinguish us from one another. Such factors should not be neglected when studying the design process. Could it be possible, for example, that an attribute such as oneâ s gender can influence and effect decision making or outcome of a project? Although difficult to answer definitively, applying ethnographic research methods can enable us to gain a deeper perspective of the issue.
The present study applied ethnographic research methods in examining differences throughout the design process. A total of eight students (four males and four females) from the Industrial Design department in the college of Architecture and Urban Studies at VA Tech were chosen to participate. In further support of previous gender studies conducted, this research attempts to show that females do have a tendency to communicate more throughout the design process. In addition, females tend to engage in more of a communal type of design process. Males, on the other hand, were more likely to work independently, with very little or no interaction among each other.Master of Science
11
Bidgood, Lee. "Ethnography and Czech Bluegrass." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1086.
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12
Farias, Lauren. "Ethnography: Journey to Teaching." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/122.
Повний текст джерелаАнотація:
This paper is an ethnography, meaning the study of a group of people more closely related to the customs and culture of the group of people. This was done as part of the coursework to receive a Masters in Education and a Preliminary Multiple Subject teaching credential in California. I began by looking at how the varying experiences throughout my life have shaped me into wanting to become a teacher. This is a place in the ethnography where I evaluate my own schooling and look at who impacted my life academically. Through looking at these people, I was able to see the kind of learning style I flourish in, which lead me into how I plan on teaching. Once I wrote about how I plan on teaching I evaluated why I want to teach special education.
The next phase of this writing is looking at three specific students in my classroom and is an analytical view of who the child is and why they are the way they are. We were told we needed to look at an English Learner, a student who had experienced a significant life experience, and a student on an IEP. This process was very helpful in being able to understand the child holistically because we needed to participate in a home visit. We also needed to look at the child’s personality, strengths, and weaknesses in and out of school. All of these steps helped me to better understand my students.
As the research continued I looked at the community and my classroom. Looking at the history of the community through research and through a personal interview allowed me to see the community and be able to understand more. I was able to see how the community has evolved and how their passion for education has remained the same through it all. When looking at my classroom, I saw the growth my students had made over the course of the school year.
13
Bowles, Harry Christopher Richard. "'Days in the dirt' : an ethnography on cricket and self." Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/7549.
Повний текст джерелаАнотація:
This study provides a representation of the lived transitional experiences of a group of student-cricketers on a passage toward professional cricket. Set in the local context of a university cricket academy, the investigation focused on players’ adoption of a cricketing role that they used in combination with their structured cricketing environment to explore what it might be like to be professional cricketers. The aim of the research, therefore, was to portray a culturally embedded process of identity-exploration through which a group of young men arrived at a conception of themselves as ‘cricketers’. The data on which the study is based have been drawn from research conducted over twenty seven months from November 2010 to March 2013 where I, as a researcher, became immersed in the research context as an active member of the participant group. The methodological approach of ethnography was used to obtain an insider’s account of the student-cricket experience as seen from the point of view of the actors involved. Application of traditional ethnographic techniques such as participant observation, note taking and unstructured, field-based ‘interviews’ provided the means through which situated, day-to-day experiences were captured and explored. What is presented, therefore, reflects some of the contextual responses to real-life situations experienced by the group and its individuals, mediated through a developing analytical interest in players’ identity engagements with their cricketing environment from the theoretical standpoint of ‘emerging adulthood’ (Arnett, 2000, 2004). Adding to the ethnographic accounts offered within this thesis, the study contributes a conceptual framework that plots players’ transitional pathways through the academy to share the key points of interaction that impinged on individual participants ‘finding their level’ in the game. Through contact and exposure to a cricketing way of life, players’ involvement with the academy saw their cricketing experiences intensify and their attachments to the game transform. This resulted in individuals either accepting or rejecting cricket based on what they came to know about themselves and the game, with the findings of the research helping to further understanding on how a group of ‘emerging adults’ engaged with the ‘project’ of their self-identities to reach a point of self-understanding on which to base prospective identity-decisions.
14
Dalitz, Tracey Leanne, and trdalitz@optusnet com au. "An Investigation of the Ethnography of Knowledge through an Organisational Ethnography of ActewAGL." The Australian National University. Faculty of Economics and Commerce, 2006. http://thesis.anu.edu.au./public/adt-ANU20061214.132313.
Повний текст джерелаАнотація:
This thesis develops and empirically tests the method of the Ethnography of Knowledge in the context of an ethnographic study of the Logistics Branch of ActewAGL, an Australian multi-utility company.
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The study is based on fieldwork undertaken over an eight and a half month period of participant observation and uses a grounded style of analysis.
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In trying to understand the knowledge underpinning the social construction of a particular aspect of the field site I have used a confessional ethnographic approach. After analysing and coding the data I then assign knowledge taxonomies to the ethnographic account to understand the knowledge underpinning the social situation. I have called this method the Ethnography of Knowledge. The Ethnography of Knowledge does not follow a piece of knowledge through an organisation or attempt to understand the organisations knowledge but uses knowledge as a tool to understand the social construction of the setting, not as the focus itself. The thesis then explores where, when and how the Ethnography of Knowledge is useful in relation to four significant themes from the data; routines, in/formal, change and power.
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The contributions of the thesis are primarily methodological (the Ethnography of Knowledge), secondarily locational (Australia and ActewAGL) with some incidental theoretical contributions related to the data chapters. The thesis also contributes and assessment of the applicability of viewing various theoretical constructs as knowledge-based. Methodologically, my main contribution is to use participant observation and then in the analysis phase to assign knowledge taxonomies to the ethnographic account in order to gain a greater understanding of the socially constructed knowledge underpinning the actions in the social setting. I then empirically test how useful the application of this method is in relation to the various themes that form the basis of my data chapters. Through testing the method, this study confirms that whilst knowledge is a useful methodological tool in enhancing understanding of the certain aspect of the organisational social setting, it is not equally in all situations. When aspects of the social setting are knowledge-based or locally observable, such as routines and in/formal, the Ethnography of Knowledge is very useful in enhancing an understanding. However as one moves to a more macro view of the organisation, away from the initiation of actions, such as in organisational change or power, the Ethnography of Knowledge is less useful.
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Locationally I contribute a new site and add to the sparse Australian organisational ethnographic literature. In each chapter I provide incidental theoretical contributions in an ethnographic and empirical study of each particular construct. Most significantly, I am the first to test routines theory as a full participant in organisational routines, adding problem-solving as a characteristic. I also develop and use a model for understanding and analysing how the formal and informal aspects of organisations act and interact in getting things done. Implications of this research are discussed further.
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Dalitz, Tracey Leanne. "An investigation of the ethnography of knowledge through an organisational ethnography of ActewAGL /." View thesis entry in Australian Digital Theses Program, 2005. http://thesis.anu.edu.au/public/adt-ANU20061214.132313/index.html.
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16
Koven, Mikel J. "An ethnography of seeing : a proposed methodology for the ethnographic study of popular cinema /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/NQ42479.pdf.
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17
Beckett, Helen Louise. "An ethnography of youth homelessness." Online version, 2004. http://bibpurl.oclc.org/web/32759.
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18
Skinner, Joseph Edward. "The invention of Greek ethnography." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.526857.
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Crabtree, Andy. "Wild sociology : ethnography and design." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250149.
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20
Bird, Alison Gwendy. "Astrology in education : an ethnography." Thesis, University of Sussex, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435613.
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21
Westmarland, Louise. "An ethnography of gendered policing." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/723/.
Повний текст джерелаАнотація:
It has been suggested that male police officers are the purveyors of a unique form of occupational masculinity. Publicised cases of sexual harassment and discrimination. which have come to light in the past few years, tend to support this assumption. Substantial out of court settlements seem to suggest that despite numerous attempts to reform what has been described as police 'canteen culture', a solution appears elusive. In this thesis therefore. evidence will be presented from fieldwork with two northern police forces to explore this supposedly masculinist culture. Various ways of explaining the interrelationships between men, power and identities will be analysed by theorising about 'certain aspects of policework which lend themselves to the maintenance of masculinities. Throughout this discussion the way occupational cultures, within male dominated environments, are bel ieved to perpetuate and reinforce certain ways of 'being a man' , will be considered. In the course of the analysis, status, sexuality, competence and heroism will be used to look at the way masculinist ways of working may have informed our ideas about the police.
22
Beckett, H. L. "An ethnography of youth homelessness." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401793.
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23
Eski, Yarin. "The port securityscape : an ethnography." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6296/.
Повний текст джерелаАнотація:
9/11 changed the face of maritime transport that is responsible for moving 80% of everything we consume. Ports are vital hubs in that maritime transport and any disruption there instantly affects global trade. To protect the global supply chain from crime and terrorism, both must be disrupted locally in the port by port police and security officers that are responsible for port security at operational level. Public and critical criminological attention to these key security actors, however, is virtually non-existent. This thesis therefore explores how their occupational realities and identities are (re)established in two major European ports, by providing an ethnographic account. To do so, the thesis builds on multi-sited ethnographic fieldwork in the ports of Rotterdam and Hamburg between 2011 and 2012, during which everyday policing and security work has been documented, followed by a thematic analysis. The key argument runs thus: the port is a local space for the global trade, which is underappreciated and underestimated by the public, and has its police and security professionals in place both aboard and on shore who protect and defend that vital trade site. The aggressive commercialist governmentality that goes on behind that vital global trade is unwillingly yielded to by these guardians but not without any bottom-up resistance. They condemn the volatile commercialist governmentality that is embodied in management, competitive and careerist colleagues and authoritarian multi-agency partners, as well as in port companies and shipping companies. The State and global market they protect, is simultaneously a threat to them. This contradiction influences their occupational identity, making it inherently conflicted and affecting their performance in the port securityscape to the extent it can create threatening situations that cause the very dangers they are supposed to prevent and eradicate.
24
Clanton, Carrie B. "Uncanny others : hauntology, ethnography, media." Thesis, Goldsmiths College (University of London), 2017. http://research.gold.ac.uk/20111/.
Повний текст джерелаАнотація:
This thesis presents my study of “ghosthunting”—the practice of attempting to capture ghosts, primarily using cameras and audio recorders—as a metaphorical device for the use of audio-visual media within anthropology. I conducted fieldwork with ghosthunters, paying particular attention to their attendant audio-visual media practices and outputs, in order to redress the reluctance of anthropology to a) evaluate audio and visual media as mechanisms for producing anthropological critique—although some anthropologists have taken pains to do that with writing—and b) to understand the particular "haunted" history of audio-visual media as being related to critical anthropological concerns such as representation, time, and the other. The history of the use of audio-visual media within ghosthunting follows a similar trajectory to that of anthropology, and the resultant methodologies and outputs of both disciplines function in ways that are less inclined towards discursive “speaking with others” than they are towards attempting to produce demystified representations of others. Neither practice has, in contemporary times, acknowledged the historical connection of audio-visual media to the supernatural, nor its capacity to deal with the uncanny as a critical provocation. My study of ghosthunters shows that despite attempts to reify ghosts via photography, audio, and film, those media are themselves devices that maintain the uncanny as an ethical injunction towards the other—whether as ghosts or as the cultural “other” of anthropological critique. An acknowledgement of the “haunted” origins and capacities of media allows for ethical engagements with anthropological others, ultimately suggesting critical media methodologies for anthropology that, while informed by anthropology’s “crisis of representation,” radically differ from written ethnography. Viewing the relationship of media and anthropology through the lens of Derrida’s hauntology is a useful framework for thinking about media methodologies that can stand as critique.
25
Crewe, Alastair. "A Critical Ethnography of Facebook." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65310.
Повний текст джерелаАнотація:
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
26
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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27
De, Shane Kenneth R. "Insider ethnography : the believer's dilemma /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998478.
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Rodriguez, Janel. "Ethnography: Understanding the Whole Child." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/125.
Повний текст джерелаАнотація:
Three students were picked to be the focus students for this ethnography. The criteria used to pick the three focus students are: focus student one has to be an English language learner, focus student two student has to have an IEP or a 504 plan, and focus student three has to have had a significant life experience. Included in the ethnography are student works, analysis of assessments, and interviews with students and families. I used scholarly resources to support data, such as How to be an Effective Teacher by Harry K. Wong (2009). I discuss the effectiveness of my action plan by discussing the results of the students progression, or the need to amend the action plan. The purpose of ethnography is to get to know the student as a whole, and not through assessments. I describe students’ interests, likes and dislikes, and family life. In addition to getting to know the students, there is an in depth look at the educator, and her motivations.
29
Huertas, Millan Laura. "Eclats et absences. Fictions ethnographiques." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLET022/document.
Повний текст джерелаАнотація:
“Eclats et absences. Fictions ethnographiques” développe une enquête autour de la représentation ethnographique, donnant lieu à un ensemble de films où s’entrelacent l’anthropologie et la fiction : les “fictions ethnographiques”.Cette enquête sensible et pratique commence autour de la notion d’exotisme, en analysant la construction de “l’indigène” dans le “Nouveau Monde”. Ces premières recherches donnent lieu à des films mettant en scène de “jungles” in vivo et in vitro, en Europe et en Amérique, qui relient des jardins botaniques et serres tropicales aux archives de la colonisation. Ces films explorent ainsi les moments de “premier contact” entre voyageurs et autochtones. La fiction apparaît comme stratégie narrative pour faire contrechamp à une Histoire racontée majoritairement du point de vue des conquérants.L’enquête établit par la suite un dialogue avec l’anthropologie visuelle. Il s’agit d’opérer un déplacement par rapport à l’ “ethnofiction” articulée par Jean Rouch, tout en incluant les démarches le précédant et celles postérieures à lui, où l’ambigüité est de mise entre l’immersion ethnographique et la fiction. Un ensemble de nouveaux films est développé entre le laboratoire d’ethnographie expérimentale le Sensory Ethnography Lab de l’université de Harvard, la Colombie et le Mexique.Si cette recherche doctorale prends source dans l’analyse des représentations cinématographiques de “l’indigène”, elle évolue au fil du temps vers l’auto-ethnographie et l’autofiction, démarches auto-réflexives pour construire une place d’énonciation singulière. Ainsi, il ne s’agit plus de “parler sur…” une communauté (démarche propre du documentaire télévisuel), mais plutôt parler de “près d’(elle)” (en suivant les mots de la réalisatrice Trinh T. Min-ha) ou bien de “parler avec” elle (faisant écho à la formulation de l’anthropologue Eduardo Viveiros de Castro). La fiction et ses recours narratifs sont indispensables dans les films crées lors de cette enquête : elle construit un espace partagé, des laboratoires politiques pour penser l’émancipation sociale, individuelle et collective. Sol Negro (2016) et La Libertad (2017) constituent les pièces clés de cette dernière série.La création de ces oeuvres a aussi donné naissance à un ensemble d’écrits, d’articules publiés, de performances et à une exposition publique de fin de thèse, intitulée “Disappearing operations — Opérations de la disparition, Opérations disparaissantes, Opérations pour disparaître”. Cette exposition itinérante, matérielle et immatérielle, s’est déroulée entre le 30 novembre et le 15 décembre 2016, au Cinéma Le Méliès, Les Laboratoires d’Aubervilliers, les Beaux-Arts de Paris"Shards and absences. Ethnographic fictions” develops a survey around ethnographic representation, giving rise to a series of films in which anthropology and fiction intertwine: the "ethnographic fictions ".This sensitive and practical inquiry begins around the notion of exoticism, analyzing the construction of "the native" in the "New World". This initial research gives birth to films staging in vivo and in vitro jungles in Europe and America, which link botanical gardens and tropical greenhouses with the archives of colonization. These films also explore the moments of "first contact" between travellers and natives. Fiction appears as a narrative strategy to counteract a History mostly told from the point of view of the conquerors.The inquiry then establishes a dialogue with visual anthropology. A displacement is made in regard to Jean Rouch’s "ethnofiction", while including the practices preceding him, and those subsequent to him, with an intrinsic ambiguity between ethnographic immersion and fiction . A series of new films are developed between the laboratory of experimental ethnography Sensory Ethnography Lab of Harvard University, Colombia and Mexico.If this doctoral research takes its source in the analysis of the cinematographic representations of the "native", it evolves over time towards forms of auto-ethnography and autofiction, self-reflexive approaches to construct a place of singular enunciation. Thus, it is no longer a question of "talking about ..." a community (a specific approach of the television documentary), but rather of speaking "close to it" (following the words of the director Trinh T. Min-ha ) or to "speak with" it (echoing the formulation of the anthropologist Eduardo Viveiros de Castro). Fiction and its narrative uses are indispensable for the films created during this inquiry: it allows building a shared space, political laboratories to think of social emancipation, on an individual and collective level. Sol Negro (2016) and La Libertad (2017) are the key pieces of the latter series.The creation of these works also gave birth to a set of writings, published articulations, performances and a public exhibition at the end of this thesis, entitled "Disappearing operations" . This traveling exhibition, material and immaterial, took place between 30 November and 15 December 2016, at the Cinéma Le Méliès, Les Laboratoires d'Aubervilliers and the Beaux-Arts in Paris
30
Hale, Matthew L. "Human Things: Rethinking Guitars and Ethnography." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/221.
Повний текст джерелаАнотація:
This work is about objects and their makers, their relationship, and the negotiation between tradition and innovation in the creation of things. I explore the relationship between tradition, innovation, and technology as it pertains to the creation, perception, and interaction with acoustic steel string guitars and ethnographies. First, I focus on the works of two Nashville based guitar makers, Grant and Cory Batson. I investigate the ways in which the Batsons critically evaluate traditional construction techniques and design features as they create their instruments, looking at their theories of tone production, methods of construction, and their perceptions and uses of various media within their guitars. Secondly, I recruit the Batsons’ theories, methods, and revisions of tradition as a metaphor to discuss the traditional ways of constructing ethnographic representations. Through this work, I argue for the craftsmanship of more responsive ethnographic things which take into account not only theoretical, but also methodological and media eclecticism.
31
Dignam, Darcy J. "Paradigms glossed, the contextualization of ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ29984.pdf.
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Folkerth, Jennifer Amanda. "Shared visions : toward collaborative visual ethnography." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68089.
Повний текст джерелаАнотація:
Recent critiques of both the subject and method of anthropology have caused the discipline to reexamine its process of representation. This thesis provides an exploration of approaches to representation in visual anthropology, with specific emphasis on collaborative visual ethnography. Both theoretical and practical issues are considered. The first chapter traces the history of ethnographic film and discusses various approaches to subject participation in literature and films. The second chapter presents a theoretical basis for collaborative visual ethnography, primarily from "postmodern" critiques of anthropology and recent visual anthropology literature. The third chapter consists of an analysis of a video resulting from a collaborative project I facilitated, in order to illustrate ideas of collaborative visual ethnography in a practical setting. The fourth, and final, chapter examines the few examples of collaborative film and video that are documented in order to construct a framework for approaching collaborative projects.
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Aitkenhead, Lindsay. "Folk viola in England : an ethnography." Thesis, University of Sheffield, 2006. http://etheses.whiterose.ac.uk/3578/.
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Turner, Lynnette Olive. "The gendering of ethnography 1870-1900." Thesis, Birkbeck (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264239.
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Felix-Corral, Maria Concepcion. "Women in scientific exile : an ethnography." Thesis, University of Sheffield, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268277.
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Penny, Patricia A. "Contemporary competitive ballroom dancing : an ethnography." Thesis, University of Surrey, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245223.
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Hasselberg, Ines. "An ethnography of deportation from Britain." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/43788/.
Повний текст джерелаАнотація:
In the past decades, immigration policies have been refined to broaden eligibility to deportation and allow easier removal of unwanted foreign nationals. Yet how people respond to a given set of policies cannot be fully anticipated. Studying the ways people interpret, understand and experience policies allows for a better understanding of how they work in practice. Drawing on ethnographic fieldwork conducted in London, this thesis examines experiences of deportation and deportability of migrants convicted of a criminal offence in the UK. It finds that migrants' deportability is experienced in relation to official bodies, such as the Home Office, the Asylum and Immigration Tribunal, Immigration Removal Centres and Reporting Centres, and becomes embedded in their daily lives, social relations and sense of self. The lived experience of deportation policies emphasizes the material and human costs associated with deportation and highlights its punitive and coercive effects. Deportability marks migrants' lives with chronic waiting and anxiety. As a result, migrants awaiting deportation make use of four coping strategies: enduring uncertainty, absenting and forming personal cues (Ågård & Harder 2007), and also re-imagining their futures. In turn, migrants' understandings of their own removal appear incompatible with open political action and with the broader work of Anti-Deportation Campaign support groups. Resistance is thus enacted as compliance with state controls (such as surveillance and immobility), which are perceived as designed to make them fail, rendering them ever more deportable. By enduring this power over them, migrants are resisting their removal and fighting to stay. The thesis concludes that the interruption of migrants' existence in the UK is effected long before their actual removal from the territory. It is a process developing from the embodiment of their deportability as their present and future lives become suspended by the threat of expulsion from their residence of choice
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Evans, David. "Ethnography of alterity : margins, markets, morality." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54289/.
Повний текст джерелаАнотація:
The focus of this thesis is alterity. More accurately, the possibilities of an alternative to the predicament of demoralisation (Fevre, 2000). Demoralisation is a theoretical concept that attempts to account for real world problems. My own reading of the term suggests that these problems are threefold, encompassing: the absence of moral certainty and guides to action, the absence of morale or happiness and a deficiency in social integration. In sum, it can be thought of as a modern day version of anomie that hints at problems with morality, (post)modernity, market hegemony and the everyday. Alterity is studied here as a possible arena in which to subvert and escape this predicament. Over a year was spent conducting fieldwork using participant observation ethnography. Fieldwork was conducted at multiple sites including an intentional community, a Buddhist retreat centre, a fair trade shop, a real food market that sells local, organic and fair trade produce, a world music festival and a 'new age' dancing group. These sites were selected in the course of the research because they constituted themselves as alternatives to the problems of mainstream, modern, market driven and everyday living. The empirical focus is on the ways in which alterity can occasion cultural and affectual forms of subversion (rather than political and ideological ones) because demoralisation - like anomie - is a cultural and affectual predicament. In terms of methodological innovation, my PhD represents a contribution to the development of multi site ethnography (Marcus, 1986). It pioneers the strategy of 'tracking analytic themes' to do justice to the range of contexts in which alterity appears and the multiple manifestations it takes. Similarly, it develops ways of flunking about the relationship between theory and empirical research. As an ethnography, this thesis makes connections (Strathern, 1991) such that an evocation (Tyler, 1986) of alterity is offered alongside attempts to engage in myriad theoretical debates. The empirical research is used to displace and develop existing social theories without attempting to falsify them or offer new theories in their place. The theoretical areas of interest are: alterity, marginality, ethos, embodiment, the nature of modernity and processes of social ordering, the nature of transgression, the nature of individuality/identity, the nature of community/sociality and the interface between the market and morality. Additionally, there is a commitment to social philosophy. Here, concepts such as deconstruction (Derrida, 1967) the fold (Deleuze, 1993), heterotopia (Hetherington, 1997), motility (Munro, 2001 1992 ) and the relation (Strathern, 1995) are borrowed from continental philosophy and contemporary social anthropology to make sense of the data and to mount a defence of the social against postmodern tendencies. The central conclusion of the PhD concerns the fieldwork sites in relation to demoralisation. Noting the impossibility of a wholesale escape from demoralisation, the PhD considers how the fieldwork sites engage with and utilise the things they seek to subvert in order to fashion 'pockets of refuge' and occasion morality. In this spirit, it is concluded that something is better than nothing. With this, it is argued that an appreciation of heterogeneity, complexity, movement and balance can provide forms of subversion and a way forward that does not rely on a return to outmoded, one dimensional certainty.
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Held, Nina. "Racialised lesbian spaces : a Mancunian ethnography." Thesis, Lancaster University, 2011. http://sro.sussex.ac.uk/63784/.
Повний текст джерелаАнотація:
This thesis seeks to understand the relationship between sexuality, ‘race' and space within the context of urban night-time leisure spaces for women. It is informed by and draws on different fields: sexual geographies, critical ‘race' scholarship, feminist and queer theories, studies on whiteness, postmodern spatial theories. The intellectual roots of this thesis lie in black feminist theories of gender, ‘race' and sexuality (and class) as intersecting categories and fields of experience. The thesis draws on poststructuralist approaches that theorise sexuality and ‘race' as discursively and performatively produced. It argues that ‘race' and sexuality are mutually constitutive categories and that they can only be understood in relation to each other. The ethnographic fieldwork of this study is carried out in specific sexualised spaces, namely two lesbian bars in Manchester's Gay Village. Through participant observations in those bars and qualitative interviews with women who identify as lesbian and bisexual and white, mixed-race, black and East Asian, the thesis explores the role of ‘race' in the construction of lesbian bodies and spaces and how sexuality, ‘race' and space work together in shaping subjectivities. The aims of this study are manifold: to develop an understanding of how practices of inclusion and exclusion work in leisure spaces designed to meet the needs of a marginalised group; to find new ways of understanding ‘race' and sexuality by looking at their spatial relationship; to contribute to debates on sexuality and space by investigating how space is simultaneously sexualised and racialised; to contribute to existing research on whiteness through an exploration of how different forms of whiteness spatially intersect with sexuality.
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Eli, Karin. "Eating disorders : an ethnography of selves." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670029.
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DeLorme, Carolyn Marie. "Decolonizing Instructional Design through Auto/Ethnography." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27373.
Повний текст джерелаАнотація:
Instructional design is the systematic process of planning and developing learning environments. In contemporary educational contexts, this has come to include also the intentional integration of digital and Internet technologies. Instructional design practitioners are trained to employ formal theoretical process models to guide their practices, roughly analogous to the ways in which a quilt maker may utilize a pattern and systematic process to guide making a quilt. There are few developed models of instructional design to be found in the literature that adequately attend to cultural orientation and none have been developed from within non-dominant cultural Indigenous education contexts. Furthermore, the literature examining the instructional designer as a culturally oriented actor within the instructional design process is limited. Few instructional designers have been trained to operate outside of Western epistemologies. This study interrogated this shortfall in instructional design scholarship and suggests new strategies for practice that can be leveraged in the decolonization project ? reclaiming education for Indigenous people according to Indigenous values. The purpose of this study was to critically examine the practices of an instructional designer working within an Indigenous higher education context in order to identify culturally relevant approaches to instructional design. The study findings suggested that leveraging autoethnographic research strategies, together with a reflexive orientation to practice, may provide a mechanism through which an instructional designer can advance from technician to culturally competent professional, positioned to work effectively in partnership with educators who serve the Indigenous community. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a person model for practice, which acknowledges the role of the instructional designer as an actor in the design process. The study findings have implications for professional development of instructional design practitioners serving Indigenous populations, and may offer strategies relevant for culturally competent practices in higher education, in general.
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Douglass, Christine. "Collaborative visual ethnography and breast cancer." Thesis, University of Westminster, 2015. https://westminsterresearch.westminster.ac.uk/item/9qx13/collaborative-visual-ethnography-and-breast-cancer.
Повний текст джерелаАнотація:
The aim of this cross-disciplinary, practice-based PhD was to develop, justify and implement an ethical, collaborative visual research methodology to explore and make visible individual experiences of breast cancer. Nine women, from different ethnic backgrounds, diagnosed with breast cancer nine-36 months before commencement of the study were given video cameras and invited to film their lives. They filmed for an average of nine months and three weeks. The practice component of this research comprised nine individual films. Together with a ten-minute single screen compilation, projected diary extracts and notes from the participants, they formed a gallery exhibition, What if? The work has progressed existing debates and practices in shared visual ethnography and cross-disciplinary visual research. It provides an original contribution to knowledge through the development of a methodology that has: challenged the reliance on the interview and prior identification of themes as research interventions; offered new insights into reflexive theorising and positioning of investigators in research relationships; countered homogenising, reductive narrative frameworks; and contested fixed models of consent. It also adds to the literature and practices exploring alternative platforms for exhibiting polyphonic, durational visual ethnographic material and to discussions on filmmaking as a therapeutic intervention. In investigations into the lives of others diagnosed with illness, the irreducibility of experience, the multiple truths that co-exist, and the impossibility of investigators becoming similarly situated, demand a respectful, unexploitative, collaborative research methodology. This research proposed an approach that meets these aims.
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Alcantar, Seleni. "Learning Journey as an Educator Ethnography." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/145.
Повний текст джерелаАнотація:
What makes an effective teacher? This is the question I have tried to answer as I developed this ethnographic narrative. What is written here for you to read is an outline of what my experiences have been for the past two years, although it could have been my first year of teaching, but because I set back in the program, I will talk about both my first and second year of teaching. It traces back to the early expectations and hopes to more complex understandings of my students and myself. It has been 19 months since I started writing my ethnography, therefore you will notice my verb tense throughout the whole writing process. There are also new perspectives for each section. The project begins with a reflective piece about my personal educational experiences and my journey to become a teacher. I do wish to warn you that I have included specifically, details about my personal upbringing that may make a few people uncomfortable, but all in all this is who I am and what has helped shaped me through out the years. The work of this ethnography centers on my experience in my current position as an Intern teacher at a high school in Pomona, California. This opens with a study of three focus students who I had the privilege of visiting in their homes. This allowed me to discover who my students truly are and lay a foundation for my teaching goals. It is then followed by a section on the school, classroom, and community environment because this is what helps further analyze what shapes my students and it opens up opportunities to understanding where, how and why my students perform at the level they do. Finally, this project although the majority analytical, it is also very personal. In the last section presented, I reflect on the journey as an educator and what changes can be made to better suit my students. This section allows me to analyze how effective I have been and continue to be as an educator.
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Segat, Martina <1992>. "A commercial ethnography on Diesel Spa." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/9158.
Повний текст джерелаАнотація:
The aim of this thesis is to carry out a commercial ethnographic study in order to collect relevant information, useful to take the right marketing decisions, and find actual on-field evidences that support, shape and deny older findings.
To carry out this study has been considered Diesel Spa as practice case in the fashion industry.
This thesis has been divided in two main parts: a theoretical and a practical part.
The theoretical part is a study regarding the ethnography science and how this is implemented in order to take marketing decisions (commercial ethnography). A particular emphasis is on the commercial ethnography in the fashion industry.
The methodology of this first part has been mainly based on literature: books, journal articles, newspapers articles, reliable websites.
The second part is the practical part and it takes as example Diesel Spa. Here the major point is to apply the previously studied theory in order to carry out an actual ethnographic study on the commercial field. The literature has been used as starting point to find actual on-field evidences that support and deny it. The theory has also been applied to understand preferences and needs of the Diesel’s customers. Also the loyalty of Diesel’s customers’ has been analyzed, this was possible developing an effective screener (questionnaire) and interviewing 38 customers in the Diesel’s retail stores.
The methodology of this second part has been based on the direct observation in two Diesel retail stores (the Rialto and the Marco Polo airport Diesel stores) and interviews at the shops’ employees and customers. Moreover, some literature about Diesel company and studies about customers’ behavior in retail store has been examined.
The results of the ethnography shows evidences that support and, in some ways, shape the older literature based on retail studies. The ethnographic theory has been applied to understand the unmet needs of Diesel’s customers, to understand the interaction between customers and retail stores and the relationship between customers and the shopping assistants. Moreover, ethnography has been implemented also to understand the Diesel corporate structure and culture.
Finally, after having analyzed the results of the ethnographic study (the observed behavior + the Diesel customers’ loyalty) I have been able to introduce some suggestions that will help Diesel to remain in line with its customers’ needs and preferences. Such as: open more retail stores overseas, open a cheaper product line, invest more in the women collection and enlarge the too small retail stores (like the analyzed ones).
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Huynh, Hope Ngoc. "Minority talk ethnography of a multicultural classroom /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/648975652/viewonline.
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Önnevall, Elin. "Television Practices : Ethnography, Television and User Practices." Licentiate thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-100369.
Повний текст джерелаАнотація:
This thesis explores television practices in a time when new technology has made it possible to interact with and create your own TV content. The work is focused on how user practices need to be understood in a context of chan- ging technology. The practices studied also show the relevance of ethno- graphic methods, and especially the wide spectrum of these different meth- ods within the field of Human-Computer Interaction. We distinguish be- tween sociologically informed ethnography and anthropological ethnogra- phy. Two questions are addressed: how can new forms of television practices be understood by means of different ethnographic methods, and, on a wider level, what method can we use for analysing methods in ethnographic re- search? Because ethnographic methods are qualitative, we have also chosen to use an open and qualitative approach when analysing them. Through comparing our different methods – their data and findings on one specific topic – we have discovered the differences between the methodological ap- proaches.
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Mossberg, Tommy. "Personas and Ethnography within a commercial context." Thesis, Blekinge Tekniska Högskola, Institutionen för arbetsvetenskap och medieteknik, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4145.
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Abstract: ***************************************************** There are several challenges to bridge when designing useable software for mobile devices. The information devices of tomorrow are going to be used in constantly changing contexts and they are going to be designed to enable a mass market for mobile communication. In the software industry the "time to market" factor, which sets firm deadlines for developers, is also important. In such a landscape of complexities is it very important to have design methods that afford the work in an effective way without giving up the impact of potential user. This thesis is the outcome of twenty weeks? research in the field of mobile computational artefacts in relation to developing design methods that will help designers focus on real world use situations. I will examine the opportunity to use the Personas concept [Cooper, A. 1999] in relation to ethnography as a method to afford the design process. I point at how long term work with background field studies in various ways can afford the design process in specific projects and how the traditionally usability work mostly built up around scenario based tests can be helped of the same. I will base my analyses on empirical data from my research site, Symbian. The primary method in my research is participation and observations in the daily work within a design team consisting of eight people. I will show how they work with design today and which methodological directions I think should develop their design work in the future. My research question is, put simply, how background fieldwork and Personas can afford design work. I hope readers of this thesis will gain useful insights and ideas concerning developing design methods in a commercial context for wireless information devices.Hur kan personas kopplas till etnografi för att göra designarbete mer kopplat till riktiga personer och situationer i verkliga livet.
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Stock, Andrée Thérèse. "An ethnography of assessment in elementary schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/NQ53867.pdf.
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Campbell, Douglas. "Rumours of reality, imagining film as ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ42054.pdf.
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Callaghan, John. "A multimodal ethnography of two forced migrants." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555881.
Повний текст джерелаАнотація:
This study addresses the need for detailed accounts of how English language learners engage in face-to-face interaction in naturally occurring English language mediated contexts, its aim being to enlarge the SLA and language and migration databases and to inform ESOL teaching practice, materials, curriculum, and assessment design, and institutional policy. Focusing on two forced migrants and a seven-minute service encounter in a hardware store, and employing ecological and sociocognitive theory and co-ethnographic methods drawn from a range of strategies, including linguistic ethnography, nexus analysis, and multi modal interactional analysis, the study investigates how actors align their histories of practice to contexts of interaction, viewing contexts broadly, as co-occurring processes involving objects, built environments, interaction orders, and other social actors, and all processes as the products of their own semiotic histories. The study also explores participants' understandings of such interaction, how it matters to them, what they invest in it, and why. Findings include profound differences between participants in terms of the issues under investigation, differences linked in the study to personal and cultural histories of practice. And here analysis suggests the important role of affect in influencing evaluation, action, adaptation to new (and in this case liminal and largely migrant-populated) environments, and thus to the use/learning of language. Also observed was the importance of communicative-rather than narrowly linguistic-competence, with competence heavily reliant on domain- and genre-relevant resources, a finding which has clear implications for pedagogy. The study therefore indicates an important role for co-ethnography as a pedagogic method and, given the profound differences disclosed both in subjects and contexts and the limited scope of microethnographic study, suggests the need for further research in this area.