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The Art of Fieldwork

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... Fieldwork is conducted through participant observation, which differs from the aforementioned methods of data gathering in that it is the way in which an ethnographer gets to know a culture (Wolcott, 1995). Participant observation calls for a researcher to spend time in a place, participate in the daily activities of the subjects being studied, and record observed actions as directly as possible in the form of fieldnotes. ...
... The phrase "fieldwork" refers to all the tasks one does while physically present with a particular cultural group, including listening, observing, speaking, recording, translating and addressing practical, moral and political concerns. The typical approach used in fieldwork is participant observation, while alternative case studies and co-participative inquiries such as life histories, oral histories, action research and others also include features of fieldwork (Wolcott, 1995). ...
Article
English remains the official language of record in South Africa and is used in most, if not all, aspects of the justice system (Ralarala, 2014). As a result, sworn statements made by complainants in any of the other official languages are translated by police officers into English to be used as evidence in a court of law. Police personnel are not sworn translators or interpreters and are not required to be. This has major implications for the legal process as well as for the complainant. When evidence is presented in court in South Africa, a sworn statement supersedes any oral story, and therefore inaccuracies in the translated version have profound consequences. Linguistic errors which creep into written translations made by police officers alter the authenticity of the sworn statement and result in discrepancies between oral testimony and written testimony. These discrepancies have serious legal implications and could constitute a miscarriage of justice, impeding complainants' access to justice. The study of linguistic errors is usually found in research related to language learning and teaching; to the best of my knowledge, such research is sparse in relation to Forensic Linguistics. From a methodological perspective, this study employs existing data drawn from ongoing forensic linguistic research. Drawing on Error Analysis (EA) as the analytical framework and basis of analysis, the study sought to unearth the linguistic errors made in written records of police interviews and sworn statements. Critical Discourse Analysis (CDA), the theoretical framework and basis of analysis, focuses on group power, dominance and inequality (Machin & Mayr, 2012). Much of CDA centres on the underlying power structures that contribute to the reproduction of or opposition to dominance and inequality. Therefore, this theoretical basis is used to unpack the effects of the dominance of English in the police setting, and the extent to which errors in translations of sworn statements can lead to inaccurate translations that reduce readability and understanding. Ultimately these linguistic errors can result in miscarriages of justice and lack of access to justice.
... To demonstrate how these processes can unfold betwixt and between being 'in the field' and other spaces, we compared our individual fieldwork experiences in two vastly different contexts-Australia and Zimbabwe. Building on previous research, we show that fieldwork-which is necessarily difficult work that requires serious preparation and personal reflexivity-cannot be overlooked as a critical experience in developing researcher identities and skills (Ballamingie & Johnson, 2011;Benjamin, 2002;Holbrook et al., 2014;Naveed et al., 2017;Siwale, 2015;Wolcott, 1995). ...
... It is important to establish and maintain rapport with research participants in any context (Abebe, 2009;Chacko, 2004;Wolcott, 1995). Our sense of rapport-building and maintaining it-emerged through daily interactions, tensions, and visceral reflections, including: the potential need to change or adapt our research; choosing to keep research 'findings' undisclosed during data collection; being a conduit to conversations beyond the purpose of the research; and performing the 'helper' role by stepping outside planned roles. ...
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While research into PhD programs and doctoral students’ experiences has increased in recent years, fieldwork is overlooked as a source of learning and support. In education, the focus of this paper, fieldwork remains laced with notions of the anthropologist gathering data in a place that is not their own, which narrowly construct the role of the novice and their expectations around ‘doing’ research. To demonstrate the relevance of these issues and key ethical tensions that they underpin, we explored our recent PhD fieldwork experiences within classrooms in Australian and Zimbabwean schools. By analysing fieldnotes from our lived experiences, we identified similarities between conducting fieldwork ‘out there’ (in Zimbabwe) and ‘at home’ (in Australia). These similarities highlighted a multitude of roles and dynamics associated with the researcher presence, as well as the importance of balancing complex needs during fieldwork. Our analyses also revealed how daily in situ interactions with participants—and others—were crucial to the development of our identities and data gathering practices. We argue that ongoing efforts to demystify fieldwork experiences are critical for understanding that ‘the field’ is not simply ‘out there’ and offer practical suggestions for current and future doctoral students to consider.
... Fieldwork is conducted through participant observation, which differs from the aforementioned methods of data gathering in that it is the way in which an ethnographer gets to know a culture (Wolcott, 1995). Participant observation calls for a researcher to spend time in a place, participate in the daily activities of the subjects being studied, and record observed actions as directly as possible in the form of fieldnotes. ...
... The phrase "fieldwork" refers to all the tasks one does while physically present with a particular cultural group, including listening, observing, speaking, recording, translating and addressing practical, moral and political concerns. The typical approach used in fieldwork is participant observation, while alternative case studies and co-participative inquiries such as life histories, oral histories, action research and others also include features of fieldwork (Wolcott, 1995). ...
Thesis
English remains the official language of record in South Africa and is used in most, if not all, aspects of the justice system (Ralarala, 2014). As a result, sworn statements made by complainants in any of the other official languages are translated by police officers into English to be used as evidence in a court of law. Police personnel are not sworn translators or interpreters and are not required to be. This has major implications for the legal process as well as for the complainant. When evidence is presented in court in South Africa, a sworn statement supersedes any oral story, and therefore inaccuracies in the translated version have profound consequences. Linguistic errors which creep into written translations made by police officers alter the authenticity of the sworn statement and result in discrepancies between oral testimony and written testimony. These discrepancies have serious legal implications and could constitute a miscarriage of justice, impeding complainants' access to justice. The study of linguistic errors is usually found in research related to language learning and teaching; to the best of my knowledge, such research is sparse in relation to Forensic Linguistics. From a methodological perspective, this study employs existing data drawn from ongoing forensic linguistic research. Drawing on Error Analysis (EA) as the analytical framework and basis of analysis, the study sought to unearth the linguistic errors made in written records of police interviews and sworn statements. Critical Discourse Analysis (CDA), the theoretical framework and basis of analysis, focuses on group power, dominance and inequality (Machin & Mayr, 2012). Much of CDA centres on the underlying power structures that contribute to the reproduction of or opposition to dominance and inequality. Therefore, this theoretical basis is used to unpack the effects of the dominance of English in the police setting, and the extent to which errors in translations of sworn statements can lead to inaccurate translations that reduce readability and understanding. Ultimately these linguistic errors can result in miscarriages of justice and lack of access to justice.
... Knowing that I wanted to employ discourse analysis, I engaged in an inductive approach to identify patterns without imposing a theoretical view. (Wolcott, 2005). Further, because I was both researcher and instructor for the course, I was aware of my own biases. ...
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Despite expanded efforts to increase the amount of nonfiction literature taught in elementary classrooms and a recent publication boom in the quantity and quality nonfiction children’s literature, a disparity still remains. While elementary teachers recognize the need to include more nonfiction, the primary genre for reading and literacy instruction remains fiction literature. Some of this may be about lack of acceptable children’s literature selections in the curriculum, but it may also indicate teachers’ preference for fiction. Using discourse analysis, this qualitative study analyzed the online discussion board responses of 99 graduate student in-service teachers who were asked about their early literacy experiences. Results indicated overwhelmingly positive early childhood memories of fiction (n=77), including many activities culturally situated within home and family, such as story time and library visits. Teachers did not recall similar early memories of nonfiction. Responses to nonfiction were more closely tied to schooling activities such as report writing and research. Some teachers also indicated a conscious effort to provide students with more exposure to nonfiction genres in their own classrooms. This study highlights the importance of directly addressing teachers’ personal preferences in both teacher preparation and in-service professional development to help them move toward more balanced classroom literacy across diverse genres.
... This is in line with the findings of Owoyele and Kareem (2011) who investigated school-based assessment practices of teachers in Ogun State and found that teachers indicated the need for assistance on some assessment procedures such as: directing students to assess their own progress, skill of test construction and item development procedure. This finding is also in agreement of the findings of Wolcott (2004), who found that school management is the greatest factor that affect teachers' implementation of school based assessment. ...
... CER is part of a broader qualitative inquiry; thus, it also takes place in the natural world of the participants. Qualitative inquiry occurs in the natural settings of participants (Creswell & Clark, 2019), where researchers are instruments through the notion of the 'I was there' phenomenon (Wolcott, 1995). In this study, the natural setting refers to schools within a rural context. ...
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In a developing country like South Africa, the quality of education has a pivotal role in eliminating poverty and bringing about economic transformation. This constitutes the central goal of the National Development Plan. However, research has consistently demonstrated that providing quality education is linked to the availability or the absence of resources in South Africa. Therefore, in rural communities where resource scarcity is prevalent, the goal of quality inclusive education for all remains elusive and impossible to achieve. Driven by this challenge, in this study, we elicited insights from various stakeholders in a rural community about how they mobilize resources or can enhance resource mobilization in their context. We adopted a qualitative research approach, employing participatory methodologies such as transect walks, SWOT analysis and photovoice to engage the participants on what they described as resources in their rural context and how these resources could be mobilized. The findings presented three sets of capital under which resources that may drive the provision of quality education can be housed. These are human capital, cultural capital, and social-organizational capital. Based on the findings, we argue that the dominant discourse that rural communities lack capital is a “half reality” and that the challenge is the lack of awareness of what is available and how it can be harnessed to enhance the provision of quality education. We therefore recommend focused approaches to resource identification and mobilization.
... We were very conscious about the balance between the empirical material and theory; of not allowing the theoretical approach to overrule the empirical material; and above all, of allowing the empirical material to step forward without too much theory as, for example, underlined by Wolcott and Bundgaard [53,54]. ...
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Background: Mental health disease constitutes 25% of the total burden of disease in Denmark. In the last few years, an increasing tendency for seeking the ocean has arisen, and winter bathing is one of the outdoor activities with a large rise in popularity. Objectives: The purpose of this study was to explore if and how regular winter bathing in blue spaces can affect people’s mental health. Methods: This study employed a qualitative design using fieldwork with semi-structured interviews with four members from three different winter bathing clubs. The empirical data were thematically analyzed followed by theoretical analysis. Results: The results revealed five themes: Social Connectedness; Blue Nature as a Free Space; The Motivation Behind Winter Bathing; It is More Than an Ice-Cold Shock; and Finding Mental Peace in Winter Bathing. The results suggest that winter bathing in blue spaces contributed to improved mental health for the informants. Conclusions: In conclusion, regular winter bathing enhanced the participants’ mental health. A relatively short time in the ice-cold water provided mental peace which transferred to the rest of daily life in general, which emphasizes the mental health-promoting potential of winter bathing. Positive emotions were cultivated through exposure to blue spaces, including inner calm and a sense of safety. Winter bathing also served as a space for social connectedness and community building, facilitated by the club environment in which meaningful social interactions occurred.
... Open-ended questions are particularly valuable as they tend to yield deeper insights into the target problem, which is critical for formulating actionable point-of-view problem statements in the human-centered design process (deMarrais & Lapan, 2003;Roberts, 2020). According to Wolcott (2005), effective interviewing involves listening more, and talking less, planning interviews around a few big issues to be able to dig into broad responses from open-ended questions, and respecting the pauses between questions, resulting in a "special, asymmetrical form of conversation…" (Wolcott, 2005, p. 113). Conducting an interview designed to draw out perspectives and insights takes time, and longer interviews tend to be more effective in obtaining in-depth responses, indicating the depth and richness of data collected. ...
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This conceptual replication study, building upon Bartholomew (2020), addresses a notable gap in the literature by investigating the potential of using learning by evaluating (LbE) as an interview primer for individual assignments in design coursework. While peer feedback commonly involves both giving and receiving feedback, LbE uniquely focuses on the benefits of giving feedback to engage students actively in learning, reflection, and critical thinking. In this study, the LbE process is utilized to foster student insights that may be transferred to their own work in the preparation and conducting of qualitative research interviews. Conducted as a quasi-experimental study in an entry-level design thinking course with a large sample of undergraduate students (n = 325) this research explores specific ways that exposure to LbE as an evaluative process enhances students’ abilities to perform qualitative research interviews, even without explicit teacher feedback. Findings, consistent with previous studies on LbE, indicate that students exposed to the intervention prepared a higher proportion of open-ended questions in their interview guides, demonstrating improved preparation for each interview. However, the transfer of preparation to performance revealed that certain skills such as asking probing questions and prompting for information, beyond the scope of the preparation of an interview guide, may have contributed to the observation that interview lengths did not significantly improve. Methodologically, this study employed random sampling, and a comparisons of treatment and control group interview guides and interview duration were conducted through independent samples t-tests. The significance of these findings suggest that LbE is an effective pedagogical strategy, specifically for individualized student work, expanding upon findings of previous studies. Educators and researchers may find this exploration of peer feedback through LbE on design thinking and qualitative research interviews to be of particular value as they seek to optimize the impact of peer feedback in enhancing student learning experiences.
... Snippets of conversations and field notes created a montage of the perspectives of participants, and this montage intersected with the researcher's own interpretations to create a story and answer the research question (Denzin, 1997). This led to a systematic effort to turn fieldwork art into imaginative and creative work (Wolcott, 1997). ...
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Digital technology has transformed classrooms, enabling new teaching methods. With widespread personal technology, students' devices can enhance learning but also cause distractions. This research amplifies secondary students' voices, exploring how they use technology and how it should be managed. The study addresses the question: What considerations are needed for school policies on personal, digital technologies? Conducted in an Ontario secondary school with Grade 11 students, data was collected through observations, conferences, focus groups, and journaling. Findings highlight that while technology is vital for learning, it can distract users and classmates. Students want clear directives on device use and training on managing distractions. This research underscores the role of teachers in promoting responsible technology use. By involving students in policy development and providing guidance, educators can empower them to use technology effectively while maintaining academic integrity in the digital era that now includes artificial intelligence.
... The theoretical analytical perspectives were selected after finishing the empirical data collection and analysis in order to emphasize the importance of the empirical data itself and to highlight the fact that the empirical data was superior to the theory, as well as to avoid letting the theoretical perspectives overrule the empirical data, as underlined by, e.g., Wolcott, Bundgaard and Mogensen, and others [18][19][20][21]. ...
Article
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Blue space interventions evidently have a positive impact on well-being and mental health, yet longitudinal studies on the lasting impact of such interventions are scarce. In this qualitative follow-up study with semi-structured interviews, we explored the long-term experiences over 18–42 months among six out of the initial eight women from the primary study, also including two instructors from the initial study. The participants, dealing with mental disorders, participated in the group-based intervention Freedom on Water, participating in stand-up paddling. Five main themes emerged from the empirical analysis: SUP as a catalyst for broadening horizons; learning: stepping out of the comfort zone; a break from diagnosis and rumination; connectedness to nature, specifically blue nature, and to the group; a life-changing journey; and a shift in mindset. The study revealed a long-term, life-changing impact of the program on participants’ well-being and mental health. Nature and blue space activities had become a greater part of their lives, improving their mental health with feelings of calmness, positivity, healing, and freedom. Stepping out of their comfort zone facilitated experiences of success and transformed their mindsets. Moreover, they experienced a break from rumination, and they became more outwardly focused, with confidence in themselves and their abilities, while making new friendships and engaging in new and different contexts.
... The first step in this paper is to adapt the theories by Matthew Clarke and Vicki-Anne Ware (2015). The benefit of this approach is that the researchers can broaden the perspective in this study within its scope and make a critical analysis (Wolcott 1995). ...
Article
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The term non-governmental organisations (NGOs) has been well-known for the development of human rights, charity works and organisational developments. On the other hand, some NGOs also have their specialised roles to help the community such as in conflict resolution, cultural preservation, policy analysis and information provision. Apart from that, there are many categories of NGOs: Islamic-oriented non-governmental organisation (IONGOs), faith based organisation (FBO), humanitarian NGOs (HNGOs) and government organised NGOs (GONGOs). However, in this research, the researchers focus on how IONGOs compare with NGOs in assisting the lesbian, gay, bisexual, and transgender (LGBT) community based on four hijrah NGOs: Persatuan Islah Movement, Persatuan Insaf Pahang, Hijrah Republique Network and Usrah Iqrak. These four NGOs were chosen because of their roles in assisting the LGBT community. In this research, the researchers adapt the qualitative research by using a case study method; phenomenological approaches and a document analysis have also been applied as well. The result shows that these four IONGOs are different from the NGOs based on the seven typologies applied: intersection, distinct, substantive, subset, co-existing, atomistic grouping and constitutive. The implications of this article highlight the fact that IONGOs are different from the LGBT NGOs in Malaysia as they focus more on spirituality and an Islamic pathway. Hence, future research should include focus group interviews with all the members in NGOs that assist the LGBT hijrah in the community.
... En styrke ved dataindsamlingen er det triangulerende design, hvor data er blevet indhentet og belyst via flere metoder (25). Ved at sammenligne, hvordan frontpersonalet bruger Min PROfil i konkret praksis med deltagende borgere, har det vaeret muligt at skabe en bredere analytisk og konceptuel forståelse a,f hvordan en hverdagspraksis med Min PROfil forstås og håndteres, både i det enkelte møde med borgeren og i det arbejde, der ligger rundt om borgeren i de kommunale sundhedscentre. ...
Research
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I de senere år er anvendelsen af patientrapporterede oplysninger (PRO) i kommunale forebyggelses- og rehabiliteringsindsatser blevet fremhævet. Disse oplysninger indsamles gennem systematiske spørgeskemaer, der reflekterer patienternes egen opfattelse af deres sundhed og livskvalitet. Forskning understøtter, at PRO kan forbedre kommunikation og samarbejde mellem borgere og sundhedsprofessionelle, hvilket øger tilfredshed og motivation til at opretholde sunde vaner. Siden 2007 har jyske kommuner og DEFACTUM, Region Midtjylland, anvendt et fælles IT-system, MoEva, til at overvåge og evaluere disse indsatser. Senest blev systemet opgraderet til MoEva 2.0, som understøtter dataudtræk og personcentreret dialog. I 2019 blev følgeforskningen Min PROfil iværksat for at vurdere effekten af PRO-baseret dialog i disse indsatser, hvilket inkluderede et spørgeskemastudie, et kvalitativt studie og et organisatorisk studie. Studierne viste, at både borgere og sundhedsprofessionelle oplevede fordele og udfordringer ved implementeringen af PRO, understregende betydningen af god rammesætning og fleksible PRO-løsninger tilpasset forskellige behov.
... Een hele reeks handboeken biedt een rijke schakering aan voorbeelden met obstakels en oplossingen voor het uitvoeren van etnografisch onderzoek in zowel het verre buitenland als de westerse stad (Shaffir et al., 1980;Shaffir & Stebbins, 1991;Emmerson, Fretz & Shaw, 1995;Smith & Kornblum, 1996;Miller & Tewksbury, 2001;Wolcott, 2005). Er verschenen handboeken die volledig zijn gewijd aan etnografie of veldwerk (Fetterman, 1989;Hobbs & Wright, 2006;Hammersley & Atkinson, 2019) en er kwamen bundels die expliciet keken naar onderzoek in de stad of naar 'de straat' (Weppner, 1977). ...
Article
At close range – Introduction to this special issue As a result of stricter regulations and critical views on the position of researchers, field studies are being conducted less frequently. Keeping distance seems a safe standard, but data collected at close range is valuable for cultural criminologists who investigate people of flesh and blood in real life – the contributions in this theme issue report on ethnographic or biographical research. The authors' extensive reflections paint a realistic picture of their one-to-one relationships with the protagonists of their research.
... For instance, the codes for the above statement were grouped into the theme "cultural values and biases." Using an approach to qualitative data analysis as part science and part art, these themes were reorganized and condensed into the three key, interrelated findings presented in this write-up ( Figure 2) (Bernard 2006;Wolcott 2005). In this way, the findings highlight not only the utility and limitations of a DEI toolbox for wilderness but also the potentially transformative role of partnerships and culture in supporting a more inclusive and diverse wilderness idea. ...
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US federal land management agencies serve the American people and work to ensure that all Americans connect with and value wilderness. As a result, wilderness managers may prioritize diversity, equity, and inclusion (DEI), though may lack wilderness-specific tools and resources to foster commitments to DEI. As agencies and organizations turn to virtual resources to share information – what we refer to as toolboxes – questions remain about their utility and potential to impact DEI outcomes in wilderness. This article describes the process and results of five virtual focus group discussions with wilderness managers and key partners aimed at better understanding DEI toolbox–related needs, as well as the limitations of a DEI toolbox and opportunities to maximize potential impact of any DEI-related efforts. Key findings highlight that an interagency DEI toolbox for wilderness management could collate resources and lessons learned from innovation happening across the National Wilderness Preservation System. Yet wilderness-specific DEI goals are currently ambiguous and would benefit from clear articulation to track the impact of efforts. Participants emphasized needing leadership support and funds to advance innovation and partnerships with diverse organizations. Findings also highlight challenges associated with recruiting and retaining a diverse workforce, and navigating a wilderness culture that some participants feel has sidelined diverse connections with and stewardship of wilderness. A DEI toolbox could benefit practitioners – but could be most impactful if considered as complementary to other federal initiatives seeking to diversify workforces, fund innovation, and grow partnership with organizations representing underserved communities.
... The first step in this paper is to adapt the theories by Matthew Clarke and Vicki-Anne Ware (2015). The benefit of this approach is that the researchers can broaden the perspective in this study within its scope and make a critical analysis (Wolcott 1995). ...
Article
Full-text available
The term non-governmental organisations (NGOs) has been well-known for the development of human rights, charity works and organisational developments. On the other hand, some NGOs also have their specialised roles to help the community such as in conflict resolution, cultural preservation, policy analysis and information provision. Apart from that, there are many categories of NGOs: Islamic-oriented non-governmental organisation (IONGOs), faith-based organisation (FBO), humanitarian NGOs (HNGOs) and government organised NGOs (GONGOs). However, in this research, the researchers focus on how IONGOs compare with NGOs in assisting the lesbian, gay, bisexual, and transgender (LGBT) community based on four hijrah NGOs: Persatuan Islah Movement, Persatuan Insaf Pahang, Hijrah Republique Network and Usrah Iqrak. These four NGOs were chosen because of their roles in assisting the LGBT community. In this research, the researchers adapt the qualitative research by using a case study method; phenomenological approaches and a document analysis have also been applied as well. The result shows that these four IONGOs are different from the NGOs based on the seven typologies applied: intersection, distinct, substantive, subset, co-existing, atomistic grouping and constitutive. The implications of this article highlight the fact that IONGOs are different from the LGBT NGOs in Malaysia as they focus more on spirituality and an Islamic pathway. Hence, future research should include focus group interviews with all the members in NGOs that assist the LGBT hijrah in the community.Contribution: This study contributes to LGBT hijrah community and its relationship towards the establishment of Islamic-oriented non-governmental organisation (IONGOs).
... Además, entre los modelos generales de investigación utilizados por los científicos sociales, la etnografía se relaciona con la antropología y, en particular, con la perspectiva teórica estructural-funcional (Kaplan y Manners, 1972) Hasta cierto punto, dicha asociación viene exigida por la manera en que los antropólogos definen la etnografía, a saber, en relación con el concepto de cultura (Goetz y Hansen, 1974;Wolcoti 1974;Wolcott, H. F. (1975) El enfoque etnográfico se apoya en la convicción de que las tradiciones, las funciones, los valores y las normas del ambiente en que se vive se van internalizando poco a poco y generan regularidad des que pueden explicar la conducta individual y de grupo en forma adecuada. En efecto, los miembros de un grupo étnico, cultural o situacional comparten una estructura lógica o de razonamiento que, por lo general, no es explicita, pero que se manifiesta en diferentes aspectos de su vida. ...
... During 3 months in 2019, AN collected data by participant observation at the ward and during OVG (Boellstorff, 2012;Spradley, 1980). Data also included informal dialogues and interviews to provide thick ethnographic descriptions (Hastrup, 2003;Wolcott, 2005 Based on these data, AN developed interview guides, in which the TA B L E 3 Written information for patients participating in online video gaming intervention in a Danish medium security forensic psychiatric ward ...
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简介:在以康复为导向的护理中,法医精神病科临床人员 必须在关注病房安全的同时与患者 (FP) 建立护理关系。在线视频游戏 (OVG) 可以为谈判权力和社会关系提供平台。需要研究表明 OVG 干涉 如何影响法医精神病学护理中的权力平衡,以指导临床实践。 目的:研究在丹麦法医精神病房的 OVG 干预中,FP 和临床人员 之间的权力关系是如何表达的。 方法:数据包括三个月的观察数据和对三名工作人员和六名患者的采访。我们使用社会学家 皮埃尔.布迪厄 (Pierre Bourdieu) 的理论概念,场域 (Field), 符号权力(Symbolic power)和资源(Ressources/capital)来分析数据。 结果:OVG 干预包括两个权力场域,“游戏里的权力”和“游戏外的权力"。游戏里的权力涉及游戏的实践. 谁有游戏才能, 谁有游戏里的权力 。游戏外的权力描述了游戏干预的组织。特定的逻辑、技能和象征性的资本驱动着每个场域的权力。 讨论:游戏里的权力对 FP 和临床人员开放,导致对称的权力关系。游戏外的权力只对临床人员开放,导致不对称的权力关系。 对实践的启示:OVG 干预可能有助于法医精神病学中的权力平衡。这些见解可能会指导为精神卫生保健中的患者和临床人员开发新的 OVG 干预措施。
... Kotarba (2002Kotarba ( , 2005, for example, refers to 'ethnographic tourism' that encourages the researcher to act like a tourist in a foreign land and to treat the common as exotic and the taken-for-granted as unusual. Fieldwork can even be regarded as a form of play (Boon, 1982;Sawkins, 2002;Wolcott, 2005): 'a well defined quality of action which is different from "ordinary life"' (Huizinga, 1980, p. 4). Nevertheless, Hall (2011a) observed that the playfulness of fieldwork, even though recognized by some students of tourism: ...
... A review of the empirical literature, data gathered from participant observations, and discussions in the research group informed the development of a semi-structured interview guide. The combination of observations and interviews allowed us to explore the spoken words of the participants alongside their actions in the clinical setting, and thereby validate something otherwise easily missed in studies based on interviews alone [23]. Participants were recruited using purposive sampling [24]. ...
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Aims: DiabetesFlex Care is a patient-reported outcome (PRO)-based telehealth service for adults with type 1 diabetes, intended to enable patient perspectives in consultations. The study aimed to explore endocrinologists' experiences of using PRO to support dialogue in diabetes consultations. Methods: Thematic analysis was conducted on data from participant observations and semi-structured interviews with 13 endocrinologists engaging in DiabetesFlex consultations at a Danish hospital-based diabetes clinic. Results: Two themes were extracted: 'Perceiving PRO as ambiguous information' and 'Integrating PRO in the care for people with diabetes'. Endocrinologists perceived PRO as situational information with variable quality and validity, depending on patient competencies and commitment. Therefore, endocrinologists used different approaches to integrate PRO in their efforts to improve care for the individual patient. The study also showed that patients’ PRO-responses were rarely discussed among endocrinologists. Conclusion: Endocrinologists experienced both potential and challenges in using PRO to support diabetes consultations. To optimize DiabetesFlex Care and similar PRO-based diabetes consultations, a culture should be built up where clinicians share experiences to improve the quality and solve PRO-related problems in consultations.
... 50 To encourage the participants to tell their story, the interviewer adopted the role of 'active listener'. 51 Active listeners display empathy, understanding, and support the interviewee in sharing feelings and thoughts. 52 A reflexive process 53 was used to better understand how the participants' experiences influenced their perceptions and understanding of RED-S, its impact on their training and broader life. ...
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Relative Energy Deficiency in Sport (RED-S) is a complex syndrome that occurs as a result of prolonged Low Energy Availability (LEA) leading to health and performance impairments. However, whilst the coach plays an important role when working with athletes with RED-S, no research exists specifically exploring their role. Therefore, this study investigates the role of the coach from the athletes’ perspective within an ultrarunning context. Ultrarunners are at risk of LEA due to large training volumes and record high incidences of psychological and physiological conditions linked to RED-S, such as disordered eating and bone stress injuries. Two female ultrarunners who had experience with RED-S each participated in three semi-structured interviews. The findings highlight the multifaceted role of the coach which changes depending on the stage of the athletes’ RED-S Journey. Of primary importance was that the coach should be educated on RED-S in order to provide value throughout. Secondly, for effective recovery, the coach should embrace working with a multidisciplinary support team of experts. Thirdly, the coach should actively work on establishing strong relationships with the athlete and their support network. This will propagate trust and honest conversations, a key requirement for recovery from, and ongoing training post, RED-S.
... Data collection, which began with the project kick-off in late January 2018 and concluded in August 2018, revolved primarily around fieldwork such as direct observation of events, casual and informal conversations with participants, and interviews (Wolcott, 2005). I immersed myself, as a participant observer, in the life of these students and teachers as they completed their food justice work. ...
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... In order to gain a comprehensive and accurate (Allan, 1991;FitzPatrick, 2019), this paper employs a case-study approach as the main research method (Edwards, 2010;Grodal et al., 2021;Low, 2000;Malone, 2002). A case-study approach allows for an in-depth examination of a specific context or setting (Gubrium & Holstein, 2001;Kesby, 2000;Kindon, 2003), in this case, as the research work field, a university in Taiwan that implements bilingual teacher training curricula for elementary school (Lofland et al., 2022;Oyinloye, 2022;Wolcott, 2005). By analyzing the context of record through a case-study approach (Johnson et al., 2006;Nord, 2005;Siedlok et al., 2015), coding the information in those record context (Adu, 2019;Parameswaran et al., 2020;Roller, 2019;Skjott Linneberg & Korsgaard, 2019), this research aims to explore the current situation and practices of the BTTCSE (Chamberlain et al., 2011;Fairclough, 2003;Keats, 2009), including the teaching strategies (Smit et al., 2022), materials used (Denzin & Lincoln, 2011), and challenges faced in the implementation of bilingual education in science teacher training (Cornwall & Rachel Jewkes, 1995;Felder et al., 2023). ...
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*Chen, Y.-Y., Tsai, H.-Y., & Li, X.-E. (2023, May). The Practice of the Bilingual Policy in the Teacher Training Process: A Case Study of the “Science Education” Teacher Training Curriculum in Elementary School in Taiwan. Paper presented at International Conference on “Risks and Re-solidarity of Globalization: Challenges of Future-oriented School Education” and the 29th Taiwan Forum on Sociology of Education. Taipei, Taiwan.
... She took cues from their positioning, advice, and subject matter when taking photos. Adopting collaborative photography enables us to achieve what Wolcott [136] recommended, namely that researchers can apply research techniques to justify what initially brought them to the eldsite and help them get well-positioned to observe. In other words, participants viewed collaborative photography favorably as the purpose for our presence in the eld and it complemented our work on Tatbeer photos; this method-versus interviews-generated in situ, open discussion with participants who were keen to discuss photography. ...
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... For example, as Agar (1980( cited in Whitehead, 2005 3) notes, "The very name for "doing ethnography" is fieldwork." Wolcott (1995) describes fieldwork as a procedure of investigation that needs an investigator to be absorbed personally in the continuing societal activities of some persons or groups carrying out the research. The fieldwork appears to be the soul of the ethnographic studies. ...
... After the empirical analysis we made a theoretical analysis based on the theories of Maurice Merleau-Ponty, Edward L. Deci and Richard M. Ryan as well as Mihaly Csikszentmihalyi. There are many different ways to include theory, and we were very conscious about the balance between the empirical material and theory, letting the empirical material step forward without too much theory and not letting the theory overrule the empirical material as for example underlined by Wolcott, Bundgaard and others (AU Studypedia Centre for Educational Development, 2022; Bundgaard & Overgaard Mogensen, 2018;Høyer, 2011;Wolcott, 2001). ...
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... Throughout data collection, we reflected on findings and refined our methodological approach, relying on memos to guide our analysis (Bernard, 2006;Gibbs, 2018). We combined an ethnographyas-art with an ethnography-as-science approach (O'Reilly, 2005;Wolcott, 2005), coding all transcripts and documents for key emergent themes (Chowdhury, 2015), including sociocultural identity, vulnerability to HEI, and drivers and consequences of resettlement. ...
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Throughout the world, people resettle to reduce vulnerability to potentially dangerous wildlife, including elephants. In turn, they may become subject to development policies and practices that can either exacerbate or alleviate their vulnerability. Our ethnographic study in the Okavango Delta of Botswana, where 18,000 elephants share territory with 16,000 people, examines how resettlement decisions and settlement policies impacted vulnerability to elephants. We found that people who came into regular conflict with elephants frequently relocated from cattleposts to villages. Although people historically resettled near family, in 2015 a newly introduced “first-come, first-served” residential plot allocation policy spatially separated families within the village, creating further vulnerability for households relying on kinship networks. We found that government planning that incorporates locally available strategies, such as the ability to access support from kinship networks, may reduce vulnerability for those forced to resettle by elephant encroachment on their land.
... Con relación a las entrevistas, Lincoln y Guba (1985) y Merriam (1988Merriam ( , 1998 indican que éstas son una conversación con un propósito. A través de éstas, se puede conocer lo que las personas piensan del tema que le interesa estudiar al investigador (Wolcott, 1995). Badger, Cooney, y Kanold (1993) señalan que las entrevistas constituyen un proceso para entender lo que un estudiante está pensando sobre un tema en particular. ...
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1 CAPÍTULO I INTRODUCCIÓN El mundo está cambiando, la sociedad en la cual los estudiantes entrarán en la próxima década será dramáticamente diferente a la actual. El mundo del trabajo actual está lleno de nuevas exigencias y demandas. Las computadoras y las nuevas tecnologías de la información están transformando la forma en la que la humanidad hace negociosos Hiebert, 1992). Las destrezas y habilidades que son requeridas en el mundo actual para ser exitoso en todos los aspectos de un ser humano cambian y se modifican constantemente. Los estudiantes necesitan métodos y estrategias para resolver problemas que estén adaptadas a las nuevas situaciones de nuestra sociedad (Lampert, 1991). No existe una disciplina donde esta última afirmación sea más crítica que en las matemáticas. De acuerdo con Hiebert, los estudiantes no podrán adaptar estrategias y métodos para resolver problemas si no aprenden matemáticas con significado. Aprender matemáticas con significado ofrece una gran ventaja a los estudiantes, ya que los capacita para ser más flexibles y adaptar lo aprendido a situaciones nuevas. Las aplicaciones matemáticas comprenden todos los campos del saber humano, materias tales como física, química, ciencias de cómputos, finanzas y economía, entre otras, tienen pocas posibilidades de desarrollarse sin las matemáticas. La gran utilidad de las matemáticas permite que las mismas sean prácticamente imprescindibles en la actualidad y que sus aplicaciones tiendan a incrementarse cada día más en el mundo moderno en que vivimos; nuestro entorno se puede describir utilizando sistemas matemáticos formales. La sociedad moderna es el producto de transformaciones en escenarios económicos y tecnológicos que hubiesen sido poco viables si el conocimiento matemático no estuviese a la altura de ser aplicado en estos contextos. Los conocimientos matemáticos son vitales en la educación 2 general, científica y humanística. Este último argumento hace de la educación matemática un campo que requiere, investigación y estudios dirigidos al análisis de los procesos de pensamiento de los estudiantes cuando aprenden matemática. Las matemáticas tienen la capacidad de describir con gran precisión los fenómenos físicos que rodean nuestro mundo. Es realmente sorprendente cómo la matemática, la cual es un producto de la mente humana, puede ajustarse en la predicción de aspectos del mundo real. Esto hace que el estudio de los procesos por los cuales la mente humana construye modelos matemáticos, sea uno de los nuevos retos que enfrenta la investigación en matemática educativa en la sala de clases. La educación en matemática tiene como objetivo primordial mejorar el entendimiento de los conceptos matemáticos que tienen los estudiantes. Los conceptos por su estructura poseen distintos niveles de abstracción, por lo que su entendimiento está relacionado con el nivel de desarrollo cognoscitivo del aprendiz. De acuerdo con el informe realizado por el Programa Internacional para el Assessment de los Estudiantes (PISA, por sus siglas en inglés, 2003) la capacidad del individuo para identificar y entender el rol que las matemáticas juegan en su mundo, hacer juicios bien fundamentados y aplicar las matemáticas a su diario vivir representan las características de un individuo que puede ser reflexivo con su conocimiento conceptual. Los mecanismos que contribuyen a realizar estas reflexiones matemáticas son variados y la tecnología es un elemento que viene a estar presente en estos últimos años. Una de estas tecnologías que acompaña los estudiantes en el salón de clases es la calculadora gráfica. De acuerdo con Martín, Mullis, González y Chrostowski (2004) en el informe realizado por el Tercer Estudio Internacional en Matemáticas y Ciencias (TIMSS, por sus siglas en inglés, 1999) reveló que cerca del 90% de los estudiantes tienen acceso a la calculadora en los Estados Unidos, los otros países que ofrecen acceso a la calculadora en el 3 salón de clases los son Australia, Bélgica, Canadá, La República Checa e Inglaterra, entre otros. El informe del TIMSS también reveló que aunque los estudiantes tienen acceso a la calculadora en estos países, los maestros restringen su uso en algunos temas o tópicos particulares. Los temas o tópicos donde los maestros de distintos países no permitieron el uso de la calculadora varió y las justificaciones para prohibir el uso de la calculadora estuvo basada en especulaciones y no en evidencia empírica sustentada en investigaciones. El informe del TIMSS (1999) recomienda realizar assessment profundo sobre el uso de la calculadora en el salón de clases. Según Schoenfeld (2006) la enseñanza de matemáticas requiere de conocimiento pedagógico del contenido. Señala Schoenfeld que el conocimiento pedagógico del contenido tiene que estar relacionado con el contenido de la matemática y el conocimiento que tiene el maestro de las preguntas que se formulan los estudiantes para poder aprender matemáticas. Este conocimiento lo posee el maestro o educador como parte de los años de experiencia, por otro lado, este conocimiento puede adquirirse mediante el estudio de investigaciones que generen conocimiento pedagógico del contenido. La noción de conocimiento pedagógico del contenido la incorpora a la literatura Shulman (1986), desde ese momento está de manifiesto la
... Semi-structured interviews were conducted by the bedside to elicit responses from the respondents and transcribed verbatim (Wolcott, 2005). Four specific questions were posed to the defaulters a) How did you get this disease? ...
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Research on human-elephant interactions (HEI) seeks to better understand relationships between people and elephants with the goal of reducing unwanted interactions for the long-term survival of elephants in social-ecological systems. Many examinations of HEI often rely on a short temporal scale of several seasons to several years, often because of limited data availability across time. These examinations offer limited understanding of processes that influence HEI and mutual adaptations of people and elephants. In this synthesis, I present an ethnographic case study from the Okavango Delta, Botswana, where human and elephant populations have increased in the past 20 years. I use bricolage, a practice of using available materials at hand, to weave together diverse historical and current scholarship and primary data to understand dynamics of HEI and coadaptation across three different periods (pre-colonial, colonial, and post-independence). I show that people and elephants were coadapted in the pre-colonial period when people were highly mobile and hunted elephants with rudimentary technologies in ways that supported human development across southern Africa with minimal impact on elephants. European colonization brought sweeping changes, including through the introduction of guns and the development of the ivory trade that led to massive declines in elephant populations. Development policies that were magnified in the years following independence, including the establishment of land policies that settled communities, additionally disrupted the formally fluid nature of HEI. Simultaneously, wildlife conservation policies that coincided with dramatic increases in elephant populations shape how people perceive HEI and elephants as a predominant environmental force today. I argue that the incorporation of wider historical contexts, where necessary through the practice of bricolage, reveals coadaptation across time and offers understanding of possibilities of coexistence where people and elephants thrive alongside each other.
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