Network Ethnography Applied: Understanding the Evolving Health and Physical Education Knowledge Landscape

Autor/inn/en	Sperka, Leigh; Enright, Eimear
Titel	Network Ethnography Applied: Understanding the Evolving Health and Physical Education Knowledge Landscape
Quelle	In: Sport, Education and Society, 24 (2019) 2, S.168-181 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sperka, Leigh) ORCID (Enright, Eimear)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2017.1338564
Schlagwörter	Foreign Countries; Social Networks; Network Analysis; Ethnography; Health Education; Physical Education; Research Methodology; Outsourcing; Privatization; Neoliberalism; Educational Research; Stakeholders; Data Collection; Australia + Suchen Sie Ihr Suchwort? Ausland; Social network; Soziales Netzwerk; Netzplantechnik; Ethnografie; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Körpererziehung; Sportunterricht; Research method; Forschungsmethode; Privatisation; Privatisierung; Neo-liberalism; Neoliberalismus; Bildungsforschung; Pädagogische Forschung; Data capture; Datensammlung; Australien
Abstract	The progressively global, neoliberal, privatised, and digital education environment poses new methodological challenges for educational researchers, prompting a need to innovate. It has been suggested, however, that better commentary and reflection on methodological innovation in education is required. This paper considers the benefits and challenges associated with the use of network ethnography, one methodological approach that has emerged to address new social complexities. We explain the rationale for, and process of, this methodology through reference to an illustrative case: a network ethnography of the outsourcing of Health and Physical Education (HPE) curricular work to external providers. In doing this we map and critique three interrelated activities (i.e. Internet searches, interviews, and network diagram construction) that constituted our network ethnography. The discussion turns to how network ethnography allowed us to access new knowledge about the outsourcing of HPE curricular work to external providers by, for example, facilitating us in asking different questions, and foregrounding various stakeholders, networks and relationships that we may not have discovered had we relied on other approaches. This illustrative case demonstrates the capacity of network ethnography to generate rich data and offers a provocation for educational researchers to consider expanding their methodological repertoire. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01