Conclusion - the 'new' in ethnography in times of crises. Innovation and transformation in educational ethnographic research.

Autor/inn/en	Budde, Jürgen; Meier-Sternberg, Michael; Rißler, Georg; Wischmann, Anke
Titel	Conclusion - the 'new' in ethnography in times of crises. Innovation and transformation in educational ethnographic research.
Quelle	Aus: Budde, Jürgen (Hrsg.); Wischmann, Anke (Hrsg.); Rißler, Georg (Hrsg.); Meier-Sternberg, Michael (Hrsg.): Novelty, innovation and transformation in educational ethnographic research. European perspectives. London u.a.: Routledge, Taylor & Francis Group (2024) S. 210-213 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-03-261735-0; 978-1-032-62936-0; 978-1-032-62938-4
DOI	10.4324/9781032629384-21
Schlagwörter	Bildungsforschung; Ethnografie; Perspektive
Abstract	The 'new' appears in ethnographic educational research in at least three ways. First, existing social practices are scrutinised, with unusual and new perspectives being developed in the process. By analysing established educational practices and phenomena, new descriptions of the supposedly familiar can be introduced, from which new theories may also emerge. Second, new phenomena are capable of being analysed, for example, and in particular digital practices. In this context, the extent to which something new actually emerges or transformations of existing practices instead become evident is then explored through observation. Third, academic discourses influence educational ethnography by applying or inventing new approaches, terms or concepts. Finally, the recent special interest in (new) materialities and spaces is broadening ethnography's gaze beyond human perspectives. As the contributions in this volume show, this includes a wide range of differing currents and approaches, which together indicate a decentring of the modern subject. Poststructuralist (Foucault, 2010) and posthumanist (Barad, 2007) theories, concepts of the Anthropocene, as indeed practice-theoretical elaborations (Schatzki, 2012) inform educational ethnography. In this way, the observation perspective extends beyond the study of interactions between subjects to the analysis of human-environment connections and interrelationships.
Erfasst von	Externer Selbsteintrag
Update	2025/1