Literaturnachweis - Detailanzeige
| Autor/in | Loughlin, Jill |
|---|---|
| Titel | How Photography as Field Notes Helps in Understanding the Building the Education Revolution |
| Quelle | In: Australian Educational Researcher, 40 (2013) 5, S.535-548 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0311-6999 |
| DOI | 10.1007/s13384-013-0112-1 |
| Schlagwörter | Foreign Countries; Educational Change; Educational Policy; Public Policy; Partnerships in Education; Government School Relationship; Photography; Ethnography; Field Studies; Research Methodology; Educational Researchers; Australia |
| Abstract | This paper is the outcome of research conducted between June 2010 and January 2011 as part of understanding the building the education revolution (BER) a major policy initiative of the Australian Federal Government which commenced when Julia Gillard, now PM, was the Federal Minister of Education. The BER policy initiative was part of an economic stimulus package delivered in response to the global economic crisis. It saw funding distributed through State governments to schools to develop new learning spaces and facilities. In the Victorian context the timing of the BER came after years of research and development in learning space design and policy under the Victorian Schools Plan and the Building Schools for the Future policies. It outlines both the scope of the research projects undertaken by Deakin University's Centre for Research in Educational Futures and Innovation with the Department of Education and Early Childhood Development, Victoria and the approach to using visual methodologies within these projects. The notion of the research as educational tourist is introduced in a discussion of using photographs as ethnographic field notes. As is often the case in such projects, timelines for research and delivery of research products is not always ideal for first wave rigorous analysis intended in the initial research proposals. In light of this the research team had generated, through researcher and participant photography, more data than could be reasonably dealt with. This paper explains the process and usefulness of photography as field notes to expedite research conversations and analysis in the writing of the case studies and construction of the portal. The construct of researchers as educational tourists is also theorised as a way of understanding how images mediate the ethnographically-informed research experience. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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