Literaturnachweis - Detailanzeige
| Autor/inn/en | Gallagher, Kathleen; Freeman, Barry |
|---|---|
| Titel | Multi-Site Ethnography, Hypermedia and the Productive Hazards of Digital Methods: A Struggle for Liveness |
| Quelle | In: Ethnography and Education, 6 (2011) 3, S.357-373 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1745-7823 |
| DOI | 10.1080/17457823.2011.610586 |
| Schlagwörter | Learner Engagement; Urban Schools; Web Sites; Electronic Publishing; Research Methodology; Ethnography; Foreign Countries; Educational Technology; Teaching Methods; Hypermedia; Drama; Disadvantaged Schools; Computer Software; Computer Mediated Communication; Canada (Toronto); India; Massachusetts; Taiwan |
| Abstract | This article explores the possibilities and frustrations of using digital methods in a multi-sited ethnographic research project. The project, "Urban School Performances: The interplay, through live and digital drama, of local-global knowledge about student engagement", is a study of youth and teachers in drama classrooms in contexts of schooling marked as "disadvantaged" in research sites in Toronto (Canada), Lucknow (India), Taipei (Taiwan) and Boston (USA). The authors first outline the place of digital methods in the research, describing how software such as "Adobe Connect" and "Survey Monkey", as well as a project "Wiki" and blog, enabled some virtual communication among and within research sites. They go on to suggest that their experience with these methods exposed the significant limitations of the technology, but also that coming up against these limitations posed useful questions about the nature of specific research methods and about the overall priorities of the study. As an example, the article focuses on how digital methods have usefully complicated available conceptions of "liveness", an important dimension both of live performance and of ethnographic fieldwork. Despite their skepticism about the promise of new technologies, the authors conclude that their experience valuably relocated research analysis from post-facto interpretation to an ongoing negotiation with method in the field. (Contains 5 notes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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