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Approaching the Multimodality, Plurality and Translocality of Educational Realities
Series: Pädagogik

DCS | Digital Culture and Society | Vol. 3, Issue 2 | © transcript 2017 DOI 10.14361/dcs-2017-0214 Mad Practices and Mobilities Bringing Voices to Digital Ethnography Cherry Baylosis Abstract There is a claim that digital media technologies can give voice to the voiceless (Alper 2017). As Couldry (2008) points out it is now com- monplace for people – who have never done so before – to tell, share and exchange stories within, and through digital media. Additionally, the affordances of mobile media technologies allow people to speak, virtually anytime and

2 Fieldwork and Ethnography Fieldwork with street-related adolescents and young adults has to consider their spatial mobilities and extensive fields of social interaction, and at the same time provide the researched, collaborators and researcher himself with enough reasons for such time-intensive, psychologically and physically challenging endeavors. In trying to understand how the protagonists dealt with marginality, stigma and illness, a systematic focus on emotions, which draws on the epistemic reflexivity of research partners and collaborators (Holmes

Chapter 2: Ethnographic field research The examination of the above-mentioned research questions is founded on a long-term ethnographic field research setting. Over the course of one year, I observed two research projects carried out jointly by artists, design- ers, and scientists. One was located at a Swiss art academy (Case A), and the other was a cooperative project between a technical university and an arts university based in Germany (Case B). In both cases, I carried out three field research stays of one to five weeks each. These were

Towards an Ethnography of Rivers HENK DRIESSEN INTRODUCTION Anthropology is probably the most personal as well as the most empirical disci- pline among the social sciences.1 This characteristic is intimately tied to the cen- trality of fieldwork, not only as a research strategy but also as a way of thinking and sometimes even a way of life. The anthropologist’s “field” is not only a physical, social and cultural space but also increasingly being conceived as a vir- tual site and a network of connected places where the research is being conduct- ed. Given the

: “The most recent, most audacious and most influential ethnography, maintains the plurality of cultures on the same level. The political work of decolonisation is in this way linked to an ontology – thought on Being, thought that is interpreted from mul- tiple and multivocal cultural signification. And this multiple-interpretability of the meaning of Being, this essential disorientation – is, perhaps, the modern expression of atheism.”1 1 “L’ethnographie la plus récente, la plus audacieuse et la plus influente

Digital Environments and the Future of Ethnography An Introduction Urte Undine Frömming, Steffen Köhn, Samantha Fox, Mike Terry With the notion of digital environments, we aim to propose a conceptual term that describes the mutual permeation of the virtual with the physical world. The digital environment encompasses phenomena such as wholly immersive and user-constructed virtual worlds—for example, Second Life—and Massively Multiplayer Online Role-Playing Games (MMORPGs)—such as Minecraft— as well as other three-dimensional online spaces. There are

3 Doing Ethnography I: Constructing Research Fields1 The last few decades have brought with them several major developments and challenges for ethnographers in conducting fieldwork. The most prominent of these have been increased mobility, and the growth and spread of information and communication technologies. Before introducing the reader to the actual fields and samples of this research study, I therefore discuss the three main challenges I encountered during this research project: the spatial boundaries of research in both online and offline fields

Experiencing Ageing through Urban Ethnographic Walks TIINA SUOPAJÄRVI INTRODUCTION On Wednesday morning in February 2013 just before 10am I rang the doorbell of Leena1, a 77-year-old woman who lives in the city centre of Oulu in northern Fin- land. Leena had agreed to take me for a walk from her home to the closest health centre where she had doctor’s appointment. In her hall, Leena put on her winter clothes and took the handbag and walking sticks with her. I put on both a small GoPro video camera2 hanging around my neck and the digital audio

Identifying Scandinavian Ethnography: Articulating Notions of Theory and Objectivity in the Ethnography of Education DENNIS BEACH In this article I will present an account of the development of Scandinavian edu- cation ethnography, by which I mean the research practices and written products of researchers at departments of education in the Scandinavian countries who use ethnography to conduct education research. I exclude through this focus the work of sociologists, anthropologists, ethnologists and others who may also use ethnographic methods in