Word of the Week – Ethnography : the study of people and cultures through participation, being immersed in the research environment
In a literature review of R. Jones et al. 2010. Documenting classroom life: how can I write what I am seeing?, an ethnographic study of 4-5 year old children’s behavioural patterns, a few thoughts came from the group:
- Who’s perspective are the findings from? Observer or participant?
- What you notice (or don’t notice) is based on your own bias
- Your presence alone, and approach, can affect how participants behave – affecting the quality of the data
As discussion around other reading materials progressed I noticed the reoccurring themes of: Positionality, Bias, Body Language, Approach.
Positionality
As a teacher, I hold a position of authority. As a result, students will not feel fully comfortable to express their true thoughts – particularly in relation to my teaching. Although my age and appearance may soften this resistance for some, there will always be students who will be apprehensive to share. Anonymous feedback can provide a safer space for students to share.
Bias
My identity as a black, female, minority means that the way I see the world is different. I naturally pay closer attention to female minority students and may place my own assumptions on them based on my experiences. I also feel a closer connection to UK students, as a British born student myself. It will be important to acknowledge my bias in each stage of the process and tailor my approach in planning, delivery, feedback, observation and reflection to accommodate for this.
“Students are the experts of their own experience.”
Mallika Kanyal – Workshop 1: Action Research Scoping and Planning
Within the teacher – student relationship I also hold strong bias’. Making assumptions on what works best for my students, what they need to progress etc. In planning and delivering sessions these bias are reinforced by not including students input. What would it look like if students designed every learning environment they are a part of? Do students want this responsibility?
Body Language
The physical position in which a teacher sits in the classroom can hold much weight. Sitting on a high chair or low chair, amongst students or segregated, front or back or the classroom – these can all affect how students respond to us (particularly in an ethnographic study) This can carry through to how we present, whether you introduce yourself first or last, how questions are asked, participating in group activities or observing etc. It will be important to consider how I address, position and plan session activities to create a comfortable space for students to share.
Approach
Approaches to planning, delivery and reflection will have a significant impact on the outcome. Like an open question, it will be important frame each stage to give a wide range of responses whilst tailoring the question to a particular theme. Choosing appropriate methods will be key to an informed approach. Throughout the process I will reflect on the impact my positionality, bias, body language and approach may have on the research project.