Dominicans in Pennsylvania: An Ethnographic Analysis of Secondary Migration

2010 ◽  
Author(s):  
Alyssa Garcia
Keyword(s):  
Secondary Migration ◽  
Ethnographic Analysis

Developing a Navy Workforce Program: An Interactional Ethnographic Analysis

2019 ◽  
Vol 20 (3) ◽  
pp. 303-319
Author(s):  
Noreen Balos ◽  
Maria Teresa Napoli ◽  
Judith Green
Keyword(s):  
Ethnographic Analysis

How “Identity Play” Protects White Privilege

2018 ◽  
Author(s):  
Alison LaGarry ◽  
Timothy Conder
Keyword(s):  
Preservice Teachers ◽  
Teacher Identity ◽  
White Privilege ◽  
White Identity ◽  
Contested Spaces ◽  
Identity Studies ◽  
White Teacher ◽  
Ethnographic Analysis ◽  
Second Wave

This chapter, “How ‘Identity Play’ Protects White Privilege: A Meta-Ethnographic Methodological Test,” presents the findings of a 2013 meta-ethnographic analysis on White identity in preservice teachers (PSTs), as well as a methodological test of those findings in light of recent publications on Second-Wave White Teacher Identity Studies (SWWTIS). In the 2013 meta-ethnography, the authors first found a reciprocal argument in which the authors described similar tools or strategies by which White PSTs defended their own privilege. Through further reflexive interpretation, the authors then found a line of argument that situated the multiple theories used in the studies as contested spaces in a larger figured world of whiteness. In testing findings from 2013 against recently published studies on SWWTIS, the authors found that the earlier study anticipated a shift in thinking and theorizing within the field.

Why pioneer camps survived the collapse of the Soviet Union

2021 ◽  
pp. 161189442110186
Author(s):  
Anna Kozlova
Keyword(s):  
Soviet Union ◽  
Educational System ◽  
Central Committee ◽  
Human Values ◽  
Teaching Experiences ◽  
Stalin Era ◽  
The Soviet Union ◽  
Ethnographic Analysis ◽  
Children’S Centres ◽  
Educational Field

The article analyses the survival of the children’s centres, Artek and Orlyonok, during the post-socialist transformation. It is based on 50 interviews with employees who worked there starting in the late-Soviet era. Artek and Orlyonok were exemplary children’s camps, subordinated to the Central Committee of the Komsomol. Since the early 1960s, they have functioned as schools for distinguished teenagers who were considered ‘good examples’ for other children. In this article, I have made an ethnographic analysis of Artek and Orlyonok employees’ late-Soviet experiences. This analysis shows how the agency of Soviet counsellors and camp directors became a creative interpretation of the governmental order to raise the children as active Soviet citizens. Camp educators transformed it in line with the idea to base their agency on ‘common human values’, which was spread in the Soviet educational field in the post-Stalin era. As a result, the Soviet teaching experiences gained in these education centres were heterogeneous. When a child-centred paradigm was later introduced to the post-Soviet educational system, the camps adopted the most applicable practices from their Soviet experiences.

Learning Morality with Siblings: The Untold Tale of a Mid-Twentieth Century Taiwanese Family

2021 ◽  
pp. 1-27
Author(s):  
Jing Xu
Keyword(s):  
Training Model ◽  
Sibling Relationship ◽  
Text Analytics ◽  
Chinese Families ◽  
General Picture ◽  
Projective Tests ◽  
Moral Learning ◽  
Peer Community ◽  
Ethnographic Analysis

Abstract This article uses a new theoretical and methodological framework to reconstruct a story of two children from fieldnotes collected by anthropologists Arthur and Margery Wolf in rural Taiwan (1958 to 1960). Through the case of a brother–sister dyad, it examines the moral life of young children and provides a rare glimpse into sibling relationship in peer and family contexts. First, combining social network analysis and NLP text-analytics, this article introduces a general picture of these siblings’ life in the peer community. Moreover, drawing from naturalistic observations and projective tests, it offers an ethnographic analysis of how children support each other and assert themselves. It emphasizes the role of child-to-child ties in moral learning, in contrast to the predominant focus of parent–child ties in the study of Chinese families. It challenges assumptions of the Chinese “child training” model and invites us to take children's moral psychology seriously and re-discover their agency.

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