Understanding waiting and wellbeing through liminal experiences of Syrian refugees

2019 ◽  
Vol 16 (3) ◽  
pp. 369-377 ◽  
Author(s):  
May Mzayek
Keyword(s):  
United States ◽  
Ethnographic Study ◽  
Syrian Refugees ◽  
Forced Displacement ◽  
Field Notes ◽  
Migration Experiences ◽  
Liminal Experiences

Using the anthropological concept of liminality, this paper describes an ethnographic study examining the wellbeing of Syrian refugees as they recount narratives of forced displacement and resettlement. The author observed 37 Syrian participants who had been relocated to Austin, Texas, United States, and interviewed 15 Syrian participants about their migration experiences. Through observation, interviews, and field notes, the author examines the refugees’ ideas of wellbeing during periods of peace, war and displacement, and resettlement. Throughout the displacement journey, Syrian refugees implemented resilience tactics to escape instances of waiting in order to reach their desired destination—resettlement.

Inequality in the Promised Land

2020 ◽  
Vol 9 (1) ◽  
pp. 177-180
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
United States ◽  
Minority Students ◽  
Doctoral Dissertation ◽  
Ethnographic Study ◽  
Suburban Area ◽  
Midwestern United States ◽  
Minority Community ◽  
Promised Land ◽  
Land Race ◽  
The Relationship

Inequality in the promised land: Race, resources, and suburban schooling is a well-written book by L’ Heureux Lewis-McCoy. The book is based on Lewis-McCoy’s doctoral dissertation, that included an ethnographic study in a suburban area named Rolling Acres in the Midwestern United States. Lewis-McCoy studied the relationship between families and those families’ relationships with schools. Through this study, the author explored how invisible inequality and racism in an affluent suburban area became the barrier for racial and economically minority students to grow up academically. Lewis-McCoy also discovered the hope of the minority community for raising their children for a better future.

scholarly journals Sociolinguistic Markers of Friendship Among Persons With Dementia in Long-Term Care

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 575-575
Author(s):  
Pamela Saunders
Keyword(s):  
Social Interaction ◽  
Long Term Care ◽  
Ethnographic Study ◽  
Linguistic Features ◽  
Term Care ◽  
Socially Constructed ◽  
Time Period ◽  
Pronominal Reference ◽  
Field Notes

Abstract Sociolinguistics and discourse analysis provide tools through which to examine how friendship is socially constructed through language and communication. Research on social isolation and loneliness reveals the importance of social interaction on the psychological and physical health of older adults. Given that linguistic, communicative, and functional abilities decline as dementia progresses, it is challenging to identify markers of friendship. The Friendship Project is an ethnographic study of social interaction among persons with dementia living in a long-term care setting. The data are from transcripts and field-notes of social interactions among residents with a range of cognitive impairments over a six-month time period. Results reveal that persons with dementia employ specific linguistic features such as narrative, evaluation, evidentials, and pronominal reference to make meaning and create relationships over time. Practical implications will be discussed.

Exploring hospital nurses’ transitional medication management for older patients with multi-morbidity: An ethnographic study

2021 ◽  
pp. 205715852110617
Author(s):  
Mette Geil Kollerup ◽  
Birgitte Schantz Laursen
Keyword(s):  
Older Patients ◽  
Communication Systems ◽  
Clinical Decision Making ◽  
Medication Management ◽  
Clinical Decision ◽  
Ethnographic Study ◽  
University Hospital ◽  
Hospital Nurses ◽  
Assessment Skills ◽  
Field Notes

Transitional medication management, in which individual needs are balanced against organizational priorities, is crucial for safe discharge processes. The aim of this study was to explore hospital nurses’ transitional medication management in the discharge of older patients with multi-morbidity. Using an ethnographic approach the data were collected through participant observations at a mixed medical ward at a Danish university hospital for two weeks. The participants were five registered nurses, responsible for nursing care of 23 patients with multi-morbidity and planned for discharge. The data comprised field notes that were analysed using iterative processes of domain, taxonomic and component analysis. The reporting adhered to the COREQ checklist. Hospital nurses’ transitional medication management was characterized by unpredictability and inconsistency in patient situations, fragmentation and discontinuity in working processes and complexity in communication systems. Special attention to nurses’ needs assessment skills and clinical decision making in caring for patients with multi-morbidity in a single focused healthcare system is required.

scholarly journals Humour in Sports Coaching: ‘It’s a Funny Old Game’

2018 ◽  
Vol 23 (4) ◽  
pp. 744-762 ◽  
Author(s):  
Christian Nicholas Edwards ◽  
Robyn L Jones
Keyword(s):  
Social Order ◽  
Social Role ◽  
Participant Observation ◽  
Ethnographic Study ◽  
The Body ◽  
Social Significance ◽  
Ethnographic Film ◽  
The Social ◽  
Field Notes ◽  
Sports Coaching

The primary purpose of this article was to investigate the use and manifestation of humour within sports coaching. This was particularly in light of the social significance of humour as a critical component in cultural creation and negotiation. Data were gathered from a 10-month ethnographic study that tracked the players and coaches of Senghenydd City Football Club (a pseudonym) over the course of a full season. Precise methods of data collection included participant observation, reflective personal field notes, and ethnographic film. The results demonstrated the dominating presence of both ‘inclusionary putdowns’ and ‘disciplinary humour’, particularly in relation to how they contributed to the production and maintenance of the social order. Finally, a reflective conclusion discusses the temporal nature of the collective understanding evident among the group at Senghenydd, and its effect on the humour evident. In doing so, the work contributes to the body of knowledge regarding the social role of humour within sports coaching.

Undocumented Status and Schooling for Newcomer Teens

2015 ◽  
Vol 85 (3) ◽  
pp. 478-501 ◽  
Author(s):  
Elaine C. Allard
Keyword(s):  
United States ◽  
High School ◽  
Formal Education ◽  
Undocumented Students ◽  
The United States ◽  
Ethnographic Study ◽  
Border Crossing ◽  
Transnational Identities ◽  
Undocumented Status ◽  
Professional Aspirations

In this ethnographic study, Elaine C. Allard describes and analyzes the characteristics and experiences of undocumented newcomer adolescents attending a US suburban high school. She considers the ways in which newcomer adolescents show agency in their border crossing, prioritize work over formal education, and express transnational identities. She contrasts their experience with the predominant narrative of DREAMers, undocumented childhood arrivals who are often characterized as migrating to the United States “through no fault of their own,” who prioritize professional aspirations through schooling, and who are “American in spirit.” Allard calls attention to a subgroup of undocumented students who may benefit from different approaches by educators and immigrant advocates.

scholarly journals Possibilities for interprofessional learning at a Swedish acute healthcare ward not dedicated to interprofessional education: an ethnographic study

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e027590 ◽  
Author(s):  
Ann Hägg-Martinell ◽  
Håkan Hult ◽  
Peter Henriksson ◽  
Anna Kiessling
Keyword(s):  
Nursing Students ◽  
Interprofessional Education ◽  
Ethnographic Study ◽  
Clinical Settings ◽  
Interprofessional Learning ◽  
Staff Members ◽  
Questions And Answers ◽  
Field Notes ◽  
Almost All ◽  
Acute Healthcare

ObjectivesAlmost all healthcare today is team-based in collaboration over professional borders, and numerous students have work-based learning in such contexts. However, interprofessional learning (IPL) in clinical settings has mostly been systematically explored in specially designed contexts dedicated to interprofessional education (IPE). This study aimed to explore the possibilities for IPL activities, and if or how they occur, in an acute ward context not dedicated to IPE.Design and settingBetween 2011 and 2013 ethnographic observations were performed of medical and nursing students’ interactions and IPL during early clerkship at an acute internal medicine ward in Sweden. Field notes were taken and analysed based on the framework of IPE:learning with, from and about.Participants21 medical, 4 nursing students and 30 supervisors participated.ResultsLearning with—there were no organised IPE activities. Instead, medical and nursing students learnt in parallel. However, students interacted with staff members from other professions.Learning from—interprofessional supervision was frequent. Interprofessional supervision of nursing students by doctors focused on theoretical questions and answers, while interprofessional supervision of medical students by nurses focused on the performance of technical skills.Learning about—students were observed to actively observe interactions between staff and learnt how staff conducted different tasks.ConclusionThis study shows that there were plenty of possibilities for IPL activities, but the potential was not fully utilised or facilitated. Serendipitous IPL activities differed between observed medical and nursing students. Although interprofessional supervision was fairly frequent, students were not learning with, from or about each other over professional borders.

scholarly journals Crossing Borders in Search of the Mother-Daughter Story: Interdependence across Time and Distance

2008 ◽  
Vol 89 (4) ◽  
pp. 631-639
Author(s):  
Ruth Ann Belknap
Keyword(s):  
United States ◽  
Data Collection ◽  
Narrative Analysis ◽  
The United States ◽  
Mothers And Daughters ◽  
Analysis Techniques ◽  
Mexican Culture ◽  
Mother Daughter Relationship ◽  
Field Notes ◽  
Distance Data

Although studies have identified the importance of the mother–daughter relationship and of familism in Mexican culture, there is little in the literature about the mother–daughter experience after daughters have migrated to the United States. This study explores relationships between three daughters in America and their mothers in Mexico, and describes ways in which interdependence between mothers and daughters can be maintained when they are separated by borders and distance. Data collection included prolonged engagement with participants, field notes, and tape-recorded interviews. Narrative analysis techniques were used. Findings suggest mother–daughter interdependence remains. Some aspects may change, but the mother–daughter connection continues to influence lives and provide emotional and, to a lesser extent, material support in their lives.

“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico

2020 ◽  
Vol 122 (8) ◽  
pp. 1-40
Author(s):  
Sarah Gallo ◽  
Andrea Ortiz
Keyword(s):  
United States ◽  
School Teacher ◽  
Research Question ◽  
Video Recording ◽  
The United States ◽  
Ethnographic Study ◽  
Fifth Grade ◽  
Educational Practices ◽  
Academic Year ◽  
Grade Classroom

Background/Context This article builds on U.S.-based research on undocumented status and schooling to examine how an elementary school teacher in Mexico successfully integrates transnational students’ experiences related to unauthorized (im)migration into the classroom. Purpose/Objective/Research Question/Focus of Study Drawing on a politicized funds of knowledge framework, we focus on an exceptional fifth-grade teacher's curricular, pedagogical, and relational decisions to provide concrete examples of how educators on both sides of the border can carefully integrate students’ politicized experiences into their classrooms. Setting This research took place in a semirural fifth-grade classroom in Central Mexico during the 2016–2017 academic year, when Donald Trump was elected president of the United States. Population/Participants/Subjects This article focuses on the routine educational practices within a single fifth-grade classroom in a highly transnational Central Mexican town. Participants included a binational student who had recently relocated to Mexico because of U.S.-based immigration policies, her peers from transnational families with ties to the United States, and their fifth-grade teacher. Research Design This school-based ethnographic study involved weekly participant observation and video recording of routine activities in Profe Julio's fifth-grade classroom during the 2016–2017 academic year. Observations were triangulated with additional data sources such as interviews (with educators, binational students, and binational caregivers) and artifacts (such as homework assignments and student writing). Findings/Results Through a close examination of a fifth-grade classroom in Mexico, we illustrate how the teacher brought students’ (im)migration experiences into school by leveraging openings in the curriculum, developing interpersonal relationships of care, and engaging in a range of pedagogical moves. Conclusions/Recommendations We discuss how this teacher's educational practices could be carefully tailored to U.S. classrooms within the current anti-immigrant context. These practices include building relationships of care, looking for openings in the curriculum, providing academic distance, prioritizing teachers as learners, and working with school leadership for guidance on navigating politicized topics under the current U.S. administration.

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