Case study and ethnography are two of the most popular qualitative research approaches. As more scholars have interests in researching social phenomena, the application of case study and ethnography are growing rapidly. For instance, most of interpersonal communication and marketing communication research tend to apply case studies, while several intercultural communication research prefer to employ ethnography. It is important to understand the background of each method before choosing which technique that will appropriate to our research. This article firstly describes several concerns about case study, followed by ethnography and some conclusions.
This study examines the constitution of religiously tolerant subjectivity among Indonesian Muslim pre-service teachers. Complementing existing studies in religious tolerance education which were mainly survey-based and experimental, this qualitative research employed a discourse analysis methodology which connects individual-level analysis with the larger socio-religio-political situations in contemporary Indonesia. Specifically, this study aims to explore discourses drawn upon by young Muslim preservice teachers to understand religious tolerance in the context of contemporary Indonesia, a Muslim-majority Southeast Asian country struggling to navigate its history of moderate Islam and a recent surge of conservatism. The findings exhibited three key discourses through which participants' religiously tolerant subjectivity was constituted, namely, a discourse of spiritual Islam, a discourse of postmodern sensibilities, and a discourse of concern over the growing conservative, Islamist, and radical groups. The implications were discussed in relation to how religious tolerance education can be advanced by drawing upon these key discourses.
In this article, I discuss the idea about how Information and Communication Technologies – particularly the internet- can be developed as a tool to support independent learning. From my point of view, both new media and education are closely connected. Moreover, the internet has several functions that might be explored for academic purposes. Although there are some possibilities of using internet as a tool to learn English, it might not be easy to implement this idea in Indonesian universities because of various problems caused by cultural background, educational institution, government, community, also student’s and teacher’s perspectives. This paper explains these complexities in five parts: introduction; literature review; analysis; solutions; and conclusions which all are connected to the concepts of language, culture and identity.
This study investigates the perceptions of teaching and learning of teachers from Saudi Arabia who participated in a 12-month professional development programme based in Australia. Considering the design of the programme and the vast differences between the education systems and cultures of the two countries, this study examines Saudi teachers’ classroom practices and challenges while teaching at schools in their home country, and whether their perceptions of teaching practice changed during and after participating in the professional development programme in Australia. Factors that might have influenced the changes to and nature of their teaching aspirations and plans for their students and schools in Saudi Arabia are also discussed.
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