Animating classroom ethnography: overcoming video‐fear

MacLure, Maggie; Holmes, Rachel; MacRae, Christina; Jones, Liz

doi:10.1080/09518391003645370

Cited by 50 publications

(30 citation statements)

References 6 publications

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“…Hamid, for instance, did not seem to connect the morning routine of attaching one's name card onto one of four ‘mood’ faces to his own emotional state (cf. MacLure et al , 2010b):…”

Section: The Orthopaedics Of Affectmentioning

confidence: 99%

Becoming a problem: Behaviour and reputation in the early years classroom

MacLure

Jones

Holmes

et al. 2012

British Educational Res J

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How does it happen that some children acquire a reputation as a 'problem' in school? The article discusses some findings of a qualitative study involving children in the Reception year (ages 4-5). The research focused on problematic behaviour as this emerged within, and was shaped by, the culture of the classroom. A key question for the research was: what makes it difficult for some children to be, and to be recognised as, good students? Using an analytic framework derived from discourse and conversation analysis, we identify some critical factors in the production of reputation, including: the 'discursive framing' of behaviour; the public nature of classroom discipline; the linking of behaviour, learning and emotions; the interactional complexities of being (seen to be) good, and the demands on children of passing as the 'proper child' required by prevailing discourses of normal development, as coded in UK early years curriculum policy and pedagogy.

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“…Hamid, for instance, did not seem to connect the morning routine of attaching one's name card onto one of four ‘mood’ faces to his own emotional state (cf. MacLure et al , 2010b):…”

Section: The Orthopaedics Of Affectmentioning

confidence: 99%

Becoming a problem: Behaviour and reputation in the early years classroom

MacLure

Jones

Holmes

et al. 2012

British Educational Res J

Self Cite

View full text Add to dashboard Cite

show abstract

“…The creative methodology is developed around the concept of glow (MacLure et al . ), based on the idea that deep and critical reflection on significant aspects of our lived experience can produce important layers of meaning and understanding. It is a methodology based on dialogue, critical and creative reflection, and meaning making, leading to renewed action and ongoing documentation.…”

Section: Methodsmentioning

confidence: 99%

5x5x5=Creativity: Art as a Transformative Practice

París¹,

Hay²

2019

Int J Art Design Ed

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The purpose of this article is to share ideas from 5x5x5=creativity, a research initiative established in Bath (UK) in 2000, with the aim of developing and embedding a creative and reflective pedagogy in schools and early years settings. 5x5x5=creativity research, in partnership with schools, educators, artists, creative professionals, mentors and cultural centres, aims to raise the aspirations and improve the life chances of children and young people as creative learners. In our research we want to develop creative reflective practice and influence systemic educational change. This research defends the special role of the arts in developing a more flexible concept of education through curiosity and creativity, together with the capacity for the arts for allows ‘possibility thinking’ through a creative and critical pedagogy. In this article we analyse the impact of the artists’ involvement on the development of a creative, reflective pedagogy in schools. As both artists and educators we believe it is necessary to challenge current orthodoxies and establish creative and critical thinking at the heart of learning for both children and adults.

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“…We share these concerns with regard to visual and narrative methods more broadly and in research with young people in particular. Visual methods are often employed with a certain ethnographic realism in which the camera lens is seen as offering an unadulterated view into the 'real lives' of young people (Maclure et al, 2010). Likewise, creative and narrative approaches often position young people as individual agents authoring their own life stories and aspirational narratives (Myers and Thornham, 2012).…”

Section: " "mentioning

confidence: 99%

Narrating palimpsestic spaces

et al. 2017

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. 1" " Narrating Palimpsestic Spaces AbstractThe term 'palimpsest' refers to medieval manuscripts that have been multiply erased and inscribed with the overlapping texts of successive scribes. More recently and amongst academics, the term has become a metaphor for describing the city, including both the physical urban form as well as memories and experiences of everyday urban life. The palimpsest offers a way of thinking not only about urban transformation, where new and repurposed structures exist alongside the old, but also changes in how the city is experienced, or how life stories are written upon and rewrite existing spaces. This paper focuses on the latter. Though the palimpsest metaphor has been used to describe material transformations of the urban, the question that this paper raises is: how can the notion of the palimpsest inform methodological approaches to researching how the city is lived and seen? Collaborative, digital storytelling that combines images, narration, and sound can provide a method that emphasizes the poli-vocality and multitemporality that the term palimpsest implies. A palimpsestic approach to digital storytelling, as a visual and narrative method, gestures at places as open to future readings and inscriptions. This is relevant to all cities, but perhaps most obviously in cities where historical narratives, memories of violence, and questions over the future political direction of the country in which the city is located are all highly contested. To illustrate these points, this paper draws upon research conducted with young people in Beirut, Lebanon as part of a wider study about how youth experience citizenship and belonging in divided societies.

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Animating classroom ethnography: overcoming video‐fear

Cited by 50 publications

References 6 publications

Becoming a problem: Behaviour and reputation in the early years classroom

Becoming a problem: Behaviour and reputation in the early years classroom

5x5x5=Creativity: Art as a Transformative Practice

Narrating palimpsestic spaces

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