Doing ethnographic method with babies – Participation and perspective approached from the floor

Orrmalm, Alex

doi:10.1111/chso.12380

Cited by 5 publications

(4 citation statements)

References 38 publications

(70 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Regarding everyday objects, it is impressive to see the number of objects that children are confronted with [12]. Technical objects and technology are part of children's lives.…”

Section: Children and Technical Objectsmentioning

confidence: 99%

Minecraft as a Hybrid Boundary Object: Exploring Nature in Squares

Cederqvist,

Impedovo

2023

Education Sciences

View full text Add to dashboard Cite

In this exploratory case study, we investigated children’s ways of experiencing virtual worlds, such as Minecraft, and how this may affect their understanding of nature, scientific phenomena, and sustainable development; that is to say, Minecraft was explored as a boundary object in children’s making activities with Minecraft. The research questions that guided the study are: In what ways may Minecraft act as a boundary object between children’s formal and informal learning about science and sustainable development? In what ways may Minecraft act as a boundary object when children build relationships with nature? Semi-structured interviews were conducted with six children. A thematic analysis approach was used to analyze the interviews. This study shows that in the Minecraft context, the children gained a breadth of everyday experiences related to scientific phenomena and sustainability. Further, the findings indicate that children merged their experiences in the virtual world with experiences in the physical world. In this sense, Minecraft involves science and sustainability content that crosses the boundary between the virtual world and reality. Thus, we suggest that Minecraft bridged children’s physical and virtual relationships with nature; that is to say, Minecraft became a boundary object that allowed children to experience nature and encounter knowledge that they would not otherwise have been able to experience.

show abstract

“…Regarding everyday objects, it is impressive to see the number of objects that children are confronted with [12]. Technical objects and technology are part of children's lives.…”

Section: Children and Technical Objectsmentioning

confidence: 99%

Minecraft as a Hybrid Boundary Object: Exploring Nature in Squares

Cederqvist,

Impedovo

2023

Education Sciences

View full text Add to dashboard Cite

show abstract

“…In the wake of Alma Gottlieb’s criticism, a growing number of childhood researchers have begun to reflect on the fact that the field, while nominally covering children of all ages, has paid scant attention to infants (e.g., Brownlie & Leith, 2011; Oswell, 2013). Scholars who do study infants freely admit to its difficulties, as their subjects’ lives seem so abstruse that it leads only to unreliable observations (Elwick et al, 2014; Orrmalm, 2020a, 2020b).…”

Section: (Re)navigating Children’ Agency Ethnographically With Imagin...mentioning

confidence: 99%

“…To resolve these problems, the authors suggested several innovative methods drawing from other researchers. Besides that, there are also inspirational ethnographic studies investigating infants' perspectives through their body movements, in which the researcher plays a crucial role in making interpretations of the 'messy' behaviors (Orrmalm, 2020a(Orrmalm, , 2020b). Yet, just as what I will do below, these methods still rely heavily on adults' (researchers or caregivers) experiences with and perspectives of infants, which may not necessarily reflect the children's 'real' thoughts.…”

Section: Challenges Of Approaching Infants and Children With Developm...mentioning

confidence: 99%

Ethnographic Imagination as an Interpretative Approach to the World of Infants and Children with Developmental Disabilities

Qian

2022

International Journal of Qualitative Methods

View full text Add to dashboard Cite

Reflections on children’s agency have become popular in anthropological and sociological studies of childhood. Scholars tended to treat children as independent and active social members, rather than individuals still undergoing maturity. To guarantee their right to information and participation, researchers have constantly refined their methods in hopes of involving children in research projects as much as possible and empowering their voices. Yet, because of our technological and cognitive restraints, these innovative efforts have not helped us comprehend the thoughts and experiences of infants and children with developmental disabilities. This article proposes ethnographic imagination as an alternative approach. Based on 11-month fieldwork in a Chinese orphanage, I suggest that we could utilize the clues drawn from our participatory research and caregivers’ experiences to untangle children’s ‘messy’ behaviors in an ethnographically imaginative way. Rooted in specific contexts and reliant on the collective experience of stakeholders, while also connecting broader perceptions of everyday life and the sociocultural insights of participatory observation, this interpretative approach may provide observers with a justifiable explanation to the world of nonverbal and minimally verbal children.

show abstract

“…Exempelvis har begreppet "barns röster" kritiseras utifrån att det tenderar att synliggöra barn som har en röst i traditionell mening (talat språk) medan grupper av barn som saknar sådan röst blir osynliggjorda, exempelvis yngre barn (t.ex. Orrmalm, 2020) eller barn med olika funktionsnedsättningar (t.ex. Key och Tisdall, 2012).…”

Section: Barns Deltagande Och Delaktighet I Forskningunclassified

Lyssna, höra, agera: etiska och metodologiska implikationer av att lyssna på barn i utvecklingsforskning

Lago¹,

Elvstrand²

2022

Barn

View full text Add to dashboard Cite

I drygt trettio år har FN:s barnkonvention manat till att barns rättigheter ska efterlevas i alla arenor som berör barn. En av huvudprinciperna i konventionen är barns rätt till delaktighet och i denna text undersöks möjliggörande av detta i forskning. Det empiriska underlaget utgörs av metodologiska reflektioner från projekt där vi arbetat med att tillvarata yngre skolbarns perspektiv i utvecklingsforskning i skolan. Laura Lundys (2007) delaktighetsmodell används för att problematisera och diskutera hur barn kan ges delaktighet i två fallexempel. Modellen inrymmer begreppen utrymme, röst, åhörare och inflytande. Utifrån dessa begrepp framkommer att det finns spänningar mellan forskningens långsamhet och betydelsen av snabb och direkt förändring samt att om forskningen ska resultera i reell delaktighet för de deltagande barnen behöver det finnas utrymme för handlingsmöjlighet i projektet. Trots dessa spänningar visar fallexemplen att med reflekterade metodologiska val kan utrymme skapas så att barns röster blir hörda under hela forskningsprocessen.

show abstract

Doing ethnographic method with babies – Participation and perspective approached from the floor

Abstract: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 5 publications

References 38 publications

Minecraft as a Hybrid Boundary Object: Exploring Nature in Squares

Minecraft as a Hybrid Boundary Object: Exploring Nature in Squares

Ethnographic Imagination as an Interpretative Approach to the World of Infants and Children with Developmental Disabilities

Lyssna, höra, agera: etiska och metodologiska implikationer av att lyssna på barn i utvecklingsforskning

Contact Info

Product

Resources

About