Ethnography: problems and prospects

Hammersley, Martyn

doi:10.1080/17457820500512697

Cited by 416 publications

(260 citation statements)

References 19 publications

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“…The empirical distribution of distance in Figure 6 highlights a tension in the application of ethnographic methods arising from sociology's inheritance of holism from anthropology, where "we cannot understand what goes on within particular situations unless we can locate these within a larger picture" (Hammersley, 2006). Hammersley draws attention to a divergence between research funding trends and research challenges in a global context.…”

Section: Discussionmentioning

confidence: 99%

Able but not willing? Exploring divides in digital versus physical payment use in China

Lloyd

Antonioletti

Sloan

2016

Information Technology &Amp; People

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Purpose -China is the world's largest user market for digital technologies and experiencing unprecedented rates of rural-urban migration set to create the world's first "urban billion". This is an important context for studying nuanced adoption behaviours that define a digital divide. Large-scale studies are required to determine what behaviours exist in such populations, but can offer limited ability to draw inferences about why. The purpose of this paper is to report a large-scale study inside China that probes a nuanced "digital divide" behaviour: consumer demographics indicating ability to pay by electronic means but behaviour suggesting lack of willingness to do so, and extends current demographics to help explain this. Design/methodology/approach -The authors report trans-national access to commercial "Big Data" inside China capturing the demographics and consumption of millions of consumers across a wide range of physical and digital market channels. Focusing on one urban location we combine traditional demographics with a new measure that reflecting migration: "Distance from Home", and use data-mining techniques to develop a model that predicts use behaviour.Findings -Use behaviour is predictable. Most use is explained by value of the transaction. "Distance from Home" is more predictive of technology use than traditional demographics.Research limitations/implications -Results suggest traditional demographics are insufficient to explain "why" use/non-use occurs and hence an insufficient basis to formulate and target government policy. Originality/value -The authors understand this to be the first large-scale trans-national study of use/non-use of digital channels within China, and the first study of the impact of distance on ICT adoption.

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Section: Discussionmentioning

confidence: 99%

Able but not willing? Exploring divides in digital versus physical payment use in China

Lloyd

Antonioletti

Sloan

2016

Information Technology &Amp; People

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“…The analysis of data involved interpretation of the meanings and functions of human actions beyond what people said (Hammersley, 2006). Negotiated meanings were induced from field based observations through a combination of actors' views and researcher interpretation.…”

Section: Discussionmentioning

confidence: 99%

The role of accounting in transforming public tertiary institutions in New Zealand

Narayan

Stittle

2018

AAAJ

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Purpose -This paper evaluates the role and influence played by the discipline of accounting through its association with the multiple logics of government reforms to transform the public tertiary education sector in New Zealand.Design/methodology/approach -The study adopts a case study approach utilising multiple data collection methods. Neo-institutional theory (NIT) provides an insightful and valuable complement to neo-liberalism and enhances our understanding of institutional logics driving government reforms and the transformation of public tertiary institutions.Findings -The findings reveal that accounting has become a powerful conduit for the exercise of the neo-liberalism reforms by government and implemented by managerial control over public tertiary education institutions.Research implications -By addressing a gap in the literature the paper shows how political and economic neo-liberal policies have been implemented in tertiary education with the discipline of accounting being adopted as a prime driver of these reforms. The paper has significant implications for educational management, academics and learners in understanding how and why the inherent nature, objectives and processes of the overall educational experience has undergone a radical reformation.Originality/value -New Zealand is one of the first countries to implement these educational reforms and adopted 'accounting technologies' to reduce costs and improve performance. But the reality has often been very different. Most of the government's original objectives have not been fulfilled and the reforms have been costly for the academic profession. This paper provides a valuable source of learning for academics, managers and politicians.

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“…Siguiendo a Casalta (2008), pese a que mi experiencia previa como maestro de primaria podía crear interferencias a la hora de observar y analizar la información, también es cierto que un uso reflexivo y crítico de mis disposiciones me permitieron revelar información muy sutil que podría haber pasado desapercibida para quienes no han tenido experiencia atendiendo a esta tipología de alumnado en la institución escolar. Por lo tanto, más que buscar explicaciones simples o culpabilizadoras, se procuró no someter las narrativas del profesorado a una crítica ideológica inmediata (Hammersley, 2006). Todas las entrevistas fueron grabada y transcritas, mientras que las conversaciones informales que tuvieron lugar durante las observaciones fueron recogidas en el diario de campo.…”

Section: Métodounclassified

De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria: Un Análisis Interseccional desde el Caso Español

Paniagua

2017

Rev. latinoam. educ. inclusiva

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A partir de sus experiencias enseñando a tres niños y niñas identificados como "alumnado de necesidades educativas especiales" procedentes de familias lingüística, cultural y socioeconómicamente diversas, este artículo describe las ambigüedades a las que hacen frente varias maestras y maestros en relación con las necesidades de estos alumnos y alumnas. A través de las entrevistas y conversaciones mantenidas con estos profesionales se analiza la forma en las explicaciones "culturales" y "cognitivas" se relacionan y retroalimentan en sus narrativas. De este modo, el artículo muestra como una aproximación interseccional permite describir el carácter constituyente de unas necesidades que se creen a priori como objetivaseducación especial, diversidad cultural-, y como éstas se entremezclan para generar formas genuinas de entender y aproximar la diversidad en el aula. En conclusión, se propone entender la Educación Especial como un sistema que deriva significado de todos los ejes de diferencia, reafirmándolos, y que tiende a ocultar la forma en que las necesidades del alumnado son construidas al margen de la responsabilidad de la institución escolar.Descriptores: Educación especial, Diversidad cultural, España, Necesidades educativas.Using their teaching experiences with children identified as having special education needs of linguistically, culturally and socioeconomically diverse families, this paper describes the ambiguities teachers face when understanding the needs of these students. To this extent, the informal conversations and interviews with teachers carried out during the observation of three classrooms are used to analyze the way in which 'cultural' and 'biological' explanations are intertwined and underpin their narratives. The paper discusses how an intersectional analysis allows to describe the constituent character of needs that are seen as objectivespecial education, diversity-, and how these variables are mixed and produce new forms to understand the diversity in their classrooms. In conclusion, it is argued that special education may be understood as a system that derives meaning from all axes of difference, which are in turn reaffirmed, and which hides the way in which students' needs are constructed away from school's responsibility.Keywords: Special needs education, Cultural diversity, Spain, Educational needs. Esta investigación se realizó bajo el programa FPU 2010-2014 financiado por el Ministerio deEducación.

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Ethnography: problems and prospects

Cited by 416 publications

References 19 publications

Able but not willing? Exploring divides in digital versus physical payment use in China

Able but not willing? Exploring divides in digital versus physical payment use in China

The role of accounting in transforming public tertiary institutions in New Zealand

De la Diversidad a la Construcción de las Necesidades Educativas en las Aulas de Primaria: Un Análisis Interseccional desde el Caso Español

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