Location and Unlocation: Examining Gender and Telephony through Autoethnographic Textual and Visual Methods

Bryant, Lia; Livholts, Mona

doi:10.1177/160940691301200120

Cited by 6 publications

(4 citation statements)

References 33 publications

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“…Our scientific inquiry about voice, emotions, and space in relation to women's use of the telephone was based on our own personal and professional telephone lives, and was investigated using diaries and memory work (see also Bryant & Livholts, 2013). Autoethnography enabled us to record and examine the flow, interruptions, and situations of telephone use.…”

Section: An Autoethnographic Textual Methodological Designmentioning

confidence: 99%

“…Occasionally, we were able to resist constant responsibility because we could hide our location from unwanted identification. In this way, the mobile phone's "unlocation" (see also Bryant & Livholts, 2013) We acknowledge that our own voices in conversations transmit emotion and we use the phone as a medium to respond to our own emotional needs as well as those of others. We ring a friend or a family member when we need to talk through our feelings of concern about work, conflicts, or ill parents.…”

Section: Feelings Of Irresponsibilitymentioning

confidence: 99%

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2013

Human Technology

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Human Technology is an interdisciplinary, scholarly journal that presents innovative, peer-reviewed articles exploring the issues and challenges surrounding human-technology interaction and the human role in all areas of our ICT-infused societies.Human Technology is published by the Agora Center, University of Jyväskylä and distributed without a charge online. TECHNOLOGIES TO SUPPORT LEARNING, WELL-BEING, AND COMMUNICATIONThe Finnish information society, including its school system, is facing many challenges at the moment. Decision makers, such as representatives of the Ministry of Education and Culture, have raised lively discussion on the basis of the recent PISA results. 1 The trend among Finnish students' performance in the PISA study during the last decade is descendant. Altogether, the recent studies indicate particular worries related to both negative attitudes and lack of motivation towards learning among Finnish students, as these factors seem to be coupled with the performance and learning outcomes (Hautamäki, Kupiainen, Marjanen, Vainikainen, & Hotulainen, 2013; Kupari et al., 2013).One of the suggestions for renewing our school practices is to develop innovative pedagogical and knowledge practices that also utilize technologies. Although technologies have been developed for educational purposes already for almost two decades, many practical questions remain outstanding. Certainly the issues of the availability (accessibility and cost) and demand for flexibility (time, place, and pace) in learning remain challenges for employing, for example, distance learning in most educational systems. Yet these are not the actual bottlenecks for the more widespread and productive use of technologies in teaching or learning. Rather, the challenge frequently relates to educators' hesitant attitudes toward their abilities in applying new pedagogical approaches and utilizing technologies to support them. Moreover, because traditional models of learning have not inspired researchers and teachers to develop innovative pedagogical practices, research and development work within the field has shifted toward a focus on creating many-sided pedagogical practices, specifically through utilizing technologies that can support students in their efforts for deeper learning and richer interaction. Research in the area of learning technologies has indicated both possibilities and challenges related to pedagogically meaningful use of technologies for learning.The development, educational professionals now call for research-based, smart solutions to support learning and performance within formal and informal educational, work-related, and everyday contexts. The "learn anytime, anywhere" approach, while offering much potential for innovative teaching and learning, is not without challenges. Certainly, ubiquitous computing can provide opportunities for embedding learning into everyday activities (Weiser, 1991). However, research and development work should focus on meaningful pedagogical use of mobile devices instead of merely users...

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Section: An Autoethnographic Textual Methodological Designmentioning

confidence: 99%

Section: Feelings Of Irresponsibilitymentioning

confidence: 99%

Untitled

2013

Human Technology

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“…Research with a focus on place and embodiment by rural feminist sociologists has involved a range of methods including focus groups (Madriz 1998), autoethnographic memory work (Bryant and Livholts 2013), textual analysis (Little and Panelli 2003), interviews (Brandth 2016) and online ethnographies (Pini and Mayes 2012). However, to date, little use has been made of the visual ethnography.…”

Section: Thinking (Or Feeling-thinking) With the Body In Placementioning

confidence: 99%

The Embodied Countryside: Methodological Reflections in Place

Castro

2017

Sociologia Ruralis

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This article contributes to conceptualisations of the countryside as an embodied space through a reflective engagement with the use of participatory methods with the campesinas (peasant women) of the Sierra Nevada de Santa Marta mountain range in Colombia. The key aim of the article is to explore how the embodied everyday experiences of the field and the methodologies associated to these are marked by place. To do so, I focus on two empirical aspects of my research. Firstly, I examine how engaging with place is pivotal to understanding the countryside as a relational and embodied space. Secondly, I demonstrate how the participatory methods I engaged with can provide place‐based insights to understanding the rural as embodied. Overall, this article contributes to the literature on how researchers perform and enact rural research, while aiming to de(s)colonise knowledge production.

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“…Ellis (2004, p. xix) described autoethnography as practices of "research, writing, story and method that connect the autobiographical and personal to the cultural, social, and political." Our scientific inquiry about voice, emotions, and space in relation to women's use of the telephone was based on our own personal and professional telephone lives, and was investigated using diaries and memory work (see also Bryant & Livholts, 2013). Autoethnography enabled us to record and examine the flow, interruptions, and situations of telephone use.…”

Section: The Voice and Emotions: Creating Emotional Landscapementioning

confidence: 99%

Gender and the Telephone: Voice and Emotions Shaping and Gendering Space

Livholts¹,

Bryant²

2013

Human Technology

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In the field of communication studies, the topic of telephony and the gendering of space via voice and emotions has received limited attention. The focus of this article is how telephone conversations are mediated by voice and emotions, which in turn shape and gender social space. The methodology is a collaborative autoethnographic design based on diary notes and memory work. Two central themes emerge from the findings that explain how space becomes gendered when using the telephone: (a) the voice and relations of power, and (b) the interstices between work, caring, and the telephone. Our findings reveal the central role of work and caring and how these spaces constantly are being traversed and transformed as the mobile phone becomes an important appendage for sensory perceptions of hearing/listening/voice. We argue that these themes point toward the crucial impact of emotions in the construction of multiple and gendered spatialities of telephony.

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Location and Unlocation: Examining Gender and Telephony through Autoethnographic Textual and Visual Methods

Cited by 6 publications

References 33 publications

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The Embodied Countryside: Methodological Reflections in Place

Gender and the Telephone: Voice and Emotions Shaping and Gendering Space

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