The Image of Ethnography—Making Sense of the Social Through Images: A Structured Method

Abstract

Although systematic observation and interviews are the most common techniques in ethnography, a deep understanding requires research tools adapted to exploring beyond the observational scope. Nonconventional methods can support ethnography and complement observations and thus refine the construction of meaning. Qualitative research literature deals disproportionately more with some forms of data, typically text, lacking a structured method for visuals. This article arises from a case study using nonconventional methods, such as sociograms and participant-made drawings, and presents a structured method to attain enriched ethnographic analysis. Using this structured method, the research then draws on representation, visualization, and interaction as ports of entry into group dynamics. The aim being to open a way to discovery when visual and interactional representations do not easily translate into words. Spoken language presupposes an ability to capture and convey thought with precision and clarity and to know how the interlocutor may interpret words. A structured method to analyze images can fruitfully assist in the process. Since every research participant has a view on or a way of making sense of the research subject, the method is universal in application.

Analysis of Urban Transformation Through the Use of Expanded Research Tools

“…Following the work of Ayala and Koch (2019) about nonconventional methods that can support ethnography, they state that “The plasticity of the drawings brings it into a privileged meaning-making place” (p.3), and that this contributed to a more fluid construction of a hermeneutical bond, because the significant load and its evolution are given by the participants, not the researcher. In this way, drawing and redrawing being a tool to providing information on the formal characteristics, it also allows to collect information on the symbolic social processes of what inhabits the place, adding to the analysis a vivid and realistic perspective without which one could comprehend by completing the phenomenon studied.…”

Qualitative ego networks in health professions education: Capturing the self in relation to others

“…Moreover, Figure 1 emphasises the variety of SNA data collection techniques that can be employed to answer a research question. For example, visual maps (ie sociograms) have been used as data in grounded theory research 24 and ethnographic research 25 . Others have described a longitudinal ethnographic study design where they ‘borrowed’ 26 elements of SNA theory and employed qualitative ego network methods to explore patterns of social interaction around health 27 .…”

“…Those engaging in qualitative ego network approaches must report the same transparency and explicitness expected of all qualitative reporting 44 . This is particularly important when reporting qualitative ego network approaches as this approach tends to be flexible rather than rigid or procedural 25 . In particular, we encourage explicit and transparent reporting of methods including paradigmatic and theoretical underpinning, methodological choices, research approach, level of networks, time dimension and data (see Figure 1).…”

“…For example, visual maps (ie sociograms) have been used as data in grounded theory research 24 and ethnographic research. 25 Others have described a longitudinal ethnographic study design where they 'borrowed' 26 elements of SNA theory and employed qualitative ego network methods to explore patterns of social interaction around health. 27 It is beyond the scope of this paper to describe broadly the complex heterogeneity of theory integration, data collection approaches and analytic techniques.…”

Investigar las experiencias infantiles con post-etnografía escolar visual: dilemas epistemológicos

“…La imagen ofrece así nuevas perspectivas frente a un mismo tema, brindando la posibilidad de indagar aspectos que no se habrían abordado de otra forma (Collier, 1957;Pink, 2001). Empero también señalan las dificultades en el uso y la interpretación de tales datos, por lo general asociados a la falta de consolidación científica del campo, así como a una confusión relacionada con la complejidad de los materiales introducidos (Pauwels, 2010;Ayala & Koch, 2019). En particular, en su estudio sobre sexualidad y educación, Allen (2011) reflexiona sobre el análisis de los datos, preguntándose si es más relevante el contenido de la imagen o lo que quiso visibilizar la persona que la produjo.…”