To perceive and to be perceived: challenges of ethnography in elite schools

Mercader, Patricia; Weber, Rebecca; Durif-Varembont, Jean-Pierre

doi:10.1080/09518398.2015.1074753

Cited by 6 publications

(3 citation statements)

References 30 publications

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“…In the research, the issues of spatial and temporal boundaries (Dunne & Ananga, 2013;Hamersley, 2006), context as virtual in ethnographic research (Brockmann, 2011;Hamersley, 2006) as well as the relationship between ethnographer and the researched were taken into conceptual and methodological considerations (Mercader, Weber, & Durif-Varembont, 2015;Wang, 2013). In terms of space, time, and place, I paid close attention to the 'transitional' space of Yangon city as the urban center where fundamental and observable patterns of socio-political and education changes have been taking place.…”

Section: Methodsmentioning

confidence: 99%

Being and becoming ‘dropouts’: contextualizing dropout experiences of youth migrant workers in transitional Myanmar

Hong

2020

International Journal of Qualitative Studies in Education

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This ethnographic research examines the sociocultural and educational experiences of migrant youth living in liminality in urban Yangon. Their liminality exemplifies the interplay between poverty, social-choice of dropping out of school and the militant culture of schooling. The research argues that narratives provide comprehensive understandings of the complex and multidimensional aspects inherent to dropping out of school in Myanmar: poverty; poor learning environments; an inherently militant culture of schooling; and ultimately, the foreseeable failures of these young people. By better understanding the context of being 'out-of-school' and the process of becoming 'dropouts' from their viewpoint, the author argues that more educational research needs to reconceptualize the meaning of schooling in the ever-changing lives and learning of youth in rapidly transforming societies in Asia and beyond. ARTICLE HISTORY

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Section: Methodsmentioning

confidence: 99%

Being and becoming ‘dropouts’: contextualizing dropout experiences of youth migrant workers in transitional Myanmar

Hong

2020

International Journal of Qualitative Studies in Education

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“…These arise in large part from the various pathways of control that members of the elite retain over researchers’ processes and outcomes. For example, elite studies scholars have reflected on challenges around gaining access (Sowatey and Tankebe, 2019), managing and utilising one’s positionalities (Berbary, 2014; Mercader et al, 2015), interviewing (Berry, 2002; Harvey, 2011; Lancaster, 2017) and disseminating results (Gaztambide-Fernández, 2015; Ostrander, 1995). Many of these challenges arise from the unique configurations of power between researchers and their participants – members of elite groups – that characterise this area of research.…”

Section: Introductionmentioning

confidence: 99%

Revisiting the un/ethical: the complex ethics of elite studies research

Lillie

Ayling

2020

Qualitative Research

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Current ethical codes inadequately speak to the complexities of researching elite groups. These groups contribute to broader inequalities and yet are protected from scrutiny by their own resources and, in the research context, ethical guidelines. For this reason, Gaztambide-Fernández (2015) called for those researching elite groups to adopt an ‘un/ethical’ position. This position circumvents conventional ethical codes to disrupt the power of research participants. In this paper, we put forward a considered assessment of this position. We reflect on and theorise our own experiences in the field from this ethical perspective, paying particular attention to our multifaceted insider/outsider statuses. We find that an un/ethical position offers short-term benefits but also does long-term damage to the elite studies scholar community. Thus, we counter-propose a way forward that dismantles power relations while avoiding the drawbacks of the un/ethical approach. Our proposal continues a necessary discussion around the ethics of elite studies research.

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“…La recherche comportait aussi une interrogation sur les établisse-ments qui reçoivent des élèves appartenant aux classes intermédiaires-dominantes, mais il n'est pas possible de tout traiter dans le cadre d'un seul article, et nous avons publié cet aspect ailleurs (Mercader, Weber et Durif-Varembont, 2015). Dans ces établissements, l'investissement de la culture et la confiance dans un avenir marqué par la réussite sociale vont de pair avec une mixité plus souplement vécue (des tables mixtes à la cantine, par exemple, ce qui ne s'observe pas en milieu populaire), et une domination masculine « feutrée », plus discrète, mais non moins présente.…”

Section: Introductionunclassified

« Si elle fait sa belle, il faut la frapper ! »

Mercader

Léchenet

Durif-Varembont

2017

crimino

Self Cite

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Cet article examine la portée identitaire des violences de genre entre élèves dans les établissements scolaires à l’adolescence. Comme la plupart des recherches actuelles sur ce thème, celle-ci fait apparaître que les élèves se socialisent mutuellement dans un système de contrôle réciproque très contraignant, qui construit activement une hiérarchie entre les sexes sur le mode de l’hétéronormativité. On montre que ces violences, et l’ensemble des interactions quotidiennes entre élèves, rappellent constamment les filles à un ordre sexué de domination. Malgré leur nombre et leur réussite scolaire, elles se trouvent donc comme marginalisées dans le groupe des pairs centré sur les garçons. Les réactions des adultes tendent à conforter ce processus, en dépit des intentions affirmées par l’idéal républicain de l’institution. De fait, ce qu’elles vivent s’apparente à une forme latente de harcèlement sexuel. Ces résultats sont fondés sur 39 interviews semi-directives avec des chefs d’établissement et une année scolaire entière d’observations ethnographiques dans 5 établissements de statut, niveau et secteur sociogéographique variés.

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To perceive and to be perceived: challenges of ethnography in elite schools

Cited by 6 publications

References 30 publications

Being and becoming ‘dropouts’: contextualizing dropout experiences of youth migrant workers in transitional Myanmar

Being and becoming ‘dropouts’: contextualizing dropout experiences of youth migrant workers in transitional Myanmar

Revisiting the un/ethical: the complex ethics of elite studies research

« Si elle fait sa belle, il faut la frapper ! »

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