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THE APPLICATION OF ETHNOGRAPHIC APPROACH IN PEDAGOGICAL ANALYSIS

100%
Kłodkowska J.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2008
|
vol. 9
223-231
EN
The paper attempts to present various aspects of ethnographic analysis for implementing interpretative (qualitative) research in pedagogy. The authoress seeks to answer the following questions: in what way the methodology used in ethnographic research is applicable in pedagogy? How can this method be used of in the analysis of the functioning of educational institution? The discussion is presented in the context of her research on cultural changes in the Voluntary Work Organization . The article discusses the forms in which the methodology used in ethnographic research can be adopted to pedagogy and described as ethnopedagogy, ethnography of education or a research method analysing selected aspects in eductaion with no special label attached. The authoress is in favour of the last mentioned approach in pedagogical research since it allows for fixing the status if the ethnographic method in pedagogy. She highlights the advantages of the method as a perspective for analyzing various situations in education and lllustrating her considerations with interpretative instances of ethnographic researach in pedagogy. The paper reflects on the tendency observed in research methodology literature to equate ethnography with observation, which according to the authoress limits the ethnographic method and does not permit to present the reality analyzed in a broader context, treat the group analyzed as part of a culture or allow the researcher to be more reflective on the area analyzed.
2

THE ISSUES OF CONTEXT AND CONTEXTUALITY IN ETHNOGRAPHIC RESEARCH

100%
Kłodkowska J.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2007
|
vol. 8
187-194
EN
The article presents the consideration about one of the criteria of status of ethnography as a science - the contextuality. The aim of this text is searching for the answer to the question: What is the contextuality for the ethnographic research and what is its function? The authoress analyzes the proposition of terminological definition concerning contextuality and context. They are being considered on two levels: the investigated reality and the research process. The first is identified with a cognitive attitude to the world and with the choice of interpretative paradigm. The second is connected with methodological tradition and the research procedures employed. Contextuality, according to the authoress, can be treated as a category consisting of 'places' of the reality explored by the researcher in the circumstances accompanying the ethnography creating process. This procedure enables the perception of phenomena together with their anchoring in the socio-cultural world. The role of contextuality can be defined as determining the direction of interpretation. Through its multicomplexity and rotation it also reflects the character of the interpretative paradigm. It, too, seems to be an expression of dynamics of the research process in ethnography and its moderator and at the same time, the source of researcher's disturbance stimulated by the necessity of to make constant choices on different stages of the research process. Additionally, it forces the researcher to assume a certain attitude connected with reflexivity, flexibility, adaptation to change, ability to make a quick decision. It also creates the feeling of chaos, disorganization, uncertainty and, undoubtedly, experiencing the adventure of discovery and research.
3
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"Going native" jako proces stawania się badaczem terenowym. Refleksje na marginesie badania środowiska życia osób starszych

100%
Kłodkowska J.
Dyskursy Młodych Andragogów / Adult Education Discourses
|
2016
|
vol. 17
97-107
PL
Prezentowany artykuł jest rezultatem poszukiwania odpowiedzi na pytania o to, w jaki sposób można stawać się badaczem terenowym, jakie szanse i niebezpieczeństwa pojawiają się w konsekwencji przyjętej roli badacza terenowego. Autorka stawia pytania, poszukując sposobów poznawania środowisk życia osób starzejących się i starych. Przedstawia specyfikę metodologii badań terenowych, definiuje kategorię środowiska, terenu badań, opisuje proces going native jako rezultat stawania się badaczem terenowym. Na podstawie własnych doświadczeń badawczych pisze o szansach, jakie wynikają z prowadzenia badań terenowych oraz o radzeniu sobie z niebezpieczeństwami, związanymi z koniecznością dokonywania wyborów poznawczych i etycznych w kontekście poznawania światów konstruowanych przez osoby stare.
EN
The presented article is the result of searching for the answer to the following questions: how can one become a field researcher, what opportunities and threats does a job of field researcher create? The author puts the questions while searching for the ways of learning about the living environment of aging people and the elderly. She presents the specifics of methodology of field studies, defines the category of environment and the study area, describes the process of going native as the result of becoming a field researcher. The author, based on the experience gained during research, writes about opportunities that arise out of conducting field studies and about the process of dealing with threats connected with the necessity of making cognitive and ethical choices in the context of learning about the worlds created by the elderly.
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