Ethnography Daniel Edenbl

Overview of Research on Equity in Methodological Approaches

  • Importance of conducting research with a focus on equity.

  • Questions to consider:

    • Whose voices are being uplifted?

    • Whose logics are being followed?

  • Co-authored research project centered on ethnography with children.

Methodological Focus

  • Centration on three major ideas:

    1. Relational Access:

    • The need for constant engagement and accessibility in the classroom setting with children.

    • Key question: "Can I be with you?"

    1. Co-Constructed Data Generation:

    • Children's autonomy in understanding and controlling the recording process.

    • Children informed about camera functions:

      • Green light indicates recording; red light indicates non-recording.

    • Example of autonomy: Child choosing not to be recorded one day is an expression of trust.

    1. Anchoring Analysis in Children's Logic:

    • Aim to understand how children make sense of their experiences and what is important to them.

    • Encourages researchers to reconsider their questions and recognize insights from children that may not align with adult perspectives.

Discussion and Thoughts

  • Acknowledgment of a potential impact from a "feminist structure" on children before kindergarten.

  • Exploration of visible and invisible autonomy in children’s choices.

    • Importance of recognizing that a child's choice not to participate is valid and significant autonomy.

  • Inquiry into what autonomy means:

    • The issue of what tasks or teaching methods might not support children’s agency.

    • Reflecting on the critical role of early educational experiences in shaping future learning.

  • Upcoming projects to include family involvement and interactional spaces beyond traditional classroom settings:

    • Definition of interactional spaces: Different areas where children engage with one another and their learning experiences.

Implications of the Research

  • Importance of recognizing that children see learning as transcending defined subjects (e.g., STEM fields).

  • Suggestion for long-term research to track changes over time in autonomy and authority dynamics within classroom settings.

  • Examination of scripted curricula and their influence on open-ended learning.

    • Noticing and wondering as strategies of engagement that may alter authority dynamics in classroom interactions.

Authority Dynamics in Educational Settings

  • Authority is portrayed as flexible and context-dependent, rather than static and positioned.

  • Engagement with authority is described as a collective construction rather than an individualistic trait.

  • Exploration of how children adopt and adapt authority in classroom settings, including implications for teaching practices and student engagement.

Conclusion

  • Final thoughts on the need for reflective thinking and deeper exploration within educational settings.

  • Encouragement for ongoing discussions and modifications in research approach to best include children’s perspectives.