HACIENDO [AUTO] ETNOGRAFIA POLITICAMENTE

Building on earlier arguments, I propose a civic, publicly responsable [auto] ethnography that addresses the central issues of self, race, gender, class, society, and democracy.  I begin with pedagogies of hope and the sociological and ethnographic imaginations.  I turn then to the ethnographer and cultural studies, reviewing several models of critical ethnography. I next examine critical performance pedagogy, politics, and critical race theory, and conclude with a brief discussion of the practices of a performative cultural politics.Basado en argumentos previos, propongo una [auto] etnografía civil, públicamente responsable, que aborde las temáticas centrales de self, raza, género, clase, sociedad y democracia. Comienzo con la pedagogía de la esperanza y la imaginación sociológica y etnográfica.  Paso entonces al etnógrafo y los estudios culturales, revisando varios modelos de etnografía crítica. A continuación, examino la pedagogía performativa crítica, la política y la teoría racial crítica, concluyendo con una breve discusión sobre la práctica de una política cultural performativa

Handbook of Qualitative Research

Handbook of Qualitive Research merupakan mahakarya dari berbagai buku metode penelitian yang ada, baik itu berbahasa Indonesia maupun berbahasa asing. Buku ini selalu dirujuk, dipelajari dan senantiasa konseptual serta digunakan dalam literatur kajian-kajian kualitatif. Kehadiran buku ini merupakan hasil dari refleksi dan pengamatan penerbit selama bertahun-tahun yang melihat bahwa dalam kenyataan dunia perbukuan kita, baik itu karya ilmiah yang berupa skripsi, tesis dan disertasi, maupun buku-buku riset dan terjemahan serta buku-buku teks kualitatif- buku Handbook ini selalu menjadi salah satu di antara sekian referensi pustaka yang ada. Oleh karenanya, sebagai komitmen kami untuk tetap berpegang teguh pada penerbitan buku teks, dengan segala daya upaya, kami menghadirkan buku ini dihadapan pembaca. Bagian I dari buku ini membahas bidang kajian kualitatif, dimulai dengan sejarah, disusul dengan tradisi penelitian kualitatif terapan, mengkaji "the other",dan strategi serta etika penelitian lapangan (field research). bagian II membahas secara khusus tema yang kita pandang sebagai paradigma utama historis dan kontemporer yang kini membentuk dan mempengaruhi penelitian kualitatif dalam disiplin ilmu humaniora. Bagian III mengkaji strategi utama metode penelitian yang dapat dimanfaatkan oleh peneliti dalam penelitian nyata. Persoalan metode dimulai dengan desain proyek penelitatif (qualitative research project). Bagian IV mengkaji metode pengumpulan dan analisis data-data empiris. Pembahasan pada bagian ini bergerak dari wawancara ke observasi, pemanfaatan artefak, dokumen, dan catatan masa lalu, rekaman visual, pengalaman pribadi, pengolahan data, dan metode-metode analisis terkomputerisasi, naratif (tuturan), isi, dan semiotik. Bagian V memaparkan seni interpretasi, meliputi kriteria penilaian terhadap kelayakan data-data kualitatif, proses penafsiran, teks tertulis, dan penelitian kebijakan serta evaluasi kualitatif. bagian VI membicarakan masa depan penelitian kualitatif. Selamat menikmati dan menyelami dunia kualitatif

Changing Professional Identity in the Transition from Practitioner to Lecturer in Higher Education: an Interpretive Phenomenological Analysis

This research explores the experiences of five professional practitioners from disciplines including teaching, youth work, sport and health who had become lecturers in Higher Education. Their experiences are considered using Interpretative Phenomenological Analysis and tentative conclusions are reached on the meaning of such experiences for the individuals. The work extends previous studies (Shreeve 2010, 2011; Gourlay 2011a, 2011b; Boyd & Harris 2010) to consider the relationship between knowledge and influence and how institutional preference for knowledge gained from research impacts on the validity of knowledge derived from professional experience. The research finds shared feelings associated with inauthenticity and loss arising from concerns that the contribution of the professional in Higher Education is undervalued. The research challenges the assumption that professional practitioners adopt the professional identity of a lecturer in Higher Education instead finding that they create their own professional identities in the liminal space between the professional and academic domains, but points to difficulties associated with constructed nature of such professional identities within the institutional structure of a Higher Education institution

Intra-household use and acceptability of Ready-to-Use-Supplementary-Foods distributed in Niger between July and December 2010.

Few studies have looked at consumption of Ready-to-Use-Supplementary-Foods (RUSFs) during a nutritional emergency. Here, we describe the use and acceptability of RUSF within households in four districts of the region of Maradi, Niger during large scale preventive distributions with RUSF in 2010 targeted at children 6-35months of age. Our study comprised both quantitative and qualitative components to collect detailed information and to allow in-depth interviews. We performed a cross-sectional survey in 16 villages between two monthly distributions of RUSF (October-November 2010). All households with at least one child who received RUSF were included and a total of 1842 caregivers were interviewed using a structured questionnaire. Focus groups and individual interviews of 128 caregivers were conducted in eight of the selected villages. On average, 24.7% of households reported any sharing of RUSF within the household. Sharing practices outside the household remained rare. Most of the sharing reported occurred among children under 5years of age living in the household. On average, 91% of caregivers in all districts rated the child's appreciation of the products as good or very good. Program planning may need to explicitly accounting for the sharing of products among children under 5 within household

A Creative Writing Case Study of Gender-Based Violence in Coach Education: Stacey’s Story

Accepted author manuscript version reprinted, by permission, from Women in Sport and Physical Activity Journal, 2020, 28 (1): 72–80, https://doi.org/10.1123/wspaj.2018-0046]. © 2020 University of North Carolina at Greensboro (UNCG).Creative nonfiction writing is the literary technique employed in this article to explore insights and assist our understanding of an “alleged” sexual assault in a sport coach education environment. Creative nonfiction employs various narrative tools— characters, setting, figurative language, sequences of events, plot, sub-plot, and dialogue—designed to render the sensitive and controversial elements of sexual assault significant. Readers are, therefore, invited to engage with Stacey’s Story and reflect on the actions of both the perpetrator(s) and the victim. While there are risks associated with the sharing of stories, especially those which are considered dangerous, it is envisaged that Stacey’s Story will be viewed as an opportunity to develop more critical responses and advance our understanding of gender-based violence in sport.Peer reviewe

“I Don’t Really Know What the Magic Wand Is to Get Yourself in There” : Women’s Sense of Organizational Fit as Coach Developers

Building on the body of research that has addressed the experiences of female coaches, the present study examines women’s role as coach developers. English football served as the context for the research. Figures demonstrate women are underrepresented in this role more so than they are as coaches, and their distribution across the coach developer pathway is unevenly balanced, with most women qualified at Level I of the pathway. Using the concept of ‘organizational fit’, the research connects the experiences of the 10 coach developers interviewed, to the structural practices of their national and local governing bodies. These practices were symptomatic of the organizations’ culture that is created and upheld by masculine ideals. Work expectations and the environment were structured on the image of men as coaches and coach developers. Cultural barriers to women’s sense of organizational fit were specifically found to be: the incentive to progress (return on investment from higher coaching qualifications), the degree of organizational support and nurture, and the opportunity to progress and practice. Consequently, organizational expectations and values do not support the ambitions of women to climb the coach developer career ladder, and restrict their sense of choice and control. Future research should direct its attention towards a greater interrogation of aspects of sport organizational culture that may serve to ‘push’ female coaches away from its core, or alternatively, pull them closer to engage and make use of their expertise and abilities as coach developers