When does the action start and finish? Making the case for an ethnographic action research in educational research

This paper explores how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that have discussed the use of ethnography and action research in specific projects. Interpretations of ethnography and action research are developed that aim to minimise the epistemological differences between them. The paper also contextualises an ‘ethnographic action research’ approach with reference to an example of the author’s research into participation in three ‘reception’ (first year of schooling) classes in the United Kingdom. It is argued that research into the theme of participation in early years education, using participative methods, was particularly suitable for this new methodological approach

'I just want to watch the match': a practitioner's reflective account of men's health themed match day events at an English Premier League football club

This study reflects on the effectiveness and delivery of a series of health themed match day events at an English Premier League Football Club which aimed to create awareness and motivate men to adopt recommended health behaviours. A range of marketing techniques and activities were adopted within a targeted space and time to increase men's exposure to health information. The first author adopted a practitioner-cum-researcher role and was immersed in the planning and delivery of the events utilising the principles of ethnography. Data were predominately collated through observations and personal reflections logged via autobiographical field notes. Data were analysed through abductive reasoning. In general, men were reluctant to engage in health-related behaviours on match days. However, subtle, non-invasive approaches were deemed successful. Positive outcomes and case studies from the latter techniques are presented and suggestions for effective strategies that will better engage men in health information and behaviours are made. © 2014 © 2014 Taylor & Francis

Winking at Facebook: capturing digitally-mediated classroom learning

In this article I present an innovative combination of methods, used in a study of the use of Facebook as an educational resource by five dyslexic students at a Sixth Form College in north-west England. Through a project in which teacher-researcher and student-participants co-constructed a Facebook group page about the students’ scaffolded research into dyslexia, the study examined the educational affordances of a digitally-mediated social network. Combining multiple data-collection methods including participant-observation, semi-structured interviews, video recordings, dynamic screen capture (Cox, 2007), protocol analysis (Ericsson & Simon, 1993) helped to capture in detail multiple perspectives on the learning that happened in the classroom over the five weeks of the research project's lifetime. Aggregating the resulting data in turn enabled meticulous, comprehensive analysis and rigorous theorising. The article presents and analyses excerpts from the data which help to illustrate the insights gained into one participant's learning trajectory. I argue that the combination of methods employed could be used with any range of research participants in other studies exploring learning through Facebook and other Web 2.0 spaces. The article concludes by suggesting further refinements to the methods used

When Policy and Infrastructure Provisions are Exemplary but still Insufficient: Paradoxes Affecting Education for Sustainability (EfS) in a Custom-designed Sustainability School

Schools willing to implement education for sustainability (EfS) commonly find themselves confronted with curricula, school grounds and buildings and teaching practices that do not lend themselves easily to best practice EfS. In this article, we present what we learned about some of the challenges confronted daily by the staff of a purpose-built sustainability primary school situated in a ‘green’ suburb in Western Australia. Over the period of a year, we regularly engaged with the staff of the school through semi-structured, in-depth interviews and classroom observations as part of an interpretive ethnographic study. We identified three key themes—policy infrastructure, physical infrastructure and pedagogical infrastructure—that serve as both affordances and counter-affordances to best practice EfS. Given the paradoxical interplay of the affordances and counter-affordances shaping the school’s implementation of EfS, we suggest that overcoming these paradoxes requires no less than a transformation of school culture

'Working out’ identity: distance runners and the management of disrupted identity

This article contributes fresh perspectives to the empirical literature on the sociology of the body, and of leisure and identity, by analysing the impact of long-term injury on the identities of two amateur but serious middle/long-distance runners. Employing a symbolic interactionist framework,and utilising data derived from a collaborative autoethnographic project, it explores the role of ‘identity work’ in providing continuity of identity during the liminality of long-term injury and rehabilitation, which poses a fundamental challenge to athletic identity. Specifically, the analysis applies Snow and Anderson’s (1995) and Perinbanayagam’s (2000) theoretical conceptualisations in order to examine the various forms of identity work undertaken by the injured participants, along the dimensions of materialistic, associative and vocabularic identifications. Such identity work was found to be crucial in sustaining a credible sporting identity in the face of disruption to the running self, and in generating momentum towards the goal of restitution to full running fitness and reengagement with a cherished form of leisure. KEYWORDS: identity work, symbolic interactionism, distance running, disrupted identit

Mapping as a knowledge translation tool for Ontario Early Years Centres: views from data analysts and managers

<p>Abstract</p> <p>Background</p> <p>Local Ontario Early Years Centres (OEYCs) collect timely and relevant local data, but knowledge translation is needed for the data to be useful. Maps represent an ideal tool to interpret local data. While geographic information system (GIS) technology is available, it is less clear what users require from this technology for evidence-informed program planning. We highlight initial challenges and opportunities encountered in implementing a mapping innovation (software and managerial decision-support) as a knowledge translation strategy.</p> <p>Methods</p> <p>Using focus groups, individual interviews and interactive software development events, we taped and transcribed verbatim our interactions with nine OEYCs in Ontario, Canada. Research participants were composed of data analysts and their managers. Deductive analysis of the data was based on the Ottawa Model of Research Use, focusing on the innovation (the mapping tool and maps), the potential adopters, and the environment.</p> <p>Results</p> <p>Challenges associated with the innovation included preconceived perceptions of a steep learning curve with GIS software. Challenges related to the potential adopters included conflicting ideas about tool integration into the organization and difficulty with map interpretation. Lack of funds, lack of availability of accurate data, and unrealistic reporting requirements represent environmental challenges.</p> <p>Conclusion</p> <p>Despite the clear need for mapping software and maps, there remain several challenges to their effective implementation. Some can be modified, while other challenges might require attention at the systemic level. Future research is needed to identify barriers and facilitators related to using mapping software and maps for decision-making by other users, and to subsequently develop mapping best practices guidelines to assist community-based agencies in circumventing some challenges, and support information equity across a region.</p

Public drunkenness as a nuisance in Ghent (Belgium) and Trento (Italy)

This article explores the reality of the nuisance of public drunkenness in one nightlife location of Ghent (Belgium) and in one of Trento (Italy) and inspects the way alcohol-related disorder is viewed and tackled by police officers there. Drawing on the literature arguing for the existence of different "cultures of drinking" in western and southern European countries, a distinct reality of the nuisance of public drunkenness was hypothesized to be present in these two cities. Against the backdrop of cultural criminology scholarship and of the national literature on policing practices, it was expected that the physical/aesthetic appearance of street drinkers would differently impact on the way police officers there represent alcohol-related disorder and enforce national and local nuisance regulations. The gathered data indicate that while drinking patterns and connected disorderly behavior do not significantly vary in Ghent and in Trento, the aesthetic/physical characteristics of certain groups of people play a role in shaping the representations of some police officers in Trento. The study concludes that cultural and context-specific factors, including those linked to the cultures of drinking and to aesthetics, should be considered in criminological research to more fully understand and explain the different policing views on and attitudes to alcohol-related disorder in inner-city nightlife areas. In its conclusions, the article also highlights some directions for future research

An Exploration of the Experiences of Elite Youth Footballers: The Impact of Organisational Culture

The present study explored how the organisational cultural experiences of elite youth footballers shaped their identity development and behaviour. The first author occupied the position of sport psychology practitioner-researcher within one professional football club over a 3-year duration. Traditional ethnographic research methods were employed, including; observations, field notes, reflections, and informal interviews. A Cultural Sport Psychology (CSP) perspective on identity as a social construction, and research on the cultural characteristics of professional football were used as frameworks to make sense of the data. Despite the introduction of the Elite Player Performance Plan (EPPP) in 2012, the traditional masculine culture of professional football dominated the studied club. Creative non-fiction vignettes revealed that youth players were encouraged to develop their self-stories focused on a single-minded dedication to professional football. The limited identity-related resources offered at both club, and cultural level is detrimental for players in terms of their well-being, and long term psychological development. From the results of this study, we suggest that future sports psychology practice within professional football may best be delivered at an organisational level. However, in order for a sport psychologist to be effective in this role they must develop an understanding of the sub-cultural features and characteristics of the organisation. In line with this, there would be great value in introducing a focus on organisational culture within sport psychology professional training and education routes