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 MultiPluriTrans: Oder:Does Educational Ethnography remain what it used to be?Hekel, Nicole  ; in Zeitschrift für Qualitative Forschung (2016), 1 Detailed reference viewed: 128 (2 UL)  Verstehen und Befremden. Objektivierungen des ‚Anderen’ in der ethnographischen Forschung; Neumann, Sascha in Zeitschrift für Qualitative Forschung (2015), 16(1), 25-42 Central to the present essay is the question, how the ‘other’ is constituted as a topic of ethnographic research. This question is addressed by using the example of ethnographic migration research. The ... [more ▼] Central to the present essay is the question, how the ‘other’ is constituted as a topic of ethnographic research. This question is addressed by using the example of ethnographic migration research. The different ways of objectifying the ‚other‘ are discussed within the context of two different methodological strategies of ethnographic research which are currently the most prominent strands. Those strands refer in various ways to the guiding ethnographic difference between strangeness and familiarity: on the one hand the approach of understanding the supposedly ‘strange’ lifeworlds and perspectives of various social actors and on the other hand the approach of rendering the familiar strange. It is seen that these ways of objectification tend to either transcend a postulated difference between the own and other or consciously produce precisely that break from what is allegedly familiar. In conclusion, also the similarites of both strands are discussed against the background of the emphasized differences between the ways of objectification. By doing so, the question is also raised to what extend it is actually a matter of categorial different varieties of an ethnographic access to reality. [less ▲] Detailed reference viewed: 135 (8 UL)Die Erfahrung des Außerordentlichen. Fremdheit/Vertrautheit als methodisches Differential einer Ethnographie pädagogischer OrdnungenBollig, Sabine ; Neumann, Sascha in Zeitschrift für Qualitative Forschung (2012), 12(2/2011), This contribution focuses on the significance of ethnographic research strategies in educational sciences towards an empirical analysis of pedagogical orders. This issue will be reflected on in the ... [more ▼] This contribution focuses on the significance of ethnographic research strategies in educational sciences towards an empirical analysis of pedagogical orders. This issue will be reflected on in the horizon of the leading methodological differentiation between strangeness and familiarity, which plays a dominant role in the reflection of educational ethnographic research strategies. In light of this, three different motives of strangeness in educational ethnography will be distinguished in the recent methodological debate in educational ethnography. Against the backdrop of the limitations and delimitations of these motives, the contribution attempts to develop a concept of strangeness which allows – in strategic terms – to explore orders in their pedagogical dimension. Regarding to Waldenfels conception of strangeness and Bourdieus theory of field the motive of Estrangement (Verfremdung) is detailed to specify the ethnographic account to pedagogical orders. Thus, the specific contribution of ethnographic strategies to an empirical reconstruction of pedagogical orders has to be seen in the epistemological role of the field researcher in ethnographic research. [less ▲] Detailed reference viewed: 130 (10 UL)Die Macht der Verhältnisse: Fiktion und Beobachtung im SchulromanPriem, Karin in Zeitschrift für Qualitative Forschung (2007), 8(1), 51-59 Detailed reference viewed: 100 (1 UL) |
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