Professional Documents
Culture Documents
The Palgrave
Handbook
of Institutional
Ethnography
Editors
Paul C. Luken Suzanne Vaughan
University of West Georgia Arizona State University
Carrollton, GA, USA Phoenix, AZ, USA
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Switzerland AG 2021
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In memory of
Alison I. Griffith
Acknowledgments
As the saying goes, “It takes a village to raise a child.” This is no less the
case for a book project about the work people are doing using institutional
ethnography as their mode of inquiry investigating the social. We are indebted
to many people.
The book emerged out of a dinner during the 2018 World Forum of Soci-
ology, International Sociological Association meetings in Toronto, Canada,
attended by current/past officers and members of the Thematic Group on
Institutional Ethnography (TG06; now a Working Group). From this begin-
ning they provided invaluable advice about the intellectual joys and hurdles
of editing such a large volume. We are grateful for their encouragement and
ultimate contributions to this project including recruiting contributors to this
handbook.
From the participants in this project we have learned immeasurably: about
the potential of institutional ethnography to show us “how things happen
as they do,” about the diversity of institutional ethnographic work done in
various countries, about the struggles we all have faced in maintaining epis-
temological and ontological commitments as we incorporate other methods
or frameworks, about how transnational/global relations organize education,
the environment, and indigenous and human rights, about how public sector
management regimes across different countries and service arenas organized
frontline work, and about activists efforts to bring about change within their
communities. Most importantly, the contributors to this volume made us
students again by encouraging us to re-read some key texts (The Everyday
World as Problematic (1987) Texts, Facts, and Femininity (1990), The Concep-
tual Practices of Power (1990), Institutional Ethnography: A Sociology for People
(2005)) and make new discoveries about institutional ethnography. We thank
you.
vii
viii ACKNOWLEDGMENTS
This volume was made possible by the invisible work of many reviewers who
participated by reading, commenting on, talking about, and editing enumer-
able chapters several times over. We extend a special thanks to an interna-
tional group of scholars and community activists doing institutional ethnog-
raphy who generously participated in the review process and provided critical
eyes on topics with which we were not entirely familiar. Many of the reviewers
are part of a network of researchers who meet regularly (except during the
2019–2020 World Pandemic) as part of the Institutional Ethnography Divi-
sion of Society for the Study of Social Problems and the Working Group
on Institutional Ethnography of the International Sociological Association.
Thank you to our reviewers and consultants: Dottie Broaddus, Marie Camp-
bell, Kathryn Church, Linda Wright DeAguero, Marjorie DeVault, Timothy
Diamond, Tonia Freeman, Colin Hastings, Helen Helwig, Herb Hughes, Liza
McCoy, Eric Mykhalovskiy, Janet Rankin, Brian Richardson, and Kevin Walby.
We thank Mary Al-Sayed, Commissioning Editor Palgrave Macmillan, for
reaching out to us about the potential for this handbook and swiftly ushering
our proposal through the review process. Madison Allums, Assistant Editor,
has tirelessly answered our questions weekly as we prepared this volume. We
thank them both.
Finally, we raise a glass of wine in toast to Dorothy E. Smith, whose mentor-
ship, intellectual engagement and friendship, has inspired us all. We thank you
for helping us change our sociology.
Contents
ix
x CONTENTS
Index 551
Notes on Contributors
xiii
xiv NOTES ON CONTRIBUTORS
women, peer support and mothering. Allyson’s doctoral research used institu-
tional ethnography to investigate the health services that women living with
HIV utilize during pregnancy, childbirth and early postpartum.
Nicole Kaufman is Assistant Professor of Sociology at Ohio University. Her
research examines citizenship, punishment, the civic sector, and the institu-
tional arrangements that facilitate and limit social inclusion for people with
criminal records. In her newest project, “Governing through Collaboration,”
she is conducting research on the history of Ohio’s drug policy particularly as
it was shaped through relationships between state agencies and religious orga-
nizations. She has published in Law & Social Inquiry, Punishment & Society,
and Theoretical Criminology. She received her Ph.D. in Sociology from the
University of Wisconsin-Madison.
Li-Fang Liang is an assistant professor at the Department of Sociology in
National Dong-Hwa University, Taiwan. As a feminist sociologist, she is inter-
ested in the ‘invisible work’ mostly done by women. Her current research
investigates how Indonesian migrant live-in care workers and their families that
are left/stay behind collaborate with each other to exchange care and sustain
relationships in a transnational context. In particular, she examines how the
use of information and communication technologies changes the form of care
as well as the idea of family and distance.
Yu-Hsuan Lin is an associate professor at the Department of Applied Soci-
ology in Nanhua University, Taiwan. Her research interests center on the
sociology of gender, institutional ethnography, and the structural transfor-
mations of higher education under the influence of new managerialism. Her
previous work examined how performance indicators as a new form of manage-
rial technique have been implemented at universities and how they changed
academics’ working processes/practices. Her present research explores how
academic mothers creatively negotiate work demands and family expectations
through what she terms “intellectual mothering”.
Paul C. Luken is Associate Professor Emeritus in Sociology, University of
West Georgia. He is a founder of the Institutional Ethnography Division of
the SSSP and the Thematic Group (now Working Group) on Institutional
Ethnography of the ISA. With Suzanne Vaughan he published studies of
housing in Social Problems, Social Forces, Sociological Quarterly, Sociology and
Social Welfare, and Housing and Society. They are completing a manuscript on
changes in the social institution of housing in the US. He currently resides in
Villa Rica, Georgia, USA, where he has begun investigating the social relations
shaping the work of voting.
Rebecca W. B. Lund is a researcher at the Centre for Gender Research,
University of Oslo. She uses and develops Instutitonal Ethnography for
exploring social relations in knowledge production within and beyond the
university, with a particular interest in how relations of inequality become
NOTES ON CONTRIBUTORS xvii
and supervised visitation. She received numerous awards including the 2008
Dorothy E. Smith Scholar Activist Award. She authored two books, five educa-
tional curriculums, three manuals and over a dozen scholarly articles on
institutional change and advocacy on behalf of battered women and their
children.
Frank Ridzi, Ph.D., M.P.A. is Vice President for Community Investment at
the Central New York Community Foundation, Associate Professor of Soci-
ology at Le Moyne College and President of the Board of Directors for
the Community Indicators Consortium. Frank has helped to launch and lead
community initiatives in areas such as increasing community literacy, reducing
lead poisoning and addressing poverty and economic inclusion. His writ-
ings have appeared in such places as the Journal of Applied Social Sciences,
the Journal of Organizational Change Management, and Review of Policy
Research.
Erik D. Rodriguez, Ph.D. is the Program Director for Sociology at Gwin-
nett Technical College, Georgia, USA. He recently completed his Ph.D.
at Syracuse University and will soon publish his dissertation, titled, Time,
Schedules, and the College Student with ADHD.
Dr. Charlotte A. Ross is a registered nurse and registered psychiatric nurse,
nurse researcher, and nurse educator. She is a faculty instructor in the Baccalau-
reate of Sciences in Nursing, Health Sciences Faculty at Douglas College in
Coquitlam, British Columbia, Canada. Her clinical background and teaching
activities are in mental health and treatment of substance use problems. Her
research areas include nurses’ health, mental health, and substance use.
Dr. Jessica Ruglis engages in work that centers on participatory, critical
race/ethnic, social justice, feminist, and inclusive approaches to research
and teaching in the areas of public education, public health, justice, and
youth development. Professor Ruglis’ research program is organized around
three main axes: (1) Contexts and institutions of youth development, (2)
Social determinants of health (SDH) and education, (3) Participatory and
community engaged approaches to research, policy and professional training
(e.g., participatory action research, PAR; youth participatory action research,
YPAR; community based participatory research, CBPR; community engaged
participatory action research, CEPAR; participatory policymaking).
Dorothy E. Smith is Professor Emerita, Ontario Institute for Studies in
Education/University of Toronto and Adjunct Professor in Sociology at the
University of Victoria. She has published numerous papers and several books:
with Sarah David (Ed.) Women and Psychiatry: I’m Not Mad, I’m angry
(1975); The Everyday World as Problematic: A Feminist Sociology (1987); Texts,
Facts, and Femininity: Exploring the Relations of Ruling (1990); The Concep-
tual Practices of Power: A Feminist Sociology of Knowledge (1990);Writing the
Social: Critique, Theory and Investigations (1999); Institutional Ethnography:
NOTES ON CONTRIBUTORS xix
A Sociology for People (2005); with Alison Griffith, Mothering for Schooling
(2005): an edited collection of studies, Institutional Ethnography in Practice
(2006); and with David Livingstone and Warren Smith, Manufacturing Melt-
down: Reshaping Steelwork (2010). In 2019 she was awarded the Order of
Canada for her work in Institutional Ethnography.
Nerida Spina is a lecturer in the Faculty of Education at the Queensland
University of Technology in Queensland, Australia. Her research interests
centre around the sociology of numbers, education policy, social justice and
equity. She has a particular focus on the datafication of education and its effects
on teachers, students and communities. Nerida also researches the everyday
experiences of precariously-employed academics. She examines the effects of
this growing form of employment on people who work in universities, and on
the research they undertake.
Matthew Strang (ABD Sociology, York University) is a Research Associate at
the Institute for Better Health, Trillium Health Partners. His work combines
the sociology of health, illness, and medicine with social justice. He has co-
published articles on shame and prejudice in PREP use and using virtual reality
as a tool to teach medical professionals about empathy. He is an Adjunct
Faculty in Health & Society, and Human Rights & Equity Studies, York
University. His dissertation is an institutional ethnography of living organ
donation. He is keenly interested in the body and emotional work that living
organ donors do to be donors.
Morena Tartari is, currently, a Marie Sklodowska-Curie Research Fellow at
the Department of Sociology, University of Antwerp, Belgium. After she
worked for several years as a legal psychologist and researcher in the public and
private sector, in 2012, she completed her Ph.D. (Sociology) at the Univer-
sity of Padua, Italy. From 2014 to 2019, she was contract lecturer-in-charge
of Sociology, Sociology of Communication, Sociology of Cultural Processes,
Health and Sociology at the University of Padua.
Susan Marie Turner lives in Guelph, Canada. She studied with Dorothy
Smith at the Ontario Institute for Studies in Education, University of Toronto
(OISE/UT). Her dissertation developed IE graphical mapping in an investi-
gation of land use planning, winning OISE/UT’s 2004 Outstanding Thesis of
the Year Award. Her work with numerous community groups won the 2010
Society for the Study of Social Problems Institutional Ethnography Division
Dorothy E. Smith Scholar Activist Award. She gives IE mapping training and
has given IE workshops with Dorothy at OISE/UT since 2009.
Magdalena Ugarte is an Assistant Professor in Urban and Regional Planning
at Ryerson University, where she teaches social planning, planning theory,
and policy. Her research examines the role of planning, policy, and law in
the dispossession of certain communities, particularly Indigenous peoples and
immigrants. She also explores possibilities for intercultural collaboration in
xx NOTES ON CONTRIBUTORS
xxi
xxii LIST OF FIGURES
Paul C. Luken
P. C. Luken (B)
University of West Georgia, Carrollton, GA, USA
e-mail: pluken@westga.edu
To borrow a phrase from the title of an old rhythm and blues song (Brown,
1966), “this is a man’s world” that Dos Passos sketches, although I am certain
women appeared on the screens in the theaters and some may have placed their
own annotations in the history books. Matters of interest to men dominated,
and how that domination could occur and where it would be evident was in
the speech of the people, in varieties of discourse. But what are the connections
of speech, of language, to the endeavors that Dos Passos alludes to—busi-
ness, economics, law, media, education, politics, labor, and war—and what are
the consequences of these connections? That is the province of institutional
ethnography.
Now, as I write this introduction, there is a new discourse that appears ubiq-
uitous. You recognize the words and phrases—facemask, pandemic, shelter in
place, self-quarantine, disinfectant, social distance, confirmed cases, wash your
hands for 20 seconds, lockdown, ventilators, stay safe—as part of the vocab-
ulary of the COVID-19 discourse. You altered many of the patterns of your
everyday life—the people you see, the work that you do, how you forage for
food, what you eat, how much you drink—as you and others are affected by
this discourse, as you take it up in your actions. To the best of my knowledge
I have not come into contact with the virus that causes COVID-19 (and I
hope you have not either), but we have been unable to avoid the COVID-19
discourse. It extends beyond any particular speech acts or texts to all forms
of communication. The discourse is not tied to any place or to any particular
social institution. The language of COVID-19 is the new vernacular.
Many of the authors of the chapters in this handbook were still finishing
their essays when the COVID-19 discourse became dominant in their lives.
These authors are largely university faculty or advanced graduate students.
Through emails I learned that some were having trouble finding opportu-
nities to write because their children’s schools were closed and the kids were
at home; they became engrossed in the work of childcare and homeschooling.
Many were also changing their university courses from face-to-face to online
formats, and for several this was their first foray into distance education.
1 INSTITUTIONAL ETHNOGRAPHY: SOCIOLOGY FOR TODAY 3
They were, in some instances, cut off from colleagues and the technology that
their workplaces offered. Some, even when they had the time to write, said
they found it difficult to concentrate and that frustration compounded the
problem. As diverse as their experiences may be, I am confident there is some-
thing that they have in common. They know that we will need institutional
ethnography to understand the social ramifications of the pandemic.
world in which we live; and it is widely utilized by scholars and social activists
beyond sociology, in such fields as education, nursing, social work, linguistics,
health and medical care, environmental studies, and other social service-related
endeavors. Covering the theoretical and methodological underpinnings of
institutional ethnography, along with recent developments, and current areas
of research and application, this handbook is suitable for both experienced
practitioners of institutional ethnography and those who are exploring this
approach for the first time.
This handbook is divided into six parts and, while we hope readers find
the arrangement useful, we recognize that the problems inherent in catego-
rization are here as well. First there is the problem of overlap. Many of the
chapters could easily fit into multiple sections. Second, nothing in institutional
ethnography demands that we organize the materials as we have. We settled
on the schema we did because we felt that it covers basic and enduring topics
along with those that have arisen more recently. We also felt that this orga-
nization would be appropriate for novice as well as experienced institutional
ethnographers. We hope that this plan works for you.
Part I: “Exploring Historical and Ontological Foundations.” These chapters
provide readers with a basis in how institutional ethnography has developed,
how its theory (of knowing) contrasts with other theories, and institutional
ethnography’s use of theory. The chapters by Marj DeVault and Liza McCoy
provide a basis for understanding the underlying premises of institutional
ethnography and how they guide research, its conceptual development, and
possibilities for extension to new areas. Eric Mykhalovskiy and graduate
students explore the situation of institutional ethnography as alternative soci-
ology, its relationship to theory and to other research approaches, to politics
and to critique. Dorothy Smith’s chapter shows the value of the generalizing
capacities of institutional language to institutional ethnographers as it is taken
up in the process of defining actions as institutional.
Part II: “Developing Strategies and Exploring Challenges” continues the
instructive mode elaborated in Smith’s Institutional Ethnography as Practice
(2006) and Incorporating Texts into Institutional Ethnography (2014) with
chapters describing challenges and opportunities encountered in the process of
producing research studies—copyright issues, mapping and visual approaches,
reflexivity, institutional capture, among others. Readers can learn about the
challenges they might contend with in the course of a research project. The
challenges of teaching institutional ethnography to undergraduates are also
discussed.
The four chapters in Part III: “Explicating Global/Transnational Ruling
Relations” examine issues from standpoints on different continents, yet the
problematics connect with discourses established by national and multinational
organizations connected through professional and governmental networks.
This section illustrates the ways in which ruling operates transnationally. The
chapters demonstrate how particular people are caught in extensive, global
1 INSTITUTIONAL ETHNOGRAPHY: SOCIOLOGY FOR TODAY 5
Two days from now, the time I am writing this introduction, there will
be an election. I have not canvassed, attended Democratic Party meetings,
or observed at the elections office, and I will not be assisting voters who
show up on Tuesday to cast their ballots. COVID-19 has disrupted my work,
my research. Phonebanking has replaced canvassing, the county Democrats
no longer meet, and neither does the board of elections. Voters will not be
required to wear masks, the incidence of COVID-19 cases is increasing in this
area, I am 70 years old and under a stay-at-home order; therefore, I sadly
opted out of poll work. Anyone who was engaged in fieldwork when the
pandemic occurred is probably having similar problems. Fortunately, I also
have a network of ethnographers with whom I can plot alternative avenues for
my investigations. And I am mindful that Dos Passos also had to deal with a
pandemic, and he was quarantined in 1918 because of the flu; so I will borrow
from him as I close this introduction.
IE is an alternative sociology founded by Dorothy E. Smith. IE is a scientific
method with feminist origins that always starts with real people’s situations
and always keeps the researcher as an active participant in the discoveries. IE
is a growing literature describing how ruling operates through texts. IE is a
compass used to create maps of social relations. IE is a dedicated network of
scholars and activists. But mostly IE is doing the work.
Note
1. “What we all want, and cannot have, is the ideological equivalent of a Forever
stamp, the assurance that our version of enlightenment will withstand the passage
of years, without requiring ungainly supplementation” (Appiah, 2020, p. 19).
When he writes “we,” Kwame Anthony Appiah is referring to grand scholars or
those who hope to be grand scholars. I think this statement is widely true, yet
Dorothy Smith’s institutional ethnography must be regarded as an exception. It
was always a collective project, what she sometimes calls “the work,” influenced
by feminist activists, her graduate students, and others who took up “the work”
as well.
References
Appiah, K. A. (2020, May). The defender of differences. The New York Review of
Books, 67 (9), 17–19.
Brown, J. (1966). It’s a man’s man’s man’s world. On It’s a man’s man’s man’s world.
Campbell, M., & Manicom, A. (Eds.). (1995). Knowledge, experience and ruling rela-
tions: Essays in the social organization of knowledge. Toronto: University of Toronto
Press.
Diamond, T. (1992). Making gray gold: Narratives of nursing home care. Chicago,
IL: University of Chicago Press.
Dos Passos, J. (1960). U.S.A. Boston, MA: Houghton Mifflin Company.
8 P. C. LUKEN
Griffith, A. I., & Smith, D. E. (Eds.). (2014). Under new public management: Insti-
tutional ethnographies of changing front-line work. Toronto: University of Toronto
Press.
Smith, G. W. (1990). Political activist as ethnographer. Social Problems, 37 (4), 401–
421.
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machte die kräftig erklingende Glocke, die zum Teetisch rief, ein
Ende; und als die Familie zusammen saß, bemerkte die gute Tante
erst, wie schwach und angegriffen ihre Schwägerin noch aussah.
Unendlich dankbar für alle Liebe und Fürsorge, ließ sie sich gern
bald zur Ruhe geleiten.
»Ida, du bist zu gut – du nimmst mir ja rein alles ab! Wie soll ich
dir das jemals danken?«
»Dadurch, daß ihr euch hier glücklich fühlt.«
»Ach, das ist ja gar nicht anders möglich! Es ist wirklich zu schön
hier! Aber wo bleibt denn das Kind? Ich überlasse dir auch alles. Das
ist doch zu arg!«
»Else, es ist ja meine größte Freude! – Nun schlaf nur; ich bringe
Hanni schon zur Ruhe. Auf morgen!«
Hanni hatte der Ungeduld nicht widerstehen können, einmal durch
den Garten zu springen, und kam eben atemlos wieder durch die
große Glastür herein. »O Tante, Tante! Dies ist wie ein Märchen!«
»Dann kannst du es ja nun im Bett zu Ende träumen; komm nur.«
»Schon? Ja, wo schlafe ich denn?«
»Wir wollen mal sehen. Komm nur.«
Über den großen Vorsaal ging’s wieder in den kleinen Nebenflur
an Tante Idas Zimmern vorbei. »Sieh, Liebling, hier hausen wir ganz
verträglich nebeneinander. Das ist dein Schlafstübchen – dort die
kleine Tapetentür.«
»Nein, Tante, das ist nun ein wirkliches Märchen!« Sie hatte vorhin
die kleine Tür gar nicht bemerkt. Als sie nun geöffnet war, warf die
rosa Ampel ihr Licht in den hinteren Raum, und jetzt war es sehr
schwer zu sagen, was schöner war: das Wohnstübchen oder die
kleine Schlafkammer. Alles war schlicht und praktisch, aber so
zierlich und anmutig in seinem reinen Weiß, daß jetzt die Gefahr,
unter Hannis Umarmungen zu ersticken, für die gute Tante wirklich
groß war.
»Dies alles soll mein sein? Ich kann es nicht glauben!«
»Ja, Liebling, und jedes einzelne hat dir viel zu erzählen! Sieh, die
weißen Mullgardinen hat meine Jugendfreundin mir gestickt. Dies
glänzende Leinen hat deine Urgroßmutter gesponnen auf dem
Spinnrad dort; ich sehe noch ihre weichen, weißen Hände, mit
denen sie mir die Locken von der Stirn strich – damals,« fügte sie
leise errötend hinzu; »jetzt habe ich längst keine mehr. – Diese
weißen Bezüge für die Tischchen brachte mein Vater einmal aus der
Schweiz mit; Mutter war kürzlich gestorben, und er wollte mir gern
eine Freude machen. – Damals war das eine große Pracht! – Dies
weiche Fell vor deinem Bett gehörte meinem Lieblingslämmchen.
Aber nun leg dich hin und schlafe süß; morgen ist wieder ein Tag,
und ich kann dir noch viel erzählen! – Sieh, diese andere kleine Tür
führt durch einen leeren Raum in mein Schlafzimmer, – ich will sie
nur angelehnt lassen. Wenn du irgend etwas möchtest, so rufe nur,
ich kann dich hören.«
Aber sie wünschte nichts mehr. Ihr war’s, als schwämme sie in
einem Meer von Glück und Wonne – selig, wunschlos.
Die Fenster standen weit offen. Draußen fiel mit leisem Rauschen
der Springbrunnen in das überfließende Becken; – die Nachtigall
schluchzte im Traum; – fern im Sumpf hörte man den Unkenruf. Es
war zu schön! – So schnell ging es nebenan nicht. Nach dem
langen, unruhigen Tag war dies die erste stille Stunde. – Ja, es war
ein wunderbares Glücksgefühl, mit vollen Händen zu geben. Es war
noch schöner als das Nehmen, hier in denselben Räumen. Wie froh
erwartend hatte auch ihr Herz gepocht, als liebende Fürsorge für sie
den Eintritt ins Leben geschmückt hatte! Wie – wie anders war dann
alles gekommen, als sie sich’s erträumt! Gut, daß man’s nicht noch
einmal durchleben mußte! Mancher Weg war gar zu steinig gewesen
– mancher Tag wollte kein Ende nehmen! Nun war das Herz still
geworden und hatte in allem Gottes Wege gesehen. Und nun schien
auch das Wort sich erfüllen zu sollen: »Um den Abend soll es licht
werden!«
5. Kapitel.
Neue Freunde überall.
* *
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