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(Download PDF) Ethnography in Higher Education Clemens Wieser Online Ebook All Chapter PDF
(Download PDF) Ethnography in Higher Education Clemens Wieser Online Ebook All Chapter PDF
Clemens Wieser
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Doing Higher Education
Clemens Wieser
Angela Pilch Ortega Editors
Ethnography in
Higher Education
Doing Higher Education
Series Editors
Rudolf Egger, Karl-Franzens-Universität Graz, Graz, Austria
Tobina Brinker, Arbeitsstelle für Hochschuldidaktik, Fachhochschule Bielefeld,
Bielefeld, Germany
Balthasar Eugster, Hochschuldidaktik, Universität Zürich, Zürich, Switzerland
Jan Frederiksen, Institut for Medier, Erkendelse & Formidling, Københavns
Universitet, Kopenhagen, Denmark
More information about this series at http://www.springer.com/series/16187
Clemens Wieser · Angela Pilch Ortega
Editors
Ethnography in Higher
Education
Editors
Clemens Wieser Angela Pilch Ortega
Aarhus University University of Graz
Aarhus, Denmark Graz, Austria
Teaching Ethnography
Ethnography for Engaging Students with Higher Education
and Societal Issues. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Sarah Robinson
v
vi Contents
vii
viii Contributors
C. Wieser (*)
Danish School of Education, Aarhus University, Aarhus, Denmark
e-mail: wie@edu.au.dk
A. Pilch Ortega
Department of Education, University of Graz, Graz, Austria
e-mail: angela.pilch-ortega@uni-graz.at
and to organise sessions that provide time for a short presentation, where authors
can emphasise main points and arguments, while the majority of the time in the
sessions is dedicated to a conversation on the paper. Our conference series takes
pride in its inclusive approach, and aims to create an atmosphere that welcomes
innovation, where experienced and inexperienced researchers have the opportu-
nity to meet, talk and socialize. The eighth conference in Graz has been built on
the culture of previous Rethinking Educational Ethnography Conferences, and
was organised by Clemens Wieser and Angela Pilch Ortega at University of Graz,
in collaboration with the European Educational Research Association EERA Net-
work 19, the Ethnography network.
The thematic focus of the book reflects the conference theme, which high-
lighted three issues for discussion: Ethnography as a methodology for research
on higher education, ethnography as a methodology that engages students in
research, and innovation in ethnographic methods. With respect to research on
higher education, we argued that ethnography provides an elaborate methodology
that emphasises the significance of meanings students, researchers, and univer-
sity leadership attribute to higher education. Ethnography investigates the every-
day life in higher education, from classroom interactions to faculty meetings on
university policy, and employs a range of data collection methods to document
what is going on in universities. Ethnography thus seems particularly appropri-
ate to address experiences and challenges of students and researchers in higher
education. With respect to ethnography as a methodology that engages students
in research, we illustrated the benefits of acquiring ethnographic skills: Ethno-
graphic skills enable students to gain inside knowledge into contexts inside and
outside of universities (cf. Robinson, in this volume), knowledge that is particu-
larly relevant for professional and community development. Such inside knowl-
edge yields the possibility to connect people, and to reveal and address difference
in positions and experiences. These issues reflect in the call for papers. Our call
for papers specifically invited contributions that addressed one or several of the
following issues:
opment model that frames teaching as a practical set of orientations that guide
awareness and enable situated appraisal, and a personal set of orientations that
enables the problematisation of teaching experiences. This model provides the
background for an ethnographic case study at the University of Copenhagen,
which explores the professional development of an experienced teacher at the
Faculty of Science. The case study illustrates that the teachers’ work particularly
focuses on maintaining constructive alignment for students.
Miriam Madsen illustrates a Post-Humanist Critical University Ethnography.
The chapter highlights the potential of a critical-creative reconfiguration of cri-
tique, and aims to stimulate a rethinking of ethnographic research practice that
challenges existing power relations and creates a space for gathering main univer-
sity actors, such as students, academics and managers. The chapter provides an
outline of post-humanist philosophy, and illustrates ways in which this theoretical
position links to ethnographic research. In a next step, the chapter proposes an
innovative arrangement of ethnographic research practice that explores ways in
which philosophical ideas can be operationalised into methodological decisions.
Consequently, the chapter presents parts of an empirical analysis that exemplifies
how a critical-creative ethnography can avoid the reproduction of power relations.
The chapter “Process not product”: Rethinking Feminist Teaching across
Disciplines with Autoethnographic Trialogues by Daniela Jauk, Sabine Klinger
and Nicole Pruckermayer aims to address feminist teaching through autoeth-
nographic trialogues. In their writing, autoethnography is used as a method for
self-interrogation in three voices. As an author team with different approaches to
gender studies and feminism, they explore their feminist practice of teaching, and
bring together their personal pathways and the question of how it shapes teaching
practice. The reflection and re-construction of heteronormative and patriarchal-
bias in knowledge production processes and the implementation of intersectional
strategies is part of their feminist teaching practice. Questioning the universality
of feminist ideas of teaching and underlining the procedural character of their
exploration, they offer critical reflections and inspire critical thinking and practice
within feminist teaching spaces.
In the chapter The Problem of the Definition of the Situation in Educational Eth-
nography, Christoph Maeder takes an interactionist perspective to elaborate on
the concept of situation in educational ethnography. Based on the fact that we all
have a familiarity with the educational system and its routinized and embodied
membership knowledge, the chapter unfolds the argument that it is necessary to
look at pedagogical situations as professional strangers in order to construct how
people in a classroom act as educators and students. This interest in the construc-
8 C. Wieser and A. Pilch Ortega
5 Discussion
To help exemplify some of the forms this common sense takes in relation to
HE, I turn to one of the best-known ethnographic traversals of higher education
of our time in Rebekah Nathan’s My Freshman Year (2005). Nathan chose a stu-
dent dormitory as the logical place to focus her attention, assuming the identity
of a live-in first year student at her home university for the whole of an academic
year. On the cover of the book, Lois Weis, who also wrote a notable ethnography
based on the experiences of Black students in a community college in the USA
(Weis 1985), describes how “Rebekah Nathan uses her well-honed anthropologi-
cal skills to study the “university as a village”” (my emphasis). Nathan seemed to
anticipate the dormitory as village-like, expecting students’ lives “to be more pub-
lic, … for students to be involved with dorm mates in a number of joint events”
(p. 32). However, she found instead a student dormitory existence mainly enacted
behind closed doors and a college life “in which no one is in the same place at the
same time” (p. 38).
Insofar as it reflects the Malinowskian fieldwork mythos, seeking the vil-
lage in ethnographic work is understandable; but, ultimately, it is a puzzling and
inadequate metaphor, in many, if not most settings, including perhaps villages
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vaiti, vaikkakin hänellä oli sentnerin paino omallatunnollaan.
Seuraus siitä oli, että ne työt, jotka vielä saatiin, lyötiin laimin
eivätkä valmistuneet oikeaan aikaan.
"Hanna", sanoi hän sitte, "mitä siitä sitte tulee, kun Vilhelm palaa?
Vannon teille, että olen teidän totinen ystävänne, mutta juuri siksi
täytyy minun katsoa tulevaisuuteen teidän puolestanne. Miehenne
on ainaiseksi kunniaton mies, ja vaikkei tänään kukaan voi sälyttää
hänen rikostaan teidän eikä lastenne hartioille, niin tehdään se
silloin, kun hän on jälleen luonanne, Hanna, teidän täytyy —"
Tämä oli se Marat toisen suunnitelma. Hän oli usein ajatellut tätä
kiristyskoetta, nähdessään kuinka puotikassa pysyi yhä tyhjänä ja
velat lisääntyivät, mutta ensin tahtoi hän nähdä saiko agitaattori
tosiaankin valtikan käsiinsä.
Ja nyt oli aika tullut, nyt oli hätä kynnyksellä, nyt oli joko taivuttava
tai taituttava. Nyt sai tämä porvari vetää kassansa esiin, kuten hän
kerran oli imenyt Schornia kaikella hienostuneella viekkaudellaan.
"Kuritushuoneeseen tulee hän sentään kyllin aikaiseen", täten
koetti herra Pätzoldt puolustaa attentaattiaan, jonka hän oikeastaan
teki Schornin omaisuutta vastaan.
Sepäs vielä puuttui, että häneltä nyt riistettäisiin ihanat päivät! Nyt
kun hän puhetaiteellaan oli saanut asiat niin pitkälle, että hänen
lemmittynsä oli taipuvainen ennen pitkää myymään talon ja tavarat,
lähteäksensä hänen kanssansa Ameriikkaan. Ja tämän kurjan
kääpiön täytyi kaikkialle tulla hänen tielleen. Mutta hänen turpansa
täytyi tukkia, sitte sai toistaiseksi olla rauhassa.
Rouva Schorn sanoi vaan pari sanaa, käskien hänen tehdä miten
hyväksi katsoo. Hän jätti jo kotiystävälle vapaat kädet.
Kadulta ei hän tahtonut astua taloon, ei, kuten varas tahtoi hän
hiipiä puutarhan aitovartta pitkin, kaikkien näkemättä, tuntematta,
ensin seistä kotvan aikaa mykkänä, kädet ristissä kotiaan katsellen;
rukoilla Jumalalta rohkeutta seuraavaa hetkeä varten.
Hän ei voinut uskoa, mitä oli kuullut, tai —? Hän ei voinut selvästi
ajatella, hänen ohimoissaan kihisi ja kiehui.
Niin, nyt uskoi hän kaiken, mitä hulttio maantiellä oli hänelle
kertonut.
*****