Narrative critical ethnography some epistemological and methodological considerations

Narrative, critical ethnography: some epistemological and methodological considerations from a research experience György Mészáros, Phd ELTE University of Budapest Faculty of Education and Psychology

a lot of different studies cultural perspective long term involvement researcher as the main research instrument theory – empirical experience – theory – empirical experience the tradition of cultural anthropology colonial dimensions of cultural anthropology Educational ethnography

the first long-lasting educational ethnography in Hungary six months: deep evolvement in the everyday life of a classroom (17 yearold students) a critical narrative ethnography epistemology: critical pedagogy and poststructuralism My research methodology: participant observation, interviews, content-analysis, blog

narrative text with auto-ethnographical characteristics which tells the story of the whole research experience from the literature review to the writing of the paper a post-structural and critical narrative ethnography which is an open space for continuous reinterpretation an experimental journey -> an experimental text a radical counter-voice in the context of present-day Hungarian educational sciences „Results”

everyday life of a school perspective of the body power and resistance epistemology methodology „subcultural pedagogy” postmodern no reflection of the teachers Results

How did the experimental nature of the study influence the whole research process? Methodolgy Epistemology Can a scientific research text reach its transformative goal (making the students’ voices be heard) when using esoteric language, difficult even for a scientific audience? Is it possible to force two seemingly incompatible approaches (post-structuralism and critical pedagogy) to real dialogue in a study? How can ethnography overcome its colonial past and approach, how is that still present even in such a highly reflective study? Ethics How should teachers’ voice be considered when the study would like to represent the students’ perspective? What kind of responsibility should the researcher assume for the participants after the empirical study?

How did the experimental nature of the study influence the whole research process? spontaneity, good ideas (blog) learning process Experimental journey weakness

Can a scientific research text reach its transformative goal (making the students’ voices be heard) when using esoteric language, difficult even for a scientific audience? introduction of neo-marxist and poststructuralist terminology in the Hungarian educational sciences transformative text? – not enough textuality – perfomativity „Transformative science”

Is it possible to force two seemingly incompatible approaches (post-structuralism and critical pedagogy) to real dialogue in a study? A clear intention Reinterpretation Starting point: of my fighting evaluators incompatibilities Incompatibility – dialog

How can ethnography overcome its colonial past and approach, how is that still present even in such a highly reflective study? Continuous reflection Acknowledging the impossibility Colonialism Fighting

How should teachers’ voice be considered when the study would like to represent the students’ perspective? The biggest weakness of my study Professional Researcher involvement as a of the revolutionar? teachers Teachers’ voice

What kind of responsibility should the researcher assume for the participants after the empirical study? Personal relations: limits Building a A strong new tradition ethical of mistake research After ethnography

Walford, G. (2002, ed. ): Debates and Developments in Ethnographic Methodology (Studies in Educational Ethnography, Volume 6). Elsevier, Oxford Smith, P. M. (2003): Mapping the Whirled. Syncopations in the Life of a Woman Religious. Spectrum, Melbourn. Mc. Laren, P. (1986/1999): Schooling as a Ritual Performance. Towards a Political Economy of Educational Symbols and Gestures. Routledge, London. Fine, M. (1998): Working the Hyphens: Reinventing Self and Other in Qualitative Research. In: Denzin, N. K. – Lincoln Y. S. (eds. ): The Landscape of Qualitative Research. Theories and Issues. SAGE, Thousend Oaks, 130– 155. Denzin, N. K. – Lincoln, Y. S. (2005, eds. ): The SAGE Handbook of Qualitative Research. SAGE, London. Crozier, G. (2005): Is ethnography just another form of surveillance? In: Troman, G. – Jeffrey, B. – Walford, G. (2005, eds. ): Methodological issues and practices in Ethnography (Studies in Educational Ethnography, Volume 11). Elsevier, Oxford, 95 -110. Bibliography

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