MultiPluriTrans in Educational Ethnography: Approaching the Multimodality, Plurality and Translocality of Educational Realities

by Sabine Bollig (Editor), Michael-Sebastian Honig (Editor), Sascha Neumann (Editor), Claudia Seele (Editor)

Overview

Ethnography has established itself as a key strategy of qualitative research in education, because it is so versatile, flexible, and ambiguous. Its growing importance coincides with an increasing diversity of »discovered« educational realities. In the process, many basic assumptions have turned into genuine tasks of research. Where are the places and times of learning, education, and social work to be found? Who are the actors and addressees? How are education and learning performed and enacted?
The contributions to this volume discuss the multiple challenges that ethnographic research has to confront when exploring the multimodality, plurality, and translocality of educational realities.

Product Details

ISBN-13:	9783837627725
Publication date:	08/27/2015
Series:	Pedagogy
Pages:	318
Product dimensions:	5.83(w) x 8.86(h) x (d)
Age Range:	18 Years

About the Author

Sabine Bollig, (Prof. Dr.), born in 1971, is a professor of social pedagogy at Universität Trier. Her research and teaching focus on welfare- and practice-analytical approaches to childhood, youth and family as well as research on institutions and borders/spaces in the field of early childhood education and care.
Michael-Sebastian Honig (PhD) is Professor of Social Work at the University of Luxembourg and head of the research group »Early Childhood: Education and Care«.
Sascha Neumann (PhD) is Professor of Educational Research at the University of Fribourg (Switzerland) and head of the University's Centre for Early Childhood Education (ZeFF).
Claudia Seele (M.A.) is research associate and PhD student at the University of Luxembourg.

Table of Contents

Approaching the Complexities of Educational Realities: An Introduction Sabine Bollig Michael-Sebastian Honig Sascha Neumann Claudia Seele 9

Where is the Field? About the Transnationality, Translocality, and Multi-Sitedness of Education and Ethnography

Ethnography "is not what it used to be" Rethinking Space, Time, Mobility, and Multiplicity Jane Kenway 37

Experiences with Multi-Sited Ethnographies in Transnational Studies Stephan Wolff 57

The 'International Preschool' as a Translocai Field: An Ethnography of the Production of International' Education in Japan Yuki Imoto 79

The Multiple Geographies of Early Childhood Education and Care: An Ethnographic Approach to the Places and Spaces of Young Children's Care Arrangements Sabine Bollig 99

Who are the Actors? Multiple Actors of Education: From Humans to Networks, Technologies, Organisations, and States

Transsltuatlng Education: Educational Artefacts in the Classroom and Beyond Tobias Röhl 121

Matters of Learning and Education: Sociomaterial Approaches in Ethnographic Research Tara Fenwick Sarah Doyle Maureen Michael Jennifer Scoles 141

ICT in Classrooms: The Practical Side of a Technical Order Christoph Maeder 163

School Entry Proceedings as Organisational Practices: Ethnographic Perspectives on the Interferences between Governmental and Situated Regulations Helga Kelle 175

The Political Economy of Prison-Based Treatment and Re-entry Programming in Illinois and Chicago Robert P. Fairbanks II 195

What is Education? Dealing with the Complexity of Educational Phenomena - Multimodality, Plurality, Heterogeneity

Designing Meaning: Social Semiotic Multimodality Seen in Relation to Ethnographic Research Gunther Kress 213

Bringing Sound Back Into Space: Multimodal Ethnography of Early Education Oliver Schnoor 235

Language Practices and the Accomplishment of Educational Realities: An Ethnography of Multilingualism in Luxembourgish Early Childcare Settings Claudia Seele 257

The Empiricisation of "Bildung" in Early Childhood: Ethnographical-praxeological Perspectives on the (Trans)locality and Corporeality of Education Marc Schulz 279

Family Life as Education: Ethnographic Perspectives on how Familial Education Emerges in Families and in Educational Family Research Dominik Krinninger 297

Notes on Contributors 315