Hommage à Michel LOBROT texte de Patrick BOUMARD

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Appel à Articles / Call for Papers

Appel à propositions N° 7-2019 :

Après plusieurs numéros thématiques, la Revue Internationale d’Ethnographie prend le risque de proposer un numéro varia.

Nous faisons appel aux propositions d’articles, sans contrainte d’objet.

Mais il ne s’agit pas d’un forum propice à n’importe quel délire, ni d’une porte ouverte aux « Hyde Park Speakers » de tout poil.

C’est une opportunité donnée aux auteurs dont les thématiques ont pu être trop originales ou marginales pour susciter un numéro entier, ainsi qu’à ceux qui, de par des approches très personnelles, ont rarement accès à des publications trop souvent en quête de passeport pour un univers de plus en plus normatif.

Le comité de lecture attend des surprises et des découvertes.

Mais, si les thématiques ne seront pas un critère d’acceptation, il en va différemment de la validité des problématiques et des cohérences d’argumentation. Un peu comme pour un jury de thèse, la question ne sera pas de savoir si le sujet annoncé est correctement démontré selon les règles académiques, mais si l’aventure de la recherche obéit à la logique d’une démarche qui invente plus qu’elle ne découvre, pour reprendre un clivage développé naguère par Jacques Ardoino.

Vos propositions sont attendues pour le 15 octobre 2019.

Chaque auteur envoie, via le formulaire de contact de la revue, son projet. Il fournira ensuite un texte de 20 000 à 30 000 caractères DANS LA LANGUE DE SON CHOIX, et trois résumés d’environ une demi-page, en trois langues, dont un en anglais, selon la procédure qui lui sera alors indiquée.

Le comité de lecture prendra contact avec les auteurs dont les textes auront été approuvés.

Nous contacter

Les appels à contributions, annonces de colloques, soutenances de thèse…

Invitation to contribute to a research symposium on the development of ethnography in educational research

in the Nordic countries MARCH 2020

This invitation is to educational researchers to contribute to a symposium about the position and developments of ethnography in educational research in the Nordic countries at the forthcoming NERA Congress on March 4th to 6^th, 2020 in Turku, Finland. The focus of the symposium will on ethnographic research methodologies and their development in education research in the Nordic countries in recent decades, but historical contributions are also valuable. Interest for participating in the symposium should be signalled to both organisers:

Dennis Beach, Borås University and University of Gothenburg (dennis.beach@hb.se) and

Staffan Larsson, professor em., Linköping University (staffan.larsson@liu.se).

Outline and preliminary guidelines

Ethnography and research with labels marking similar research practices, like field studies, are now well established in educational research in the Nordic countries, subsequent to a series of shifts away from experimental, and quasi-experimental quantitative studies in the late 1960s, and a subsequent movement toward qualitative methods that took off in earnest in the 1970s and 1980s. This movement was expressed mainly in connection to deliberations within the philosophy of science and through turns toward phenomenological and hermeneutic methodology. Ethnography and field study based methods came into the Nordic educational research fields also, but more marginally. They moved to the center first toward the end of the 1990s, following the foundation and subsequent actions of the ETNOPED group: a network of researchers led by Sverker Lindblad and Staffan Larsson (Sweden), Sigrun Gumundsdottir (Norway), Karen Borgnakke (Denmark) and Tuula Gordon and Elina Lahelma (Finland) funded by a network grant from the Nordic Council of Ministers between 1998 and 2003. The grant was to support the development of ethnographic research in the region by recruiting and training young PhD and post-Doc researchers. Activities included setting up and coordinating SIGs in major Nordic and European research associations (NFPF and EERA) and organizing pre-conferences in connection to the annual NERA-congress of NFPF and symposia and round-tables at the EERA’s annual ECER meetings. Supervising PhD research and engaging in educational programmes to develop the necessary supervision capacities and knowledge were also part of the activities (Beach, 2010; Larsson, 2006).

These activities were successful and through them ethnography was able to move from being a marginal and regionally uncoordinated research method to becoming a prominent, powerful and organized part of the Nordic education research field. Different periods were involved. First there was an initial growth period between 1998 and 2002 that established a strong presence for ethnography in qualitative educational research in the Nordic countries. Periods of consolidation and stabilization followed (Larsson, 2006). However, there was also a second development. At at the time of the foundation of ETNOPED Nordic educational ethnographers had a relatively marginal position in international educational ethnography. Now several of them have key gate-keeping positions in relation to international publication outlets as reviewers, editorial board members and as journal and handbook editors. Yet despite these successes there are still a number of questions to ask about the developments in the last 20 years. They include but are not restricted to the following:

Initially ethnography (and similar practices with labels like field studies, case-studies) grew, but since then has this growth continued or stagnated as a choice of methodology in educational research in the Nordic countries?

Have the concrete practices, like choice of data, length of field work etc. changed and in what ways and respects and which drivers of change have been involved?

Have the theoretical arguments for choosing ethnography changed?

Are there areas of research where ethography has been mainstream or more or less hegemonic?

What marks have been made in the international publishing fora and flora.

Larsson (2006) noted that Nordic ethnographers had an subordinated position in relation to a angloamerican dominance in ethnographic research: Has something happened here during the last decades? Are Nordic ethnographic researchers cited by international research audiences? And: we can even ask: Do Nordic researchers care to cite each other?

Staffan Larsson has started to check choices of methodology/metods in dissertations in educational research at the universities of Linköping and Gothenburg to get empirical support to address some of the questions. It would certainly be of interest if someone could do something similar in other contexts. However, We think there is a need of painting a broader picture, i.e. covering all countries and also with various ways of addressing questions about to destiny of ethnographic methodologies. Therefore we are proposing a symposium to examine the past growth of and possible future for the ethnography of education in the Nordic countries, and are looking for paper contributions on and related to this overarching theme as we move through and more deeply into what has been internationally identified as “an age of uncertainty” for ethnography. We are looking for contributions examine the processes of development of ethnography of education in the Nordic countries from the 1960s onwards, perhaps with an emphasis mainly on the past two decades. We will ask what were the processes ethnography was established and consolidated, if and in such case also which phases of formation can be found, what relationships there are to other networks and regions, and what kinds of marks are identifiable from Nordic ethnography of education regionally (in educational research) and internationally regarding specifically the field of ethnography of education. In this way the symposium will contribute to the knowledge of ethnographic research and processes of change in research practices and fields over time to answer a question recently posed more generally to the ethnography of education by Martyn Hammersley (2018). Hammersley’s question related to what ethnography is and whether it can and should survive within educational research, given the fundamental disagreements among educational ethnographers today about ontological, epistemological, and axiological matters on the one hand and the current commodification of university research on the other.

References

Dennis Beach (2010) Identifying and comparing Scandinavian ethnography: comparisons and influences, Ethnography and Education, 5:1, 49-63.

Martyn Hammersley (2018) What is ethnography? Can it survive? Should it? Ethnography and Education, 13:1, 1-17.

Staffan Larsson (2006) Ethnography in Action. How Ethnography was established In Swedish educational research. Ethnography and Education, 1: 2, pp. 177 – 195.

Rappel/Registration/deniers jours pour s’inscrire

Oxford Ethnography and Education Conference 2019

Monday 9^th to Wednesday 11^th September 2019

The registration fee for the two-and-a-half-day conference will be £410 (excl. accommodation). PhD students have a reduced fee of £295 (excl. accommodation). The fee includes:

*   Tea, coffee and lunch available on Monday 9^th, Tuesday 10^th and Wednesday 11^th September

*   A year’s subscription to the Ethnography and Education Journal.

*   A free book from the Ethnography and Education Book Series.

Registration for the conference will close on 22^nd August 2019.

Registration & Booking

Registration for the conference and a copy of the full paper are due by Aug 14^th 2018.

Conference Team

Lisa Russell, Huddersfield University, UK (l.russell@hud.ac.uk)

Jonathan Tummons, Durham University, UK (jonathan.tummons@durham.ac.uk)

Ruth Barley, Sheffield Hallam University, UK (r.barley@shu.ac.uk)

Rikke Toft Norgaard, Aarhus University, Denmark (rtoft@tdm.au.dk)

Shari Sabeti, Edinburgh University, UK (shari.sabeti@ed.ac.uk)

International Social Innovation Research Conference- Glasgow 2019- KEYNOTE SPEAKERS ANNOUNCED

ISIRC 2019: Social Innovation: Local Solutions to Global Challenges

ISIRC is the world’s leading interdisciplinary social innovation research conference. The conference brings together scholars from across the globe to discuss social innovation from a variety of perspectives. ISIRC 2019 will be hosted by The Yunus Centre for Social Business and Health, Glasgow Caledonian University from Monday 2nd to Wednesday 4th September 2019. The conference will take place at 200SVS, in the heart of Glasgow City Centre.

We are pleased to announce some of the keynote speakers for ISIRC 2019: Helen Haugh, Jürgen Howaldt, Frank Moulaert, Alex Nicholls and Stephen Osborne.
 ISIRC 2019 conference please visit our website: http://www.isircconference2019.com/

Publications :

Le dernier livre de Bob Jeffrey et Lisa Russel ETHNOGRAPHIC WRITING :

Writing is fundamental to the ethnographer. It plays a major role through: the collection and development of fieldnotes; reflective and reflexive memos and diaries; the re-presentation of contexts for readers and it creates analytical contributions for knowledge via dissemination. However, the uses, purposes and practices of writing are imbued with problematic aspects concerning: philosophy – modes of interpretation; writer values and perspectives; epistemology – validity of analysis and representation; the role of the self as a research instrument and the researcher’s relationships to the context and the people within them. A further complication is the question of how ‘writing’ is defined – whether drawings, pictures and multi-modal re-presentations can be considered as constituting ethnographic writing.

This series collates eleven articles that have been gathered from across The Ethnography and Education global network bringing together ethnographers’ experiences and reflective practices regarding the nature of ethnographic writing and how we do it.

The articles are divided into three sections: Writing and fieldnotes (Hammersley [2], Delamont and Borgnakke); Fieldwork writing practices, (Thomson, Wieland and Jeffrey); and Researcher relationships with responders and researcher colleagues (Milstein, Clemente and Guerrero, Russell, Parker Webster and Raggl. Each section contains new and possibly controversial perspectives concerning writing and ethnography and it is hoped readers will find something useful, as well as issues which they would wish to debate with colleagues.

The book is thus relevant to anyone engaged in Ethnography in any discipline because the articles deal with many common issues and practices including: engagement with members of the research site; ethical issues of ethnographic writing; ethnographer self-awareness; performative writing; new materialist approaches and the role of ethnographic writing. The collection also includes a comprehensive literature review evaluating the past and current thinking regarding ethnography and writing.

Ethnography and Education

_________________________

ethnographiques.org, revue en ligne de sciences humaines et sociales, a le plaisir de vous annoncer la parution de son trente-sixième numéro, intitulé « Jouer avec les animaux », coordonné par Sophie Chevalier et Thierry Wendling.

Bénéficiant d’un site entièrement rénové afin de le rendre facilement accessible depuis tous vos appareils connectés (ordinateurs, tablettes, téléphones mobiles), ce nouveau numéro thématique explore différentes formes de jeux associant humains et (autres) animaux.

Chiens, renards, taureaux, vaches, chevaux, chèvres, bêtes sauvages, animaux de parcs zoologiques, et même insectes et poissons, se trouvent ici considérés comme les partenaires nécessaires d’actions ludiques qui concernent aussi bien l’intimité ordinaire (lancer une balle à son chien) que l’attraction spectaculaire (le rodéo américain ou la course hippique).

Les terrains vont de l’Amérique du Nord (Frédéric Saumade) à l’Asie centrale (Carole Ferret, Sandrine Ruhlmann) en passant par les Philippines (Antoine Laugrand), l’Afrique du Sud (Sophie Chevalier) et l’Europe (Christiane Dunoyer, Bastien Picard) ; deux approches historiques étendent la comparaison à l’Antiquité (Michaël Seigle) et au haut Moyen Âge (Fabrice Guizard) et un article introductif (Thierry Wendling) livre un panorama général.

Ce riche dossier contribue ainsi à nourrir la réflexion anthropologique contemporaine sur les interactions, relations et représentations que les êtres humains développent avec les animaux.

Le numéro propose également deux articles en varia, l’un sur la pratique de la médecine ayurvéda en France (Nicolas Commune) et l’autre sur la construction d’une identité occitane en Italie (Silvia Chiarini).