开放式访谈设计中民族志决策树模型的应用及改进

将民族志决策树模型及扎根理论融合应用到开放式访谈设计的问题条目获取、问卷的模型构建及问卷模型的合理性检验三方面。在阐述民族志决策树模型相关理论的基础上,分析该模型和扎根理论融合应用的可行性及必要性,并将二者应用到开放式访谈设计中,提出开放式访谈问卷的模型设计架构,并以社交网站用户流失访谈为例给予说明。结果显示,设计的开放式问卷条目顺序合理、内容表述完善,其设计架构对开放式访谈问卷的设计具有指导意义。     

Use of Ethnographic Fiction in Social Justice Graduate Counselor Training

Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling.     

The testimony of neoliberal contradiction in education choice and privatisation in a poor country: the case of a private,undocumented rural primary school in Uganda

With international momentum to achieve ‘Education for All’ by 2015, global attention is being paid to those parts of the world where mass formal primary schooling is relatively new. Uganda is such a place. In the context of ethnographic fieldwork at a poor, undocumented, private primary school in rural Uganda, parents were interviewed in order to better understand their conceptualisations of education during this ‘massification’ era. The interviews reveal interesting contradictions between the espoused neoliberal principles and the nuances with which they describe education. In the absence of a robust public schooling system, privatisation has emerged to fill the gaps in educational provision as the country finds itself caught between the international mandate for free primary education and the lack of capital.     

Family involvement in creative teaching practices for all in small rural schools

Parental involvement is interpreted as a key form of support that can contribute to the establishment of inclusive practices in schools, but this can be difficult in sparsely populated areas. Using ethnographic methods of participant observation, informal conversations and document analysis, this article therefore focuses on family involvement practices in two small rural schools in Aragón (Spain) that carry out creative teaching practices as a way to encourage parental participation. Our data show that teachers promote parental involvement using strategies such as acceptance, expression and communication in school. These strategies seem to be negotiated in each situation based on the values prioritised by the teachers as a result of their interaction within the context they find themselves in. Factors such as family mobility, dispersion of homes and sociocultural status appear to condition these strategies.     

科学民族志的“他者”呈现——略论庄学本的中国西南摄影

以纪实摄影大师庄学本在1934～1942年间在中国西南拍摄的民族学调查影像,尤其是少数民族摄影作为探讨的对象,来呈现在中国现代化的进程中,西学中对待异文化的“他者”观念,以及西方人类学中的功能主义学派,如何影响了中国早期的民族学调查者的文化视野,进而对这些调查者的纪实摄影作品的内容和风格产生了深远的影响。以此为基础,本文从影视人类学的视角,来检视庄学本作品的成就与缺失。     

Navigating across academic contexts: Campo and Angolan students in a Brazilian university

This paper draws on the Academic Literacies approach to examine tutor/student relations in the production of academic texts. We address issues associated with learning to write in such contexts, through exploring the perspectives of two groups of non-traditional students as they reflect on their experiences in navigating educational contexts in a Brazilian public university. The term non-traditional is used here to refer to students from social groups whose previous generation had no, or very limited, access to university. In order to explore the “hidden features” of the contextualized nature of academic writing, we present two cases: students from Angola and from Campo, both groups not traditionally represented in Brazilian universities. We explored the development of writing in academic contexts by examining tensions identified by these students and their tutors/teachers as they engaged with academic literacies.     

人类学阅读中的本土知识与他者知识

人类学阅读帮助我们认识他人并更好地认识自己,有利于全世界不同民族的沟通和理解。人类学研究对象即地方群体、民族群体的知识可视为本土知识,人类学家的知识则是他者知识。随着世界各民族自我意识的增强,本土知识越来越受重视。正确区分本土知识与他者知识,对于理解不同群体的知识生产过程非常重要。近些年人类学译著中的部分误译产生的原因就在于没有正确鉴别本土知识与他者知识。     

互联网时代的网络泄愤与政府治理

近年来“网络泄愤”现象逐渐引起了社会的广泛关注,文章运用网络民族志的方法对C地城管打人这一个案进行研究。网络泄愤具有参与地点的虚拟性、表达方式的符号性、泄愤方式的暴力性与信息来源的权威性四个核心特征。转型期社会矛盾的“溢出效应”与网络空间的公共性是网络泄愤出现的主要原因。网络泄愤分为动员型与非动员型两种形态,前者包括人肉搜索与围观、恶语煽动、网络口号;后者包括辱骂性言辞、关联性叙述与戏谑性反讽。从社会稳定、司法公正、个人权利三个方面探讨了网络泄愤的限度与政府治理问题。     

对一所高中主题班会的教育人种志考察

本文运用人种志方法对一所高中的主题班会开展情况进行了研究。研究发现,学生期望的班会主题与学校想法不同,各班的主题班会氛围或凝重或轻松。全班学生的参与度也有所不同。班会的主题要有现实针对性,也应反映学生的兴趣和需求。充分调动起班级里每位学生参与积极性的班会才引导学生自主管理,增强学校教育实效。