BibSonomy bookmarks for /tag/ethnography

Sustainability accounting as a wicked problem - Archive ouverte HAL

abla.kouadri — 2026-08-21T22:53:19+02:00

This article examines sustainability accounting (SA) in a French international construction company, viewing it through the frame of being a wicked problem. Sustainability accounting literature often assumes that reporting is a matter of institutional will. It presumes that the necessary key performance indicators (KPIs) already exist, and environmental impact can be measured with confidence. Accuracy, balance, clarity, comparability, reliability, stakeholder inclusiveness, and timeliness are all assumed to be realizable. However, the ethnographic research presented here reveals a very different picture. None of the key criteria were met. The necessary measurement tools were fallible, key definitions were controversial, and making a convincing instrumental or technical choice between relative and absolute accountability was impossible. The failures of sustainability accounting are not attributed to corporate unwillingness or greenwashing. Instead, they are a result of an inability to recognize measurement as a wicked problem. While the wicked problem as a concept is well explained in the literature, ethnographic applications are rare. Therefore, this study makes an additional contribution by demonstrating how the wicked problem concept can be used to frame real-life issues. In conclusion, we ask the question: Has the sustainability accounting literature misrepresented the challenges, ignored the pragmatics of having to deal with wicked problems, and thus failed to be sufficiently accountable itself?

گزارش افغان تاپ: سفر به مرزترکمنستان،ولسوالی که همیشه دوراز لنزکامره بوده،مردم مهمان نوازafghan top - YouTube

iblis — 2026-01-19T14:13:25+01:00

https://www.youtube.com/watch?v=BM9f9FZJdsg

قریه به قریه در مزار شریف - سفری ماجراجویانه برای ماهیگیری در دریای آمو - YouTube

iblis — 2026-01-19T14:12:26+01:00

https://www.youtube.com/watch?v=l5yum6xxVYg

Ethnography in student-owned spaces: Using whiteboards to explore learning communities and student success

danielle.dennie — 2024-06-23T05:11:27+02:00

https://scholarship.richmond.edu/cgi/viewcontent.cgi?article=1042&context=university-libraries-publications

TPCS_104_Varis.pdf

guille — 2020-05-22T12:09:26+02:00

https://research.tilburguniversity.edu/files/30479758/TPCS_104_Varis.pdf

A Pedagogy of multiliteracies: Designing social futures

umatadema — 2016-04-11T11:56:43+02:00

http://newarcproject.pbworks.com/f/Pedagogy%2Bof%2BMultiliteracies_New%2BLondon%2BGroup.pdf

Disinventing and reconstituting languages

umatadema — 2016-04-11T11:52:19+02:00

Those familiar with Pennycook’s previous works such as English and the Discourses of Colonialism (1998) or Critical Applied Linguistics: A Critical Introduction (2001) will not be surprised to learn that this latest volume, co-edited with Makoni and titled Disinventing and Reconstituting Languages, challenges many orthodoxies related to the role of English in the world and the nature of language. As far back as his 1994 book, The Cultural Politics of English as an International Language, Pennycook has been contesting the view that the global spread of English has been a natural, neutral, and beneficial process and has argued against fixation on language as an a priori ontological system in favor of focus on “language use as a social, cultural, and political act” (Pennycook, 1994, p. 29). It is not difficult to imagine that the editors’ collaboration on this volume was inspired in part by a critique Makoni offered of Pennycook’s Critical Applied Linguistics suggesting that in the absence of concrete strategies for engaging and collaborating with local communities, “Critical Applied Linguistics runs the danger of being hegemonic to the very communities it seeks to serve” (Makoni, 2003, p. 135). Disinventing and Reconstituting Languages is also a natural extension of Makoni’s plenary contribution at the 2004 American Association of Applied Linguistics conference in Portland where he proposed a vision of applied linguistics grounded less in an Anglo-American or Western world view, but having greater relevance to a variety of sociolinguistic contexts (Makoni, 2005). Following a forward by Ofelia García, the book is divided into 10 chapters covering the following three areas: the socio-political contexts from which current understandings of language have grown, the way current conceptions of language have limited development of a more nuanced understanding of how people communicate, and the pedagogical implications a language disinvention and reconstitution process might have.

Wiley: Bilingual Education in the 21st Century: A Global Perspective - Ofelia García

umatadema — 2016-04-11T11:46:24+02:00

Ophelia Garcia coins the term ‘Translanguaging’ to describe how multilingual speakers draw flexibly on languages in mixed and blended forms, in multiple cultural and linguistic communities.

Investigating sociohistorical contexts and practices through a community scan: a Canadian Punjabi–Sikh example

umatadema — 2016-04-06T16:30:07+02:00

We describe a collaborative project in which university researchers, teachers and Grade 4–5 English language learners (ELLs) investigated the sociohistorical contexts and practices in which the ELLs participate, through a ‘community scan’. Many observers have argued that schools and teachers have such minimal knowledge of the outside- school lives of their multilingual and multicultural students that they are unable to build upon the ‘funds of knowledge’ that students and other members of their communities have. In particular, a large body of recent literature argues that school literacy education should be linked to literacies that children develop in their homes and communities. We present here a study centred on a public school located in a Canadian Punjabi-Sikh community. For our scan we collected census and other demographic representations of the community, as well as media reports and academic literature concerned with Punjabi-Sikh immigration. In addition, our scan included interviews with teachers, principals, parents and community leaders. Students’ investigations and representations of the community and of out-of-school multiliteracies were also collected. The authors argue that such information is crucial in the development of pedagogy that values and promotes the reworking of the practices, images, texts and symbols that children already use.

New literacies, old identities: young girls' experiences of digital literacy at home and school

umatadema — 2016-04-06T11:54:04+02:00

In this chapter, issues relating to the digital literacy practices of girls aged from three to eight in both home and school contexts are explored. Since the late 1990s, there have been persistent concerns about boys' achieve- ment in literacy. Here, I argue that these concerns have overshadowed matters that should be considered by educationalists who are committed to gender equity in their classrooms. In this first section of the chapter, the nature of the anxieties expressed about boys and literacy are investigated before data from a number of projects that have focused on children's use of new technologies and related literacy practices are discussed. Three key issues are the focus for reflection. First, I suggest that girls' experiences of literacy across homes and early years settings are not as seamless as is often assumed and that girls as well as boys experience dissonance across these domains. Second, I suggest that there is a need to pay attention to the reductive gendered discourses that are embedded in many of the home literacy practices of girls in order to inform the development of critical literacy curricula. Finally, I consider the way in which initiatives designed to motivate boys through the incorporation of popular culture into the lit- eracy curriculum can reinforce gendered stereotypes and marginalize the out-of-school experiences of girls. This discussion is undertaken within a context in which it is acknowledged that there is a need to move beyond a simplistic binary which fuels the see-sawing debate regarding the achieve- ments of one gender at the expense of the other (Jackson 1998). I would suggest, as do many others, that such a position is an over-simplification of the issues and that we should address the needs of all pupils (Skelton and Francis 2003). However, in this chapter I have chosen to focus on an investigation into the experiences of young girls in the early years because this is where it is often erroneously assumed that literacy transitions from home to school are relatively seamless.

Claiming the right to speak in classrooms and communities

umatadema — 2016-03-21T11:44:13+01:00

https://learn2.open.ac.uk/pluginfile.php/1456308/mod_resource/content/1/READING_34.pdf

Snow White in different guises: Interlingual and intercultural exchanges between grandparents and young children at home in East London

umatadema — 2016-03-18T11:39:51+01:00

Grandparents play a significant role in childcare and one activity that frequently occurs within this context is story-reading. However, relatively little attention has been given to the potential part that grandparents can play in terms of language and literacy development of young children.This article reports on work investigating the interlingual and intercultural exchanges occurring in a home setting in East London. In particular, it focuses on how the traditional heritage pattern of story and rhyme reading by a grandmother of Bengali origin is fused with practices experienced by her six-year old grandchild.The data reveal not only the multiple worlds inhabited by the grandchild during story-reading but also the syncretism of these worlds on a number of levels.This article contributes to the small but growing body of investigation into the reading styles occurring within families from different cultural backgrounds.

DIGITAL YOUTH RESEARCH | Kids' Informal Learning with Digital Media

tom2323 — 2016-03-17T03:03:29+01:00

http://digitalyouth.ischool.berkeley.edu/

Multiliteracies on Instant Messaging in Negotiating Local, Translocal, and Transnational Affiliations: A Case of an Adolescent Immigrant

umatadema — 2016-03-16T11:40:49+01:00

Talk, text, and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’

umatadema — 2016-03-15T11:49:12+01:00

n this paper we address the key issue on which this edition is focused – intel- lectual challenge – in light of Poincaré’s concern with understanding bodies of knowledge – how, over time, they are structured, acted upon, built, and theo- rised in educational settings. We make the case for reinstating the teaching of knowledge, including knowledge about language, at the forefront of consid- erations of educational practice and policy, and, more specifically, of teaching and researching language and literacy. Through this discussion we attempt to contribute to the line of effort rep- resented by contributions to this edition. The authors have taken seriously the fact that the proportion of students from a widening range of language back- grounds other than the medium of instruction in schools in Australia, as in many countries, continues to rise. This presents challenges to educators, and these authors point to fidelity to the intellectual substance and coherence of syllabus contents as the foremost of those challenges. We focus here in particu- lar on extending the two major messages we take from the papers collected in this edition: the need for a clearer articulation, first, of a disciplinarity-based understanding of knowledge, and second, of the relation between curricu- lum knowledge and the language of that curriculum knowledge, as shown in teachers’ knowledge of the nature of language and of how to intertwine the teaching of language with teaching of curriculum knowledge. Australian language and literacy educators, including those whose work appears in this edition, have attained international recognition for the advances they have made in articulating and studying the challenges and opportunities involved in serving all students’ language and literacy needs in rapid-change, multilingual environments (e.g., Cope & Kalantzis, 2000; Derewianka & Khan, 2001; Gibbons, 2002; 2006; Gray, 2007). In aiming to extend that view in this paper, we argue: (i) that there is a case for a redirection of focus onto the issueof intellectual challenge; (ii) that the sense of urgency associated with this redirection relates to the loss of a strong conception of knowledge (Bereiter & Scardamalia, 2003); (iii) that disciplinarity-based language and literacy educa- tion is critical, in that questions concerning language and literacy develop- ment through the school years are, at base, issues that require some coherent conceptualisation of how it is that each discipline/curriculum domain puts language and literacy resources to work in distinctive ways.

A Multimodal Approach to Academic 'Literacies': Problematising the Visual/V...: EBSCOhost

umatadema — 2016-03-15T11:39:11+01:00

There has tended to be an overemphasis on the teaching and analysis of the mode of writing in ‘academic literacies’ studies, even though changes in the communica- tion landscape have engendered an increasing recognition of the different semiotic dimensions of representation. This paper tackles the logocentrism of academic lit- eracies and argues for an approach which recognises the interconnection between different modes, in other words, a ‘multimodal’ approach to pedagogy and to theoris- ing communication. It explores multimodal ways of addressing unequal discourse resources within the university with its economically and culturally diverse student body. Utilising a range of modes is a way of harnessing the resources that the students bring with them. However, this paper does not posit multimodality as an alternative way of inducting students into academic writing practices. Rather, it explores what happens when different kinds of ‘cultural capital’ (Bourdieu, 1991) encounter a range of generic forms, modes and ways of presenting information. It examines how certain functions are distributed across modes in students’ texts in a first year engineering course in a South African university (specifically scientific discourse and student affect) and begins to problematise the visual/verbal distinction.

Claiming the right to speak in classrooms and communities

tom2323 — 2016-03-12T10:21:53+01:00

ethnographic study of immigrant workers struggles in ELT classrooms

Using systemic functional linguistics in academic writing development: An example from film studies

umatadema — 2016-03-11T12:08:01+01:00

On film studies courses, students are asked to treat as objects of study the same films which they may more commonly experience as entertainment. To explore the role of academic writing in this, an action research project was carried out on a university film studies course using a systemic functional linguistics approach. This paper presents a key assessment essay genre, referred to as a taxonomic film analysis. This genre was analysed drawing on the work of Halliday and Mathiessen, 2004 and Martin, 1992 and Lemke, 1985 and Lemke, 1990), focussing on three aspects: the genre acts performed in the process of analysing film; the conceptual frameworks of film studies knowledge, or ‘thematic formations’ (Lemke, 1993) drawn on and re-constituted in the assignment; the particular ways that language is used to perform these acts and build these thematic formations. For EAP to be relevant to film students, it is proposed that EAP specialists need to engage with these three aspects of film study. This application of SFL in film studies EAP is intended as an illustration of how SFL tools can be used for relevant EAP provision across the HE curriculum. Highlights ► The key genre identified was taxonomic film analysis. ► Deploying film studies language and genre converts film into an object of study. ► EAP lecturers need to engage with both the language and the meaning making of film student

Language in Late Modernity: Interaction in an Urban School,

umatadema — 2016-03-11T11:58:13+01:00

http://www.langtoninfo.co.uk/web_content/9780521812634_frontmatter.pdf

The Cultural Productions of the ESL Student at Tradewinds High: Contingency, Multidirectionality, and Identity in L2 Socialization (PDF Download Available)

umatadema — 2016-03-11T11:54:54+01:00

Although the originators of the language socialization (LS) paradigm werecareful to cast socialization as a contingent, contested, ‘bidirectional’ process, thefocus in much first language LS research on ‘successful’ socialization amongchildren and caregivers may have obscured these themes. Despite this, I suggestthe call for a more ‘dynamic model’ of LS (Bayley and Schecter 2003), whilecompelling, is unnecessary: contingency and multidirectionality are inherent inLS given its orientation to socialization as an interactionally-mediated process.This paper foregrounds the ‘dynamism’ of LS by examining processes comprising‘unsuccessful’ or ‘unexpected’ socialization. Specifically, it analyses interactionsinvolving ‘oldtimer’ ‘Local ESL’ students and their first-year teachers at amultilingual public high school in Hawai’i. Contingency and multidirectionalityare explicated through analysis of two competing ‘cultural productions of theESL student.’ The first, manifest in ESL program structures and instruction, wasschool-sanctioned or ‘official.’ Socialization of Local ESL students into thisschooled identity was anything but predictable, however, as they consistentlysubverted the actions, stances, and activities that constituted it. In doing so,these students produced another, oppositional ESL student identity, which cameto affect ‘official’ classroom processes in significant ways.INTRODUCTIONThe socialization of children or novices by adults or experts into particularroles, identities, and world views has been the topic of scholarship for decadesacross the social sciences. Concerning as it does ‘the activity that confronts andlends structure to the entry of nonmembers into an already existing world’(Wentworth 1980: 85), the nexus of socialization research engages suchlongstanding problematics as ‘agent vs. structure’, ‘voluntarism vs. determin-ism’, and ‘macro vs. micro’. Depending on disciplinary origin and theoreticalorientation, emphases have varied in the diverse socialization literature on theinfluence that, for example, society has on the individual, or genetics has overthe environment. Notwithstanding differences in emphasis, however, earlytheories of socialization—from the psychoanalytic tradition of Freud (1939),to the sociological functionalisms of Durkheim (1997) and Parsons (1937),