Tag Archives: research methodologies

Ethnographic Disciplines

Just because this might be useful in the future…
I perceive a number of academic disciplines to be “ethnographic” in the sense that they use the conceptual and epistemic apparatus of “ethnography.” (“Ethnography” taken here as an epistemological position in human research, not as “the description of a people” in either literary or methodological uses.)

I don’t mean by this that practitioners are all expected to undertake ethnographic field research or that their methods are exclusively ethnographic. I specifically wish to point out that ethnography is not an “exclusive prerogative” of anthropology. And I perceive important connections between these disciplines.

In no particular order:

  • Ethnohistory
  • Ethnolinguistics (partly associated with Linguistic Anthropology)
  • Folkloristics
  • Ethnomusicology
  • Ethnocinematography (partly associated with Visual Anthropology)
  • Ethnology (Cultural Anthropology)

The following disciplines (the “micros”), while not ethnographic per se, often have ethnographic components at the present time.

  • Microhistory
  • Microsociology
  • Microeconomics

Health research and market research also make frequent use of ethnographic methods, these days (especially through “qualitative data analysis” software). But I’m not clear on how dedicated these researchers are to the epistemological bases for ethnography.

It may all sound very idiosyncratic. But I still think it works, as a way to provide working definitions for disciplines and approaches.

Thoughts, comments, suggestions, questions?

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Higher Education in a New Era

Thanks to a comment by Jay, a series of edifying articles in Washington Monthly about the current state of U.S. higher education, appearing in the September 2006 issue of that magazine.

I do tend to disagree with several dimensions of the approach taken by Washington Monthly, including the apparent enthusiasm for the “client-based approach to higher education” favoured by several institutions and bemoaned by its main actors. But I do appreciate the fact that such a conversation finally takes place. The blog post which prompted Jay’s comment was about Canadian universities but “don’t get me started” about the state of higher education in the United States.

According to its mission statement, Washington Monthly seeks to provide insight on politics and government in (the United States of) America. As such, it focuses on the potential ramifications of higher education for governmental (mostly U.S. federal) politics. Doing so, it seems to obey at least some of the Berlin Principles on Ranking of Higher Education Institutions, especially with regards to section A on Purposes and Goals of Rankings. (PDF version of principles.)

One thing that these articles avoids is blaming students for most of the problems. In my experience, today’s higher education students usually display impressive potential but are often inadequately prepared for college and university life. The fault might be put on “The System,” the parents, the diverse schools, or the governments. It’s quite unlikely that today’s students are inherently flawed as compared to previous generations and I’m frequently impressed by students of any age, social background, or local origin.

An article from the January/February 2002 issue of Washington Monthly also provides some insight in the financial dimension of higher education in the United States. The situation might have changed in the last four years, though it sounds somewhat unlikely that it may have greatly improved.

This coverage might be too journalistic and U.S.-specific but these are, IMHO, important pieces of the full puzzle of higher education in an interconnected world. These articles should contribute to a larger conversation on education. That conversation may also involve issues discussed in Daniel Golden’s Price of Admission book (as explained on the Colbert Report). Radio Open Source has also been broadcasting (and podcasting) shows on university leadership, academia, and education requirements, among several relevant topics.

It would be important to connect these issues with the broader scene of higher education around the world. Even in the cosmopolitan world of academia, not enough people get the benefit of experiencing more than a single educational system and a very small proportion of people gets to experience more than two. It is common for anthropologists to talk about “taking a step back” and “looking at the forest for the trees.” Higher education is no place for mental near-sightedness.

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