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The paper examines how new age pedagogies and neoliberal policies consciously work towards "naturalizing" English language's hegemony in institutions of Higher Education (IHE) in India. An ethnographic study the paper foregrounds the precarious positioning of non-English Indian languages "vis-à-vis" the pervading discourses of internationalization and education as job/skill oriented. Hegemony of English in the present is coupled with a restructuring of language departments as well as fleeting market demands for human capital. The paper also brings into question the role of the Internet and related technologies in reorganizing the linguistic dynamics of HE. Instead of democratizing, the Internet produces new monopolies in knowledge production, controls knowledge traffic from global North to South and further legitimizes the language hegemony. The paper argues that, in the last two decades, the neoliberal rupture has been leading HE institutions to a death of vernaculars within their physical, cultural and academic spaces.

Gaining ethical approval for qualitative health research and implementing all the planned research processes in a proposed study are not straightforward endeavours. The situation becomes more complex when qualitative research is conducted in a cross-national healthcare and academic context. Also, it is even exhausting when the study is student-based, as student researchers may be considered novices and inexperienced researchers, especially for field-based research. Our aim in this reflective paper is to present, reflect, and discuss the experiences of a doctoral researcher in dealing with two independent institutional review boards in Canada and Ghana during an interdisciplinary Ph.D. project and the ethical dilemmas encountered while collecting data in Ghana. Based on the researcher's experiences, it became apparent that consent and its documentation can have cultural implications in different settings; hence, institutional review boards must exercise reflexivity in their protocol review practice. Also, sharing research data with participants and institutional leaders while maintaining participant confidentiality and privacy in institutional ethnographic research requires sensitivity to bi-lateral ethical values. With the experiences shared in this paper, we advocate for a dialogic ethical review process in qualitative research where researchers and research ethics boards engage in ongoing dialogue rather than the usual prescriptive format research ethics reviews often assume.

Purpose: This paper aims to explore how an academic researcher and a practitioner experience scepticism for their qualitative research. Design/methodology/approach: The study applies Olt and Teman's new conceptual phenomenological polyethnography (2019) methodology, a hybrid of phenomenology and duoethnography. Findings: For the researcher-participants, the essence of living with scepticism means feeling a sense of injustice; struggling with the desire for simplicity and quantification; being in a circle of uneasiness; having a survival mechanism; and embracing healthy scepticism. They experience the essence differently and similarly in varied cultural contexts. Through duoethnographic conversations, they acknowledge that while there can be scepticism of their work, it is important to remain sceptical, persistent and curious by challenging traditional concepts. Theoretical and practical advances in artificial intelligence (AI) continue to highlight the need for clarifying qualitative researcher roles in academia and practice. Originality/value: This paper contributes to the debate of qualitative versus quantitative research. Its originality is in exploring scepticism as lived experience, from an academic and practitioner perspective and applying a phenomenological polyethnography approach that blends two different traditional research paradigms.

This paper examinations the nexus between creativity and teacher identity in post-war peacebuilding. It aims to understand how infusing creativity into teacher preparation geared towards peacebuilding can help language educators reflect on their identities, values and their roles in bridging a fragmented society at the end of a war. Drawing on data generated from a visual ethnography carried out in the aftermath of Sri Lanka's civil war, one of the longest civils wars in recent history, this study explores the power of self-generated identity portraits in helping teachers to visualise their identities as second language educators. This paper highlights the potential of creativity and creative approaches to teacher education to help teachers articulate their identities, expectations, responsibilities towards their learners and challenges they face. The paper highlights the power of creative approaches to meaning making, especially in tapping into identities that are otherwise hidden and the need be for teachers to be included in larger discussions on educational reforms towards peace.

Reflexive commitments tend to be lacking, particularly from the perspective of early career scholars. This is particularly true in relation to published research, but evident in doctoral studies exploring teachers work. Using principles of phenomenological reflexivity, this methodological paper explores the critical incidents that have come to shape a qualitative, ethnographical case study before entering the field. Key findings highlight four implications for novice researchers: an engagement with critical independent reflection, critical friendship, skills development through academic modules and reflexive reading, and communities of practice. The paper calls for continued attention to the methodological framing of research, particularly during and after entering the field.

This paper identifies the reasons children and young people leave school early in Merauke, Papua, and advances education policy initiatives to address these causes. Indonesia has a policy of 12 years of compulsory schooling, but many in Papua leave school early. The Indonesian government considers that children mainly leave school early for economic reasons, and addresses the problem through its social welfare programmes, as well as 'supply- side' factors such as the number of schools. This paper uses mainly ethnographic data, especially life histories collected from 22 young people and adults who left school early, to argue that besides economic reasons, the on-again- off-again history of schooling, the extremely problematic nature of that schooling, as well as socio-cultural causes such as the stigmatisation of the local Marind people, self-stigmatisation and cultural discontinuity, combine to push children to leave school early. Multiple initiatives are suggested to improve the quality of education.

In this paper, I argue that power promised to England's teachers by the 2010 'Importance of Teaching' white paper has rather played out as a reformulation of methods of policymaking to more indirect modes of government control. I trace the growth of government control in English schools, promised front-line power in 2010 and a rise in non-statutory guidance after this point. Taking an actor--network theory approach to ethnographic data I then describe how a school takes up one such non-statutory educational initiative -- 'Maths Mastery'. Focusing on early stages of the school's adoption of the initiative, I trace associations of actors which problematize existing practices for the teaching of maths and how the initiative is imbued with authority in relation to these. I argue that the ways in which certain actors -- statutory education policy and government funding -- associate with the 'optional' initiative reveals a 'back door' control of teacher agency.

Intercultural education in Australia has been positioned in State-based official curriculum and education policy as developing understanding between diverse cultural groups. However, cultivating such understanding far more complex in practice than policy and curriculum directives can capture. In Australia, eruptions of intercultural tensions has an ongoing and complex history. This paper examines the challenges for teachers' intercultural practice in one Australian public school setting. Reporting on a single-site ethnography drawing on Lefebvre's production of space. I conceptualise teachers' intercultural work as a praxis of difference, this paper problematises the way intercultural education is often taken up in tokenistic ways and advocates for reimagining intercultural education as a challenge of practice. I argue that an examination of the conditions that produce complex relations between diverse cultural groups in particular spaces is a productive starting point for developing intercultural understanding as a rational praxis of difference .

Background: A move beyond static and representational accounts of science learning and becoming through relations is needed. Purpose: In this paper extra-learning activities in science offered by a community organization to an elementary class over one academic school year are assessed in light of their contributions to science learning and becoming. The latter is explored through a theoretical grounding and focus on the entanglements of bodies, materials, and affect. In doing so, the paper speaks to the affective turn in science education. The study is grounded in a non-representational and subjective reading of the work affect is doing yet also attends to the role of materials and bodies within that process, speaking to materialism, embodiment, and dignity. Sample: One elementary school class, participating in a one-year long activity assumed by a community organization (CO). Design & Method: Data was collected through a video ethnography of the science activities assumed by the CO. Through interaction analysis, telling moments of joint-engagement in science were analysed by centering body-material-affect entanglements. By juxtaposing these moments with background information from interviews of the teacher and the instructor, a bricolage of data sources led to narratives presented as three stories. Results: Making evident entanglements through three stories, the paper offers insights into ways non-representational embodied and material forms of learning and becoming can be studied and documented and the insights they might offer into understanding learning and becoming in science. The stories speak to the kind of work entanglements make evident in terms of lived affect in science but also moments of relations between participants and dignity affirming or undermining work in science learning and becoming. Conclusion: More studies are needed to engage with body-material entanglements in and through affect and report on the manner affect supports dignifying forms of engagement with science.

Purpose: The Thai video game domain has witnessed substantial growth in recent years. However, many games enjoyed by Thai players are in foreign languages, with only a handful of titles translated/localized into the Thai locale. Some Thai video game enthusiasts have taken on the role of unofficial translators/localizers, contributing to a localization domain that accommodates both official and unofficial translation/localization efforts. This general review paper aims to outline the author's experiences in collecting data within the domain of video game translation/localization in Thailand. Design/methodology/approach: Using a descriptive approach, this general review paper employs the netnography method. It sheds light on the complexities of video game translation/localization in Thailand and incorporates semi-structured interviews with a snowball sampling technique for the selection of participants and in-game data collection methods. Findings: The netnography method has proved instrumental in navigating the intricacies of this evolving landscape. Adopting the netnography method for data collection in this research contributes to establishing more robust connections with the research sites. "Inside" professionals and individuals play a significant role in data gathering by recommending additional sources of information for the research. Originality/value: While netnography is conventionally applied in the market and consumer research, this paper demonstrates its efficacy in unraveling the dynamics of video game translation/localization in Thailand.

In this article I explore the construct of the 'natural' voice within the context of the natural voice movement, before invoking perspectives on voice from the posthumanities and D/deaf studies in discussion of "The Walk," a performance between a puppet, a natural voice choir, a refugee choir and a large audience that occurred in London in October 2021. Methodologically, this paper is an attempt at 'thinking with theory' (Jackson, Alecia Youngblood, and Lisa A. Mazzei. 2017. "Thinking with Theory: A New Analytic for Qualitative Inquiry." In The SAGE Handbook of Qualitative Research, edited by N. K. Denzin, and Y. Lincoln, 717-737. Sage) -- specifically thinking voice alongside theoretical stimuli from the posthumanities through the doing of ethnography -- in the hope of provoking useful flights of thought in relation to the practice and study of music education and community music. I conclude by considering my personal rationale for engaging with the posthumanities as a means of researching community singing within the natural voice movement. A protean version of this article was presented as a paper-presentation at the Grieg Research School in Bergen, Norway in 2022.

At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey's and Martin Buber's accounts of what it is to be educated, and Homi Bhabha's concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, the paper provides an in-depth look at two Catalan and two English schools, focussing on the ways in which they look to provide a democracy enabling education. The findings reveal how and why mutual cooperation, collaboration and dialogue in relationships are key elements in the modelling of an education for democratic citizenship.

This article brings critical and postcolonial theories together with extended ethnographic research in a predominantly Latinx high school in California's "South Bay" to theorize the co-production and co-naturalization of mathematical and racial essentialization. Analysis of vignettes and interview excerpts illuminates both student uptake and resistance to homogenizing narratives of mathematics and racial personhood. Student voices from Sierra High School both evidenced the existence, stakes, and personal consequences of narrowly bounded, taken for granted, conceptions of mathematics and racial personhood and challenged these homogenizing categories. This paper contributes theory illuminating the co-construction of mathematical and racial essentialization along with examples of local critique and resistance from youth and their adult allies at one high school in the USA. Implications suggest that decolonial work in mathematics education must jointly address the narrow and essentializing frames for race and racialization and for mathematics itself as co-producing and co-naturalizing each other. This study contributes insight into mechanisms that perpetuate and also resist or disrupt these processes.

Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging "in context" in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging "in context," drawing on the Douglas Fir Group's (2016) transdisciplinary framework for language acquisition. Examining translanguaging in context entails paying attention to who in a classroom wields power, as a result of their greater proficiency in societally valued languages, their more "standard" ways of speaking these languages, their greater familiarity with academic literacies valued at school, and/or their more "legitimate" forms of translanguaging. In our framework for researching translanguaging in context, we propose three principles. The first principle is obvious: (1) not to do so apolitically. The other two principles describe a synergy between ethnographic research and teacher-researcher collaborative research: (2) ethnographic research can assess macro-level language ideologies and enacted language hegemonies at the micro- and meso levels, and (3) teacher-researcher collaborations must create and sustain inclusive, equitable classroom social orders and alternative academic norms "different" from the ones documented to occur in context if left by chance.

In Goffman's terms, qualitative interviews are social encounters with their own realities. Hence, the 'situational critique' holds that interviews cannot produce knowledge about the world beyond these encounters, and that other methods, ethnography in particular, render lived life more accurately. The situational critique cannot be dismissed; yet interviewing remains an indispensable sociological tool. This paper demonstrates the "value" that situationalism holds for interviewing. We examine seemingly contradictory findings from interview studies of middle-class identity (cultural hierarchies and/or egalitarianism?). We then render these contradictions comprehensible by interpreting data excerpts through 'methodological situationalism': Goffman's theories of interaction order, ritual, and frontstage/backstage. In 'situationalist interviewing,' we suggest that sociologists be attentive to the 'imagined audiences' and 'imagined communities'. These are key to identifying the situations, interaction orders, and cultural repertoires that lie beyond the interview encounter, but to which it refers. In sum, we argue for greater situational awareness among sociologists who must rely on interviews. We also discuss techniques and measures that can facilitate situational awareness. A promise of situational interviewing is that it helps us make sense of contradictions, ambiguities, and disagreements within and between interviews.

Prior research in Applied Linguistics has explored how teachers mobilise diverse resources in order to make connections between the students' out-of-school knowledge and experiences and the abstract content knowledge. Nevertheless, how teachers can transcend the boundaries of disciplinary knowledge by incorporating relevant content knowledge from other academic subjects to facilitate students' learning of new content knowledge is a topic that is under-researched in the field. Adopting translanguaging as an analytical perspective, this study examines how the creation of a translanguaging space can afford opportunities for an English-Medium-Instruction (EMI) teacher to connect content-related knowledge for supporting students' learning of new historical knowledge in EMI Western History classrooms. The data is based on a larger linguistic ethnographic project in a Hong Kong EMI secondary Western History classroom. Multimodal Conversation Analysis is used to analyse the classroom interaction data. The classroom interaction data is triangulated with the video-stimulated-recall-interviews that are analysed with Interpretative Phenomenological Analysis. This paper argues that a translanguaging classroom space can be ­created for activating students' prior learnt subject knowledge for ­supporting students' learning of new academic knowledge. Such a translanguaging space provides opportunities for classroom participants to not only engage in fluid language practices, but also encourages the teacher and students to bring in multiple epistemologies that help students understand new academic knowledge in a new classroom interactional context.

Purpose: This paper aims to explore how critical digital and data literacies are facilitated by testing different methods in the classroom, with the ambition to find a pedagogical framework for prompting sustained critical literacies. Design/methodology/approach: This contribution draws on a 10-year set of critical pedagogy experiments conducted in Denmark, USA and Italy, and engaging more than 1,500 young adults. Multi-method pedagogical design trains students to conduct self-oriented guided autoethnography, situational analysis, allegorical mapping, and critical infrastructure analysis. Findings: The techniques of guided autoethnography for facilitating sustained data literacy rely on inviting multiple iterations of self-analysis through sequential prompts, whereby students move through stages of observation, critical thinking, critical theory-informed critique around the lived experience of hegemonic data and artificial intelligence (AI) infrastructures. Research limitations/implications: Critical digital/data literacy researchers should continue to test models for building sustained critique that not only facilitate changes in behavior over time but also facilitate citizen social science, whereby participants use these autoethnographic techniques with friends and families to build locally relevant critique of the hegemonic power of data/AI infrastructures. Originality/value: The proposed literacy model adopts a critical theory stance and shows the value of using multiple modes of intervention at micro and macro levels to prompt self-analysis and meta-level reflexivity for learners. This framework places critical theory at the center of the pedagogy to spark more radical stances, which is contended to be an essential step in moving students from attitudinal change to behavioral change.

We examine private supplementary tutoring within the context of Finnish general upper secondary education. Specifically, we focus on profit-driven private preparatory course providers who cater to individual students and their families, aiming to improve applicants' prospects of gaining access to higher education. We examine this during a time when a recent education policy reform has renewed seeking admission to higher education in Finland, consequently impacting the private supplementary tutoring market associated with it. We draw on Bourdieu's concepts of field, capital, and habitus as a starting point for discussing the complex dynamics between public and private actors in the field of Finnish general upper secondary education and the role of economic capital. The ethnographic data analyzed for this paper consist of field notes and interviews (n = 58) from three general upper secondary schools, produced in 2019-2020. The study aims to investigate the negotiations between the public and private spheres of education within the everyday practices of Finnish public upper secondary education during an educational policy reform. We conclude that the fields of public and private education are not separate but rather intertwined, and they can become blurred in the everyday life of schools through both temporal and spatial overlaps.

Based on three vignettes taken from interviews with friends who were members of a social-ecological transition initiative of which I was both an active participant and a researcher, this paper explores ethnography in friendship. Breaking with the methodological proposals known as friendship as method, this text proposes to reflect on the ways friendship acts in ethnographic interviews. Through a ritual that unfolds during the interview, leading us to act 'as if we were not friends', this article seeks to ponder the types of knowledge produced and raises issues related to the researcher's positioning within this kind of relationship. It turns out that the duo friendship-ethnography creates a particular space in which specific types of knowledges are produced and in which the researcher's subjectivity is resolutely transformed.

Whilst other sporting narratives of girls and women from the Global North have been well explored, there is limited research about girls from a Fijian background. Furthermore, within this ethnic/cultural group, their diverse voices are not well understood. Indo-Fijian girls who are of a South Asian background, and were born and reside in Fiji, are marginalised to a triple degree in the country's sporting platforms: they face gender inequalities emanating from a patriarchal society; secondly, they are marginalised in terms of race and ethnicity, thus not having access to the same sporting opportunities that their iTaukei (Fijian natives) counterparts do, especially in mixed-race team sports. Finally, Indo-Fijian girls are economically disenfranchised, living in the peripheries of the Global South, where they struggle with a lack of funding, inequitable policies and an unstable political climate. This triple layer of marginalisation deprives Indo-Fijian girls/young women of real opportunities and rights in the sporting fields to play sports for better health and fitness as equal Fijian citizens. This study reports on a one-year ethnographic research and presents sporting narratives of young Indo-Fijian women aged between 16 and 25 years from the capital city of Fiji. The data was collected employing photo-elicitation interviews aiming to illuminate the experiences and trajectories within formal and recreational sport and physical activity of Indo-Fijian girls. The paper draws upon critical, intersectional and poststructuralist theories to thematically analyse the data. The young women's narratives reveal that many times their athletic pursuits and passion disrupt the Fijian gender, racial and class orders as they consistently exercise their daily and sporting agency; sometimes these girls also find themselves complying with the hegemonic gender/racial order. This study amplifies local and marginalised voices of Indo-Fijian girls and emphasises the urgent need for inclusive and innovative educational pathways for Indo-Fijian girls in Fiji's schools, thus fulfilling the country's ratification of the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW).

In this paper, which draws on two years of qualitative research, I examine the ways in which refugees are positioned and position themselves in job training programs and in their initial US jobs. I provide examples of how 'factishes', a combination of facts and fetishes, are fabricated and position the refugees, and those working with them, in discourses associated with migration. Moving from notions of humanitarian aid to economic utility, trainers and employers position the refugees as economic stabilizers, capable of performing low-skill jobs, which US-born workers do not often choose, and which undocumented Mexican migrants do not 'deserve'. In doing so, they also position themselves as helpful humanitarians. The positioning is useful in securing initial employment for the refugees but not in longer term career advancement. Some of the refugees challenge the positioning, modifying the factishes to improve their employment prospects and possibly their long-term integration into society.

Educational discourses have embraced therapeutic discourse, a psychology-based system of assumptions about the self, its boundaries, development and social relations. While scholars have debated the virtues of this therapeutic turn, there has been little empirical study of therapeutic discourse in teacher pedagogical discourse. This article, using theoretical frameworks of teacher learning and the sociology of therapeutic discourse and employing linguistic ethnographic methods, features close analysis of therapeutic discourse in teacher workplace conversations. The focal case, in which a teacher consults with her colleagues regarding a non-compliant student, features four episodes of therapeutic reasoning (ETRs) in which various therapeutic logics are employed. Analysis uncovered three central manifestations of therapeutic discourse especially pertinent to education: the role of emotions; perceptions of the self; and temporality. Attending to these manifestations in each ETR reveals conditions under which they may enhance or impede potential for teacher learning and pedagogic action. When therapeutic modes of reasoning are deployed by teachers to discuss their problems of practice, they are found to be multifaceted, elastic, and to bear potential for agentive teacher action under certain conditions. This article calls for a more nuanced, temporally-sensitive perspective on therapeutic discourse in education, and addresses implications for theory and practice.

In this study, I explore my lived experience to evaluate an established team-teaching artefact. I achieve this by implementing an adapted meta-synthesis of retrospective, published individualised and co-authored autoethnography (MICA) methodology. The MICA framework was first penned by Hughes and Pennington (2021), which I adapt to determine the efficacy of a teacher-scholarship artefact, which was created to advance team-teaching practice. In this paper, I display how I evaluated the artefact's usefulness, highlighting particular areas for improvement. While MICA is known as an innovative research methodology, applying it to inform teacher-scholarship artefact making remains modest. The study's findings expand innovative methodological approaches in the scholarship of teaching and learning through autoethnography.

This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interaction, and problematises the tendency to equate LCE with student talk in groups. In these lessons, whole-class interactions are managed by the teacher and student verbal participation is limited. Nevertheless, students co-construct and participate in activities and communicate mathematical meanings. The teacher observes and responds to students and enables students to access the English and mathematics they need for examinations. EMI limits student verbal participation and access to the textbook. The study indicates the importance of learning from and responding to classroom realties rather than pedagogical and linguistic ideologies.

Persuasive arguments attribute academics' persistent struggles in making time for writing to the increasing demands of a marketised sector on the academic role (Dickson-Swift et al. 2009; Macleod, Steckley, and Murray 2012). Whilst a significant body of literature promotes different writing interventions as potential solutions, the challenge of building and sustaining a culture in which their positive outcomes are maintained remains. In this paper, I explore the practices of academics writing for publication purposes. Drawing on the concept of academic writing as 'identity work (French 2020), I demonstrate that writing practices are entwined with wider academic and institutional identities, which either work for or against building sustainable writing cultures. I argue for a methodological shift in how writing initiatives are researched, drawing a distinction between my ethnographic case study of one writing group and others that focus either on retrospective accounts or analysing correlations between writing groups and productivity. Specifically, I argue for a focus on the ongoing "process" of becoming a writer rather than on its production. The study builds on existing literature to explain why writing groups are experienced as valuable to participants. It argues that they offer more than simply protected space for writing; they reframe participants' understandings of themselves and their academic identities and reintegrate research writing with other aspects of their role. This identity work occurs within visible, protected spaces for writing, where participants work both individually and in community, and reflection and dialogue are central.

This paper reports findings from a doctoral study that investigated how young refugees and their families encounter England's education system. All children have the right to education in England; however, there are no specific educational policies for young refugees' education. Their invisibility in policy makes it more challenging for them to access appropriate support and contributes to them being portrayed through a deficit-based lens. Due to limited school--home partnerships, educators may often be unaware that people with 'refugee' and 'asylum seeker' statuses face various barriers in and outside of school, further disadvantaging them. In this doctoral research, I drew on the concept of "funds of knowledge" (FofK) to highlight young refugees' and their families' practices and knowledge(s). I conducted a critical ethnography combined with arts-based activities to investigate young people's and their families' experiences and perspectives of education. Based on the research findings, I argue that families' FofK can be used as resources for teaching and learning and to help overcome deficit-based views of young learners. An FofK framework may help schools establish young people's and families' expectations, understand their circumstances in England and build deeper school--home partnerships.

Purpose: This paper aims to explore the epistemic connections between three instructional coaches and a first-year in-service teacher during remote planning and debrief meetings. Prior evidence suggests that remote instructional coaching leads to better teaching practices and identifies the instructional coaching moves used to prompt teacher reflection. Design/methodology/approach: In this study, the authors utilized quantitative ethnography and epistemic network analysis (ENA) approaches to explore the epistemic frames of three remote university-based instructional coaches as they supported a first-year in-service teacher. Findings: Quantitative ENA findings shed light on the network connections between instructional coaches and teachers, as well as the epistemic frames observed during planning and debrief meetings. Additionally, the authors provide qualitative findings that complement and reinforce the quantitative results. Research limitations/implications: All data collection occurred via Zoom, and the class was in a hybrid modality, with some students attending class in person and some attending remotely via Zoom. This unique context could have impacted the epistemic connections surrounding technology and logistics. Practical implications: This study provides a practical codebook for use in future studies that explores instructional coaching. Findings from this study can be used to inform instructional coaching decisions. Originality/value: The ENA findings helped deepen the authors' understanding of how instructional coaches can support a first-year in-service teacher during planning and debrief meetings in several ways. Additionally, this study presents a unique context given the COVID-19 pandemic and the remote model of instructional coaching.

Musician-teacher identity is a "work-in-progress" spanning a career lifetime, yet little research appears to explore how this culminative development occurs, particularly from an individualized musician-teacher viewpoint. Using a qualitative epistemology, the author examines autoethnographic vignettes of life experience to highlight how changes of aging, work environments, and personal circumstances guide such a musician-teacher's journey. A "rivers of experience" approach, combined with several frames of reference, uncovers epiphanic moments showing how local and international contexts shape musician-teacher identity. Given the enormous changes in education over the past 40 years, and the changing, challenging world of COVID-19, this article is a timely and needed catalyst for others to reflect on their own experiences as they look to their futures.

This paper focuses on the experiences of four facilitators of a group mentoring programme for doctoral students aspiring to become academics. The methodology utilised collective sensemaking in a collaborative autoethnography. Aided by agreed reflective prompts, we initially analysed our own and each other's written accounts. This illuminated the motivations and hopes accompanying us into the project, as well as our individual experience of being a mentor within it. We digitally recorded the discussion of our initial analyses, sharing and debating what we felt our own and each other's reflections revealed. We subsequently discussed and collaboratively analysed the meeting transcript. This final meta-analytic phase exposed tension-laden emotions and experiences. We theorise that we were operating as wounded academics, seeking to recreate a nurturing academic space where it is simultaneously possible to express, contain and transform contradictory emotions associated with being in the academy. Drawing on Foucault's notion of heterotopia, we propose that such spaces may also unleash a sense of hope and possibility for contemporary academic life.

It is often assumed that the simple presence of international students and ubiquitous use of English as a medium of instruction (EMI) are the main agents of internationalisation of higher education (HE), whereby English equals international education and inbound student mobility equals increased internationalisation. While there are perceived benefits of these two instruments at the institutional and national levels, students' experiences of internationalisation in a Danish context are under-explored. Using a digital ethnographic enquiry, empirical evidence draws on 126 hours of observation of online teaching and 38 semi-structured interviews with domestic and international students of MSc programmes in Denmark. This article contends that the meaning of internationalisation and self-perceived gains are experienced differently between Danish and international students. The disconnect between discourses and actual experiences of internationalisation reported in this paper highlights the need for further student-centred research to inform institutional policies and practices, challenging long-held views of what 'international' means. Internationalisation practices that foster international spaces in which diverse groups of students can engage in meaningful interactions require those working in HE to realign institutional activities with humanistic values for the common good.

Much recent research examines how teachers navigate language policy in dual language bilingual education (DLBE) classrooms (Cervantes-Soon et al., 2017; Palmer & Martínez, 2013). While previous work has illustrated that teachers' language use is varied and related to identity, little research has considered the role of emotions in this setting (Benesch, 2020). Drawing on data from a year-long ethnography, this paper tracks emotions produced as three focal teachers made decisions regarding language in their DLBE classrooms. Building on multiple interviews and more than 500 hours of classroom observation, I argue that language policy navigation is a form of emotional labor (Benesch, 2018). Furthermore, I link this emotional labor to the teachers' raciolinguistic identities, emergent embodied critical consciousness of classroom power dynamics and related pedagogical decisions. Teachers' emotional labor provided valuable knowledge of existing inequities and offered pathways for resistance and transformation."I've become what I'm trying to fight…": Classroom language policy navigation and embodied critical consciousness.

The need to include indigenous perspectives in curricula is a challenge facing education internationally. In the context of higher education, decolonising practices and processes are the responsibility not just of institutions but also individual academics. Despite individual aspirations to decolonise teaching, it can be difficult to know where to start. Our aim is to guide others to engage in teaching practices that seek to decolonise. To do this we outline our respective teaching and research experiences that are united by our use of critical autoethnography in workshops we have designed for our respective teaching in different institutions. Our paper describes different ways to bring into focus the lived experience and nuanced views of groups who, through the process of colonisation, have not previously been given space or voice in higher education. Enabling the inclusion of indigenous enquiry within classroom settings provides a valuable decolonisation tool for groups such as the indigenous Maori population in Aotearoa New Zealand. Our practices seek to create space to prioritise storytelling, the sharing of researcher positionality, and personal identity in a way that centralises indigenous perspectives. We argue that these autoethnographic practices help teachers and students to hold hegemonic systems to account, explore strengths-based solutions and express aspirations for the future.

Framed by decolonial theory, this paper explores how language and literacy ideologies, including Anglonormativity, or the expectation that children should be proficient in a standardised version of English and are deficient if not, shape language and literacy practices in South African classrooms. While not legitimised, the use of fluid language practices in classroom discourse in the Global South is well documented. Less explored is the impact of language ideologies on children's written text production. Using the tools of linguistic ethnography, I focus on the literacy practices emergent bilingual children are engaged with in a Natural Science lesson in year 4, the first year of their transition from 'home language' language of instruction (LOI) to monolingual English LOI. A close analysis of the practice of learners making notes in the lesson shows a pretextual gap between the expectations of the activity: that the children will be proficient in the 'English' used for note-making as well as orthography and layout conventions of written notes, and the heterographic writing they are able to produce. I examine the written products of note-making against a contested history of the use of African languages for writing fiction, and the exclusion of African languages from formal education, thus within a context of coloniality of language. I argue that the concept of "ukuzilanda" can inspire the expansion of literacies in African languages in education, enabling us to build from an existing literate and oral tradition.

Prior research on classroom interaction has investigated how the teacher's feedback turn following students' responses can be used to transform students' turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers' translanguaging practices can play a role in shaping students' contributions into pedagogical opportunities for introducing academic terminologies in English-Medium-Instruction (EMI) classrooms. Adopting translanguaging as an analytical perspective, this study explores how an EMI history teacher deploys available linguistic and multimodal resources to connect students' responses with academic concepts and terminologies. The study draws its data from a larger linguistic ethnographic project that took place in an EMI secondary history classroom in Hong Kong. The classroom interaction data is examined using Multimodal Conversation Analysis, and this analysis is further triangulated with video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. This paper argues that the EMI teacher's translanguaging practices facilitate the process of transforming student contributions into academic terminology and concepts. The process of deploying translanguaging for transforming student contributions highlights translanguaging as an important component of the teacher's classroom interactional competence for constructing new configurations of language practices and achieving specific pedagogical purposes.

Purpose: This paper aims to offer a reflection on the alliance between accounting theory and social research in general, focussing on the conjunction of accounting theory and ethnography in particular. Design/methodology/approach: The author builds on Stefan Hirschauer's methodological reflections on ethnography and the "silence of the social" to briefly re-articulate some of the ideas the author had associated, in an earlier piece, with the investigation of tacit coordination in accounting. Findings: Ethnography is an intrinsically theoretical practice and also a particular form of accounting. As such, it presents a paradigm case for how accounting theory builds on, and emerges from, social research in joint efforts of breaking the silence of the social. Ethnographic research, like the practice of accounting and social research more generally, is associated with a stewardship of silence and an "ethics of mattering" (Karen Barad), and accounting theory is an invitation to reflect on the underlying practices of (dis-)articulation. Originality/value: The paper invites readers to engage with accounting practice as a topic of systematic theoretical interest in exploring how we put the world on the record, understand the choices we make in the process and the silences we let lie. [ABSTRACT FROM AUTHOR]

Through an ethnographic study of Chinese IT professionals who integrate a form of data culture into the digital platforms they design, maintain, and operate daily within one of China's tech giants, this paper reveals numerous overlaps and interrelations between the data practices of Chinese IT professionals and the broader social implications that arise from them. The aim is to foster a more productive dialogue between the social studies of quantification and platform studies. This original research proposes the backstage as a potent methodology for inquiring into the role of Chinese IT professionals and domestic tech giants in advancing measuring systems and audit culture. This paper concludes by suggesting that such an approach can also be applied to wider studies of the paradox in quantification between its general claims and specific effects. [ABSTRACT FROM AUTHOR]

This paper reflects upon calls for "open data" in ethnography, drawing on our experiences doing research on sexual violence. The core claim of this paper is not that open data is undesirable; it is that there is a lot we must know before we presume its benefits apply to ethnographic research. The epistemic and ontological foundation of open data is grounded in a logic that is not always consistent with that of ethnographic practice. We begin by identifying three logics of open data--epistemic, political-economic, and regulatory--which each address a perceived problem with knowledge production and point to open science as the solution. We then evaluate these logics in the context of the practice of ethnographic research. Claims that open data would improve data quality are, in our assessment, potentially reversed: in our own ethnographic work, open data practices would likely have compromised our data quality. And protecting subject identities would have meant creating accessible data that would not allow for replication. For ethnographic work, open data would be like having the data set without the codebook. Before we adopt open data to improve the quality of science, we need to answer a series of questions about what open data does to data quality. Rather than blindly make a normative commitment to a principle, we need empirical work on the impact of such practices - work which must be done with respect to the different epistemic cultures' modes of inquiry. Ethnographers, as well as the institutions that fund and regulate ethnographic research, should only embrace open data after the subject has been researched and evaluated within our own epistemic community. [ABSTRACT FROM AUTHOR]

This paper revisits discussions about the pursuit of a singular location for ethnographic research. Citing challenges to the fixity of location, from circulation of people to the impossibility of containing digital worlds, scholars have proposed multi-sited, multi-scalar, multi-modal and multi-sensorial ethnographies, advocating that the researcher 'follow the actor'. Drawing upon these innovations, this paper traces the affects generated in the process of following the actors as well as the consequent blurring of the division between the researcher and the researched so that they together constitute the category of 'actors' who co-produce the field. Using the example of an ethnography with young lower middle class women in Delhi, this paper deploys the researcher's experience of dislocation or unexpected shuttling in the field to develop 'dislocation' as a methodological and analytical strategy for studying marginalisation in the context of socio-economic change by embracing intersubjective relations, affects and partiality of knowledge in ethnographic research. [ABSTRACT FROM AUTHOR]

In this paper, we are interested in how ethnographic research can contribute to the promotion of public deliberation. We do not use ethnography only to study deliberative processes but rather we intend to interpret ethnographic research as a social practice, and we research conditions under which ethnographic research might have deliberative consequences. The paper summarizes the results of the multidisciplinary research project Stories of Drought, which combines natural and social sciences in its approach. The project aims to understand how people in Czech rural areas respond to localized effects of climate change, especially drought. Following a systemic approach to deliberative democracy, we study how ethnography contributes to fulfilling three deliberative functions: (1) the epistemic function; (2) the ethical function and (3) the democratic function. In the context of irrigation disputes in South Moravia, we map the arguments of main actors and critical tensions in local discourses. We conclude that ethnographic research, due to its hybrid position between different sources of knowledge, its institutionally recognized expertise and its ability to establish an ethnographer as a trustworthy actor, can outweigh local critical power imbalances blocking deliberative capacity in local policy systems. [ABSTRACT FROM AUTHOR]

Ethnography is often considered as a suitable methodological approach to explore childhoods, nevertheless, there is limited reflection on ethics in the field in the Global South educational settings, such as China. Previous China-based fieldwork studies suggest complex field relationships as a major ethical challenge. Although the issue is especially prominent in research that contests "normative" Chinese childhoods, it hasn't been sufficiently discussed due to a culture of silence surrounding researchers' emotions and positionality. This paper uses emotional reflexivity as a lens to revisit two Chinese female researchers' experiences of fieldwork, respectively, with left-behind children and disabled children in Chinese primary schools. The analysis examines how we identified ourselves and negotiated complex relationships with school members and unpacks experiences of "sameness" and "otherness" and the vulnerability and creditability impacted by our fluid identities. The paper adds insights into ethical considerations of school-based ethnographic research with diverse children in the Global South. [ABSTRACT FROM AUTHOR]

The present paper aims to unveil the experience of rural women in a disaster cycle. The paper contains the ethnographic accounts of the women affected by cyclone 'Fani', which hit the coasts of Odisha on 3rd May 2019. The study concentrated on the village 'Kaliakera' of Puri, Odisha and spanned three months just after the cyclone. Adopting an exploratory design with an intersectionality approach, the study covered 60 women respondents drawn through stratified sampling from diverse caste groups. With an emic perspective and ethnographic tools, the accounts of these women have been captured. The study concluded that risk perception is low among women, reducing their disaster preparedness ability. Family members' concerns and decisions played a crucial role in the disaster preparedness of women. Low disaster preparedness makes risk management difficult for them during and after a disaster. Livelihood, health and food insecurities were the most common risk encountered by rural women. Past experience with disaster, caste dynamics, and socio-economic conditions affect women's effective handling of the disaster. Understanding rural women's experiences can help devise targeted interventions at the community level for a sustainable and resilient recovery in the post-disaster period. [ABSTRACT FROM AUTHOR]

In this paper, I draw on ethnographic fieldwork (participant observation) carried out at a Bulgarian service area to argue that such spaces create a 'meaningful sociality' building on imagination and sensual experience, as well as on experiences of intersectional oppression or dominance. I draw on the history and adaptations of shkembeto (tripe soup) and my observations of its preparation and serving at one such service area. This soup, which is famous in Turkey and Bulgaria, offers some people disorienting sensory experiences that are associated with complex power relations, which makes the service area a site for reflection on discrimination and gender roles. The paper closes with reflections on the sociality of such places, which is ephemeral but meaningful both there and at home. [ABSTRACT FROM AUTHOR]

In this paper, I question how a researcher might fulfil the unique adequacy requirement when studying novices in a setting in which the researcher is already a member. Since novices by definition lack the expected competencies in a setting, having unique adequacy for novice methods may appear oxymoronic. However, this paper suggests that unique adequacy requires enacting specific ways of 'seeing' as part of accomplishing local order; once one is competent, it becomes difficult to enact incompetent action in a locally adequate way, suggesting one can actually lose unique adequacy. Furthermore, as any given situated involves a multifaceted set of competencies, exactly which or whose competencies are relevant is both an analysts' and members' issue to solve. With reference to examples, I discuss how analysts and members delimit the 'provinces of meaning' in the process of finding what is locally adequate. [ABSTRACT FROM AUTHOR]