感同身受:教育民族志方法的情感向度

Affective Encounters:Reflections on an Affective Dimension of Educational Ethnography

教育民族志是把人类学的民族志方法应用于教育研究领域所形成和发展的术语,是教育研究的基本方法之一。通过比较分析两位作者的田野经历和反思,主张将研究者“感同身受”式的情感体验作为理解教育民族志的重要维度。具体而言,研究者的情感体验包括三个层面:日常性、讽刺性和生成性。即便都是研究“教育”问题,都以“学校”为田野地点,研究者也常常因遇到文化氛围迥异的学校而有极为不同的情感体验。研究者的这种情感体验和反思对于探究研究对象的日常生活及其价值意义系统有着极为重要的意义。

Educational ethnography is one of approaches of using ethnographic methods of anthropology to conduct education research.Comparing two authors’fieldwork experiences,this paper examines ethnographers’affective experiences,highlighting why and how such experiences are meaningful for reconsidering the methodologies of ethnographic fieldwork.The researchers’affective encounters include three aspects,which are everydayness,ironies,and becomingness.Research findings show that educational ethnographers often encounter different affections although many of them conduct an ethnographic study into similar issues of education and in the same field of school.For these educational ethnographers,the affective encounters during fieldwork play an important role in further discussing an evolving paradigm of ethnography.The reflections on fieldworkers’affective experiences are significant for exploring the value and meaning system of everyday life.