Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-pjpqr Total loading time: 0 Render date: 2024-06-29T05:03:23.280Z Has data issue: false hasContentIssue false

3 - Ethnography

Published online by Cambridge University Press:  18 June 2021

Stephen Pihlaja
Affiliation:
Newman University
Get access

Summary

Examines ethnography as an approach to understanding language and literacy practices of particular religious communities, with researchers living and working among religious believers to gain important insider insights about how religious practice and belief is enacted in believers’ lives.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

3.5 References

Avni, S. (2012). Translation as a site of language policy negotiation in jewish day school education. Current Issues in Language Planning, 13, 76104.CrossRefGoogle Scholar
Baquedano-López, P. (2016). Socialisation into religious sensation in children’s Catholic religious instruction. In Lytra, V., Volk, D., and Gregory, E. (eds.), Navigating Languages, Literacies and Identities: Religion in Young Lives (pp. 7184). New York: Routledge.Google Scholar
Baquedano-López, P. (2000). Narrating community in doctrina classes. Narrative Inquiry, 10(2), 429–52.Google Scholar
Blommaert, J., and Jie, D. (2010). Ethnographic Fieldwork: A Beginner’s Guide. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33, 503–23.CrossRefGoogle Scholar
Coates, E., and Coates, A. (2006). Young children talking and drawing. International Journal of Early Years Education, 14(3), 221–41.Google Scholar
Damico, J. S., and Hall, T. (2014) The cross and the lynching tree: Exploring religion and race in the elementary classroom. Language Arts, 92(3), 187–98.Google Scholar
Fader, A. (2009). Mitzvah Girls: Bringing Up the Next Generation of Hasidic Jews in Brooklyn. Princeton, NJ: Princeton University Press.Google Scholar
González, N., Moll, L. C., and Amanti, C. (eds.). (2005). Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.Google Scholar
Gregory, E., and Lytra, V., with Ilankuberan, A., Choudhury, H., and Woodham, M. (2012). Translating faith: Field narratives as a means of dialogue in collaborative ethnographic research. International Journal of Qualitative Methods, 11(3), 196213.CrossRefGoogle Scholar
Gregory, E., Lytra, V., and Ilankuberan, A. (2015). ‘Divine games and rituals: How Tamil Saiva/Hindu siblings learn faith practices through play.’ International Journal of Play, 4(1), 6983.Google Scholar
Gregory, E., and Ruby, M. (2011). The ‘insider/outsider’ dilemma of ethnography. Working with young children and their families. Journal of Early Childhood Research, 9(2), 162–74Google Scholar
Gumperz, J. J. (1964). Linguistic and social interaction in two communities. American Anthropologist, 66, 137–53.CrossRefGoogle Scholar
Hammersley, M. (2018). What is ethnography? Can it survive? Should it? Ethnography in Education, 13(1), 117.Google Scholar
Hammersley, M., and Atkinson, P. (1983). Ethnography Principles in Practice. London: Routledge.Google Scholar
Heath, S. B. (1983). Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press.Google Scholar
Heller, M. (2009). Doing ethnography. In Wei, L. and Moyer, M. (eds.), Blackwell Guide to Research Methods in Bilingualism and Multilingualism (pp. 249–62). Malden, MA: Blackwell.Google Scholar
Heller, M. (2007). Bilingualism as ideology and practice. In Heller, M. (ed.), Bilingualism: A Social Approach (pp. 122). New York: Palgrave Macmillan.Google Scholar
Hymes, D. (1996). Ethnography, Linguistics, Narrative Inequality: Toward an Understanding of Voice. London: Francis and Taylor.Google Scholar
Ilankuberan, A. (forthcoming 2021). British Tamil Teenagers Navigating Faith Literacies and Identities Through Religious Film. Unpublished PhD Thesis. Goldsmiths, University of London.Google Scholar
Kenner, C., Kwapong, A., Choudhury, H., and Ruby, M. (2016). Supporting children’s learner identities through faith: Ghanaian Pentecostal and Bangladeshi Muslim communities in London. In Lytra, V., Volk, D., and Gregory, E. (eds.), Navigating Languages, Literacies and Identities: Religion in Young Lives (pp. 213–26). New York: Routledge.Google Scholar
Long, S. (2016). Conclusion. In Lytra, V., Volk, D., and Gregory, E. (eds.) Navigating Languages, Literacies and Identities: Religion in Young Lives (pp. 227–33). New York: Routledge.Google Scholar
LeBlanc, R. J. (2017). Literacy rituals in the community and the classroom. Language Arts, 95(2), 7786.Google Scholar
Lytra, V., Gregory, E., and Ilankuberan, A. (2016) Children’s representations of the Temple in text and talk in a Tamil Hindu/Saiva faith community in London. In Lytra, V., Volk, D., and Gregory, E. (eds.), Navigating Languages, Literacies and Identities: Religion in Young Lives (pp. 141158). New York: Routledge.Google Scholar
Lytra, V., Gregory, E., and Ilankuberan, A. (2017). Researching children’s literacy practices and identities in faith settings: Multimodal text-making and talk about text as resources for knowledge building. In Martin-Jones, M. and Martin, D. (eds.), Researching Multilingualism: Critical and Ethnographic Perspectives (pp. 215–28). Abingdon: Routledge.Google Scholar
Lytra, V., Volk, D., and Gregory, Ε. (2016). Introduction. In Lytra, V., Volk, D., and Gregory, E. (eds.), Navigating Languages, Literacies and Identities: Religion in Young Lives (pp. 117). New York: Routledge.Google Scholar
Ochs, E., and Capps, L. (2002). Cultivating prayer. In Ford, C., Fox, B., and Thomspon, S. (eds.), The Language of Turn and Sequence (pp. 3555). Oxford: Oxford University Press.Google Scholar
Patiño-Santos, A. (2019). Reflexivity. In Tusting, K. (ed.), The Handbook of Linguistic Ethnography (pp. 213–28). Abingdon: Routledge.Google Scholar
Rosowsky, A. (ed.). (2018). Faith and Language Practices in Digital Spaces. Bristol: Multilingual Matters.Google Scholar
Rosowsky, A. (2008). Heavenly Readings: Liturgical Literacy in a Multilingual Context. Clevedon: Multilingual MattersGoogle Scholar
Rogoff, B. (1990). Apprenticeship in Thinking. Cognitive Development in Social Context. Oxford: Oxford University Press.CrossRefGoogle Scholar
Sarroub, L. (2005). All American Yemeni Girls: Being Muslim in a Public School. Philadelphia, PA: University of Pennsylvania Press.Google Scholar
Schieffelin, B. B., and Ochs, E. (1986). Language socialisation. Annual Review of Anthropology, 15, 163–91.CrossRefGoogle Scholar
Scribner, S., and Cole, M. (1981). Unpackaging literacy. In Farr Whiteman, M. (ed.), Writing: The Nature, Development and Teaching of Written Communication (pp. 5770). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Souza, A. (2016). Language and religious identities. In Preece, S. (ed.), Routledge Handbook of Language and Identity (pp. 195209). New York: Routledge.Google Scholar
Souza, A., Barradas, O., and Woodham, M. (2016). Easter Celebrations at home: Acquiring symbolic knowledge and constructing identities. In Lytra, V., Volk, D., and Gregory, E. (eds.), Navigating Languages, Literacies and Identities: Religion in Young Lives (pp. 3955). New York: Routledge.Google Scholar
Street, B. V. (1984). Literacy in Theory and Practice. New York: Cambridge University Press.Google Scholar
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.Google Scholar
Wasser, J. D. and Bresler, L. (1996). Working in the Interpretive Zone: Conceptualising Collaboration in Qualitative Research. Educational Researcher, 25(5), 515.CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×