Michael Calou
Dr. Devries
English 5870
February 24, 2009
Ethnographic Research
Commentary #1
The author provides an introduction to the process of ethnographic research. The two other readings for this week, “Rewriting” and “An Ethnographic Perspective” complement the concepts Purcell-Gates discusses in “Ethnographic Research” and are applicable to the classroom observations I will make this semester. The Purcell-Gates article focuses on the three critical aspects of ethnographic research: what happens before the research begins, what happens during the research observation, and what happens after the observation has been concluded. This is a simplistic summary, but I will expand on it in the next few paragraphs. This article has given me a starting point from which to begin my own classroom observations. My own understanding of “ethnography” was enhanced by the author’s explanation and use of examples. The key point in this article, from my perspective, was the concept of “cooking” the field notes (108). As a teacher I have always believed, and practiced, the use of reflection on what is going on in my classroom. I think Purcell-Gates is making a similar point here that observation and reflection are two distinct processes.
The first part of the ethnographic research process is the formulation of an objective. What does the researcher want to accomplish by observing a classroom? I will need to answer the following questions before I begin observing a classroom: What questions do I need to pose before observing in a classroom? Will I be able to observe objectively? What is my “location,” or perspective, relative to the classroom being observed? What do I need to observe in the classroom that will help inform my teaching? Purcell-Gates discusses the importance of developing research questions or designing a foci to guide the observer (95). For example, the observer should ask why, what’s happening, what does it mean, how does it work type questions. The classroom observation begins before the observer sets foot in the classroom with reflection on what the objective of the observation will be. I have decided to begin my classroom observation in an upper division writing class for potential secondary school English teachers. The reason I have chosen this class is because I would like to teach writing to junior college students and the observations made will help inform my approach to teaching.
The observation portion of the research, in my opinion, is the most important part of the ethnographic research process. This opinion is informed by the “Ethnographic Perspective” article and the two examples that were provided to illustrate note-taking and note-making (5-8). If accurate and usable notes are recorded then post observation reflection will provide questions for future observations. The tool to accomplish this reflection is the note-taking, note-making process that was discussed in the “Ethnographic Perspective” article. I think this process is similar to a note-taking process that I use with my fifth grade students called Cornell Notes: the note page is divided into two parts vertically, on one side of the page the student writes what the teacher has written on the board and on the other side of the page the student makes notes that will help him remember the concept being taught. The examples of note-taking/note-making used in the “Perspective” article made me aware of the importance of maintaining objectivity when recording what is happening in the classroom; that the note-taking was just observation of what actually happened in the class without personal thoughts or perspectives. The ability to record what is happening objectively in a classroom becomes difficult if the observer allows personal bias and past experience to influence the interpretation of what is actually happening. I have to be careful when observing a class that I don’t let my prior knowledge of teaching interfere with recording what is actually going on in the classroom.
The final part of the ethnographic research process is the analysis of the data collected. A part of this analysis occurs during the observation process when the observer “cooks his or her field notes” (Purcell-Gates, 108). I like the author’s suggestion to reflect on an observation the same day. I have found this procedure helpful with my graduate class note-taking and it does help when the observation is “fresh in your mind” so to speak. Another aspect of the analysis process is the interview; of the teacher and students. It is an essential part of the analysis process because it provides feedback that can substantiate what has been observed.