Ethnographyon the Internet: The Exampleof a Course in ContemporaryJudaism Martha J. Reineke University of Northern lowa http ://www.u n i.edu/rei neke

A. Studentsexploredthe High Holy Days on the web using a worksheetderived from Chapter5, in Writing EthnographicFieldnotesby Robert Emerson,Rachel Fretz,and Linda Shaw. lt facilitatedtheir enhanced encounter with Judaism as a living, vital religion. Studentscompletedthis worksheetby workingwith the followingthree websitesfrom synagogues(Conservative,Reform,Orthodox)that were observingthe High HolyDays.

B . Each studentchose a topic of intereston which to focus their ethnographicprojectand the class session associatedwith that project. Eachstudentcreateda handoutto distributeto the classat the beginningof their teaching practicum. Electronicethnographyoffered studentsincreased opportunities to employ the tools of ethnography in the study of religion. Michellefocused on how children'stoys and other child-orientedproductson the W\AM/ enable us to learn more aboutways in which Jews are dealingwith questionsof identityand assimilation.In addition to asking studentsto browsethe multi-layeredsite, Michelleasked them to read as homeworkprior to class the essay,""JewswithoutJudaism? Assimilation and Jewishldentityin the UnitedStates" by RobertAmyot and Lee Sigelman. Studentsworked in small groupson the assignedquestionsand reportedto each otheron their responses. Travisaskedstudentsto visit web sitesthat young men had createdas Bar Mitzvahprojects.The young men's projectsincludedextensivenarrativesof the Bar Mitzvahserviceas well as their reactionsto it. Travis supplementedhis \ A A/t/ researchwith library researchon Bar Mitzvah history and practices, which he summarizedfor the class. He also read severalguidesto Bar Mitzvahswrittenby rabbiswhich he foundon the W\ A// and integratedthese into his analysis. Pete asked studentsto work in smallgroupson the questionshe had createdfor the handoutin orderfor them to link their reflectionon the web sites with analysisof the assignedtexts. In introducinghis practicum,Pete sharedhis frustrationsin initiallyfindinglittlediscussionabout beliefin God on the \MMN. But a comment by Glazer (AmericanJudaism),opened up the \MA /V for him. Glazerwrites that "formal theologicalbeliefs have never been greatly emphasizedin Judaism ...the issue is not creed and conviction;piety and faith are expressedin acts, in the performanceof hundredsof commandments" (132). Glazer'sinsightsenabledPeteto focus his searchfor God in Judaismon ways in whichtalk about aboutcommandments(mitzvot). God emergesout of conversations Each studentwrote an ethnography. The titles demonstratehow this projectoffered studentsincreased opportunities to mediate between faith and knowledge,members' meanings and analytic reflection: My Searchfor God in Judaism: Orthodoxand ReformNotionsof God PersonalExpressionsof MitzvotSharedby SpirituallyConsciousJews via the Internet Draydelsfor Sale. Toy Salesand JewrshContinuityon the Web "Shabbat, An lslandof HolyTime in a Sea of SecularActivity:"The Transformation of Timeand Spacein the ShabbatCelebration Beliefin God Among HolocaustSurvivors "90% Bar and 10% Mitzvah?"Bar MitzvahConcernsamong Contemporary Jews Who am l? Who are We? The Developmentof PersonalldentitythroughAssociationwith Ancestryand Interactionwith Community among Jewish College Students in the Jewish Campus Organizational Setting RoshHashanah:Proclamation and Repentance throughRitual Shidduch:A Studyof Matchmakingand JewishViewstowardMarriageUsingthe SephardicJudaism: Cultureand ldentitvon the WV\AN

Members' Meanings, Worksheet Chapter5, Pursuing Members'Meanings II. Representing 1) Everyday questionsand answers: Key: websitesare not "raw"factsor data. Theyset fortha specificsetting.Ourjob is to find out at this web site? What is the specific whatthis settingis about.What meaningsare constructed meanings constructed? meanings? For what reasons are these contextof these 1. What questionsare being asked at your site? What answersare offered? (Clue: at "teaching/learning"sitesimplicitgroup meaningsare often made visible) 2. For events: Whatwasthe eventaboutfor its members? (Clue: membersoftenhighlight qualitiesthey consider specialor uniquewhenpresenting/describing it). 3. What is newto you at this site? (Clue: in acclimatingto a seftingand learningit for yourself, you may learn wh.atis importantin the seftingitself becausefhe site may be designedto instruct and socializeyisifors to ds seftrng. However, where possrb/echeck you leaming againstwhatis new for groupmembersin theirlearning).

2) Members'stories: but expresstheir creators'experiences Key: Web sitesare not factualaccountsof happenings momentin time,for a specificaudience,and in orderto accomplish and viewsat a particular particularpurposes. '1. a) b) c)

Tryto findtwo sitesthattell storiesaboutthe sameevents,beliefs,practices. Whatdetailsarethesame? Howare keyaspectsorderedin similarand in differentways? offeredfor the event,belief,practices?What is sameandwhat Whatarethe interpretations is different?

2. a) b) c)

the two sites,answerthesequestions: Aftercomparing Whatarethe creators'or contributors'views? Who is theiraudience, as youcangather? Whataretheirpurposes?

3) Members'terms,types, typologies: in usesof and differences meanings, we needto comparesimilarities Key: to leamindigenous relatedterms. 1. For the two sites above,are any wordssharedin common? Do thesewordsseemto be usedin the sameway at bothsites? Explain. 2. Lookingat the key words,are any of the terms organizedin terms of typesof something? (e.9., a studentis a type that can be differentiatedby terms such as eager, reluctant; majoretc.) religion, business beginning, advanced;

Worksheet on Emerson, Ch.5. Partll l.

Members'Categories in Use:

We needto knowwhen,where,and how membersusetermsand howthey categorizeevents, objects,practices, and beliefs.To becomemoresensitiveto members'categories consider: 1) Story-telling: a. ls the story-telling abouta pastevent? b. ls the story-telling aboutthe present? c. ls thestorymakingrecommendations? d. To whomis the storybeingtold? e. Froma-d above,whatseemsto be the purposeof the story? 2) Members'Terms: To learnmeanings, attendto multipleusesof theterm: a. Whatactionsaretakingplacewhenthetermis beingused? b. Howdo personscontestthe term (refuse,reject,challengeit)? c. Howdo personsmakethe casefor usingthe term? (i.e.criteria) d. Howdo personsresolveconflictif they disagreeaboutwhethera term shouldbe used? (ex' lf "snaking"means "a salesclerksteals anotherclerk's customer,"the definitionmust be shorthandfor a more comptex definitionof "stealing"at which the ethnographerwould arriveonly after lookingat the term in use and answeringa-d above).

ll. Race,Gender,Class When we talk about these meaningsethnographically, we start with "experience-nead' phenomena. Theoretical analyses comelaterin the project. lf youwantto talkaboutrace,gender,classin yourethnography: 1) choose a site in which these categories are already being discussed by the members. 2) choose a site in which theoretical questions of race, gender, and class can be informedlater by ethnographicwork done now. In the field: a) do membersexplicitlytalk or act towardeachotherin waysthat drawon meanings

of race,gender,or class?

b) are patternsvisiblein grouprelationsthat suggestthat categories of race,gender,or

classarebeingdrawnon implicitly?

c) Classis difficultto encounter in the ethnographic contextbecauseit seldomis an

explicitmeaning.Marksof class(e.9.consumption of goods)canbetracked.

lll. Localeventsandsocialforces Howdo youtalk aboutlargersocialforcesthat may informyourfieldsetting? 1) Howdo members talkabouttheirconnections withoutsideentitiesandsocialforces? 2) How are membersconnectedwith other groups (mappingsocial forces across groups)? groupsmustbe studiedovertimeto seelargersocialforcesat work. 3) Frequently,

FieldNotesWorksheet Processing (fromChapter 6 - Emerson) l. OpenCoding 1) Readallthe notesat onceas a corpus. 2) Readlineby line. 3) ln marginsmakenotesor writenumberin marginsand makenotesthat conespondto the page. numberon a separate 4) Topicsof notes: a) b) c) d)

patterns formulate ideas,themes,issues,topics,connections, aimto capturewitha wordor phrasewhatis goingon on thatlineor seriesof lines thesephrasesare"thinking throughyourfingers" to stimulate andshapeyourreflection. processis emphasized (wedont usethe "why"wordwhencoding). notmotivations

5) To discovershortphrasesask: a) b) c) d) e) 0 g) h) i) j)

whatarepeopledoing? whataretheytryingto accomplish? howaretheydoingthis? howaretheytalkingaboutthistopichere? whatstrategies arebeingused? howaretheytalkingaboutwhatis goingon? whatis important to peoplehere? whatdo I seegoingon? whatam I leaminghere? whydid I takenoteson this?

6) Don'taim for a shortlist: jot downas manyideasas possibleanddon'tworrywhileyou are jottingaboutwhetheror howyouwill usetheseideas. Don'tselecttwo or threethemesand try to seethemeverywhere.

ll. Memoing 1) Jotdowninsightsandthemesaboutwhatyouareseeingin yourcodes. 2) Makeas manymemosas you like. lll. Themes 1) Whatpatterns/insights/themes keepcomingup in yourmemos? 2) Whatdo youseeoverandoverin yourcodes? sort yournotesby themes. Key: keepa clean 3) Afteryou haveanswered thesequestions, copyof yournotes' do notsortyouroriginal. lV. Focused Coding 1) Returnto yournoteswithyourset of themes. 2) Do youseenewideasandpatterns!' the memoingandthematicanalysis. 3) Codeyourdataagainandcontinue Memos- nextworksheet. V. Integrative

ethnography on the internet handout.PDF

There was a problem previewing this document. Retrying... Download. Connect more apps... Try one of the apps below to open or edit this item. ethnography on ...

280KB Sizes 1 Downloads 247 Views

Recommend Documents

Swapsies on the Internet
Jul 6, 2015 - “speaks for” and “says” authentication constructs [21] and propose an obeys ... machines on open networks are not mutually suspicious, and that any ...... of trust relationships between high-level system components. (typically .

Ethnography in Organizations
É”Ê?t born Sigismund Schlomo Freud 6 May 1856 – 23 September 1939 was an Austrian neurologist Search the world s most comprehensive index of full text books My libraryTHIS IS SERVICE DESIGN THINKING This book outlines a contemporary approa

Deniable Authentication on the Internet
an Internet shopping, you do not want your shopping privacy to be transferred to a third party. In ..... With the above idea in mind, we first construct A against π in.

Swapsies on the Internet - Research at Google
Jul 6, 2015 - The dealV1 method in Figure 3 does not satisfy the Escrow ..... Two way deposit calls are sufficient to establish mutual trust, but come with risks.

The 8th International Workshop on Internet on Things ...
Distributed Denial of Service (DDoS) attacks that have caused outages and network congestion for a large ... or trust architectures, protocols, algorithms, services, and applications on mobile and wireless systems. ... layer protocols are expected to

Social cognition on the Internet - testing constraints on social ...
as such: it is about social complexity and the limits. placed on ... Page 3 of 10. Social cognition on the Internet - testing constraints on social network size.pdf.

Ethnography in Canada 2016 - WordPress.com
The inaugural Ethnography in Canada conference aims to showcase ethnographic work being conducted ... CALL FOR PROPOSALS – DEADLINE EXTENDED.

Ethnography in Canada 2016 - WordPress.com
It will be held at the Centre for Social Innovation in downtown Toronto. This is the first conference of its kind to foster critical interdisciplinary discussion about ...

The Effect of the Internet on Performance, Market ...
May 19, 2017 - are not the most popular ones, without affecting other movies. .... studies the impact of various policy, economic, and social changes, .... net users–where Internet users are people with access to the worldwide network. ..... on the

Relationship Formation on the Internet: What's the Big Attraction?
has become the primary use of home computers (e.g., Moore, 2000). In the midst of all this social activity, people ... “gating features” to the establishment of any close relationship—easily discernible features such as physical appearance ....

Relationship Formation on the Internet: What's the Big Attraction?
Study 2 revealed that the majority of these close Internet relationships were still intact 2 years later. Finally, a laboratory experiment found that undergraduates liked each other more following an Internet compared to a face-to-face initial meetin

Relationship Formation on the Internet: What's the Big ...
58, No. 1, 2002, pp. 9--31. Relationship Formation on the Internet: What's ... relationships on-line and will tend to bring those virtual relationships into their ... interactions with those they get to know on-line, so that early self-disclosure lay

The future impact of the Internet on higher education.pdf ...
The future impact of the Internet on higher education.pdf. The future impact of the Internet on higher education.pdf. Open. Extract. Open with. Sign In. Main menu.

Providing better confidentiality and authentication on the Internet ... - C 5
companies) for protection to get the keys. The ICANN .... addresses[10] are generated based on a public key. Key-Hash .... Mining software is thus optimised to sort the transactions, in order ..... http://cr.yp.to/tcpip/minimalt-20130522.pdf,. 2013.