Evaluating collaborative action ethnography as a means of co-constructing 'pedagogies of vulnerability' in the post-pandemic music classroom
Bibliographic Data
| ID | 2404432 |
|---|---|
| Authors | Elizabeth H Macgregor (0000-0002-4026-8816, University of Oxford, corresponding author) |
| Year | 2025 |
| Publication date | 2025-06-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Research (JOURNAL) |
| Journal identifiers | ISSN: 1468-7941 • E-ISSN: 1741-3109 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/14687941251350887 |
| OpenAlex | W4411378489 |
| Language | EN |
| References cited | 62 |
Following the lengthy period of isolation enforced by the COVID-19 pandemic, the imperative for qualitative researchers to re-engage in personal and participatory modes of inquiry has become increasingly important, especially within educational contexts. In this article, I argue that collaborative action ethnography could be a valuable way forward in post-pandemic research in which researchers seek to partner with teachers and pupils in their everyday school contexts. Using examples from the three case-study schools in my ongoing research into experiences of vulnerability in secondary music classrooms, I suggest that the flexibility of collaborative action ethnography has the potential to accommodate shifting degrees of participation from researchers, teachers and pupils. In particular, I highlight opportunities for incremental changes in classroom culture, development of pedagogical practice, and teachers' professional learning made possible through collaborative action ethnography, and evaluate the extent to which such methodologies could help sustain meaningful personal and participatory research
Action research · Ethnography · Pandemic · Pedagogy · Sociology · Anthropology · Computer Science · Diverse Music Education Insights · Global Education and Multiculturalism · Medicine · Occupational Therapy Practice and Research · Psychology
Ethnographic Research in Educational Settings
Phenomenology and Ethnography
The Ethics of Research with Children and Young People
I’m Afraid of That Water
Bringing a ‘What’s the problem represented to be?’ approach to music education
Digital inequality in communication during a time of physical distancing
Towards a praxis of care in post-pandemic fieldwork
A Pedagogy of Vulnerability
Class, Control, and Classical Music
Participatory Research
Rapid Ethnographic Assessments
Ethnography
Using mind mapping techniques for rapid qualitative data analysis in public participation processes
Research with Children and Young People
Covid-ized Ethnography
Talk as action in ‘collaborative action research’
Informed consent, gatekeepers and go‐betweens
Private life’ and ‘work life’
Loving Music Till It Hurts
The Chicago Guide to Collaborative Ethnography
Beyond Participant Observation
Adapt and Adjust
Vulnerable Writing as a Feminist Methodological Practice
Being affected
Emerging ethical challenges in researching vulnerable groups during the Covid-19
More than participatory? From 'compensatory' towards 'expressive' remote practices using digital technologies
Digitally shaped ethnographic relationships during a global pandemic and beyond
Now I see it, now I don't
Telling Secrets, Revealing Lives
Close But Not Too Close
Conducting online ethnography during Covid-19
What is action ethnography? Reconsidering our intentions for impact in ethnographic practice
| Citation velocity | historical |
|---|---|
| Highly cited | No |