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EK313 block 2 week 11/unit10 - Coggle Diagram

- - - - eg. this school 'positive reputation, a confident self-image and inclusive ethos'.
  - - - I often used sketches in my field notes to record the children’s work, but neither my own sketches nor my written fieldwork notes documented and revealed the detail that a photocopy, photograph or video image achieved. p.48
    - - talked about the content of their paintings . . . contradicted my own and the teachers and artists initial interpreta- tions of their work and indeed their own school persona represented at school and documented in field notes (Hall & Thomson, 2004). p.42
    - - *Compositional interpretation *
        
        (Rose, 2004 cited in R p.44) was used initially to analyse the still and moving images produced by the children
        
        coded to draw out common themes associated with what the pupils viewed as important spaces within and outside of school.. . to describe and evaluate the composition of the images
        
        Discourse analysis
        
        was employed when participants spoke and brought meaning to the images.
        
        To interpret the visual data I gathered I also used approaches evident within the interactional ethnography approach developed by Castanheira et al. (2001), critical incidents were analysed via mapping events, producing timelines and cataloguing story boards.
        
        interactional ethnography approach
        
        Photographs can be used to help facilitate conversations and focus interviews (Pink, 2001; Prosser, 2002). p.44
        
        Video footage of classroom interactions can be reflected upon by researcher and participants.
        
        Video diaries can be used as a way of giving youngsters some private space (without the researcher or adults present) to record their feelings (Noyes, 2004)
        
        But recorded so not 'private' oxymoron!!!
        
        apparent that staff were very aware that they were being recorded despite my absence. p.48