The last two decades of the eighteenth century saw the emergence of numerous French travel compilations and descriptive texts studying the customs and ways of life of the peasants, an ethnographical interest that developed even further during the First French Republic. In this study, I identify and study a specific genre that I call republican ethnography. The republican ethnography was part of the Enlightenment’s search for a science of society and to the quest of finding the roots of the Republic. Studying travel literature and administrative reports from two French regions, Bretagne and Auvergne, this study examines the character and the meaning of the republican ethnographical projects. The republican travellers and administrators in Bretagne and Auvergne drew on a complex array of knowledge traditions, using categories from climate theory and medical thinking as well as the vocabulary of the travel literature. The study shows that the republican ethnography worked as way of establishing difference, where the French peasant was described as rude and “savage”, as well as similarity, since the travellers and administrators set out to find the unifying principles on which the Republic could be based.

Objectives: To explore why so few mothers breastfeed when their babies are admitted to neonatal intensive care unit (NICU), and to gain an understanding of the impact of this for the mothers and staff involved. DESIGN: This study adopted an ethnographic approach. The data collection involved 135 hours of participant observation over a 6-month period and 32 semi-structured interviews of 17 mothers, 10 nurses, and 5 physicians. Findings: Data from the participants’ interviews and the participant observation were analysed focusing on the two different perspectives; one relating to the mothers and the other to the staff members and their working conditions. The mothers’ experiences were revealed as a developing process as their feeling changed from fearful and terrifying toward becoming and feeling like a ‘real’ mother. Their experience of mothering and breastfeeding differed from their expectations in that breastfeeding became a complex process for some and impossible for others. Five distinct themes emerged; the first highlighted the crisis, which involved the mother's feelings of emotional instability, their strategies for coping such as not visiting the baby, and recognition of the NICU as a stressful environment. The second theme described issues relating to control and power. This involved the perception of having a lack of control and needing to seek permission, the use of language as a mechanism for control, and mothers being placed in a subordinate role. The third theme related to the separation, which included difficulties of acceptance, feeling like stranger and not being important, and the need for physical closeness. Acceptance and adaptation comprised the fourth theme in which gradual acceptance occurred and a spiritual aspect emerged. The final theme, becoming a mother, included issues such as the special moments, breastfeeding as a turning point, and practical and informational needs. Almost all the mothers in this study spoke about going through all these stages during their infants’ stay in the NICU. Analysis of these findings suggests that mothers who deliver prematurely, may have their rite of passage into motherhood interrupted, resulting in them being placed in a position of suspended liminality. v The data also suggest that while staff members agree with the benefits of breastfeeding for preterm infants, the actual implementation of a breastfeeding policy within the neonatal units is more problematic. Three key themes emerged from the analysis relating to the staff perspectives. The first described the contradiction that exists between the staff beliefs and behaviours in relation to breastfeeding and supporting mothers. Elements that comprised this theme were “breast milk is best”, perceiving breastfeeding promotion as a nicety not a necessity; lacking support for mothers, and abdication of responsibility. The second theme related to their working conditions: this included a lack of institutional support for the health care team, and barriers to support breastfeeding. The final theme of controlling relationships captured the essence of the practitioner: mother association. Together, these elements revealed a situation whereby staff appeared more preoccupied in addressing the task aspect of care for the babies than supporting mothers in feeding and subsequently mothering their preterm child. Conclusions: An understanding of the experiences of mothers of preterm infants who wish to breastfeed, and the connection that breastfeeding has to the process of becoming a mother, allows for the finding of more positive strategies to support mothers and breastfeeding within the NICU. This study reveals a new understanding of how breastfeeding is connected to the process of becoming a mother, within the context of two Jordanian NICUs. It also highlights the difficult working conditions for nurses within these units. It is anticipated that recognition of these findings may assist with service developments and lead to improvements in the NICU environment in Jordan, thus enhancing health care delivery in accordance with the individual needs of infants and their mothers.

This thesis explores the relationship between physicians’ clinical and educational roles in the context of UK General Practice (GP) education by investigating the experiences of seven GP trainers through an ethnographic approach employing Activity Theory (AT). The Introduction considers the philosophy and structures of GP education and outlines the author’s professional biography to provide context. The Literature Review focusses on the development of medical education as a discrete field and identity formation in medical educators, concluding that: specialist medical educators are a relatively new group; and there is a paucity of knowledge regarding the impact on physicians of occupying dual clinical and educational roles. The thesis then focusses on three Research Questions (RQs), namely: 1. What is the impact of GP trainers’ clinical practice upon their educational work? 2. How does GP trainers’ educational practice influence their clinical work? 3. What are the social contexts for GP trainers’ clinical and educational practice? These questions are addressed within a pragmatic theoretical framework to build up an ethnographic description of the participants’ experiences. Data collection is through semi-structured interviews and observation of video-recorded teaching. Ethical issues associated with the study are discussed in detail, in particular the challenges of “insider” research. Four approaches are used for data analysis: global impressions; word cloud analysis; thematic analysis; and analysis shaped by AT. In answer to RQs 1 and 2, the study finds that GP trainers experience their dual roles as intimately linked, intuitively transferring their skills between their clinical and educational practice. The study also finds that GP trainers reconstruct their professional identities through teaching. With regard to RQ 3, engaging in teaching can lead to internal conflict for GP trainers and tensions with their colleagues, trainees and regulators. These findings are discussed in relation to medical education research methodology and the impact the study on the researcher is explored. The thesis closes by considering the conflicted position the participants occupy, concluding that teaching offers physicians the opportunity to reconstruct their professional identities so they can approach tensions in their practice with a sense of agency and optimism.

This thesis explores tensions within UK childcare policy and welfare reform. Through an ethnographic study of policy implementation, I examine themes of government, governance and governmentality. The evidence based policy movement assumes that the nature of evidence is self-evident but ethnographic data reveals how implementers draw on cultural resources of interpretive repertoires, myth and symbolism to make sense of policy. Central Government structures the policy implementation process with a “core offer”, hypothecated funding, a timetable and targets. Local policy actors manage implementation partly through tick box performative practices but they stretch time and juggle money. Implementation practices comprise branding, reification and commodification processes and the design of elastic policy products. Change and stasis are both in evidence with time-scales experienced variously as tight, as long running or as plus ça change. The community is produced as subject and object of governance, as an agent of change and a site for policy intervention. This glosses over childcare as women’s issue, market tensions and social class determinants of child poverty. Drawing on a range of theoretical resources and using the analogy of a palimpsest I show how discursive governance achieves a temporary policy settlement. This is neither workfare nor welfare but an unanticipated creative set of outcomes, exemplified in a circus project. I reveal some relatively hidden aspects of public policy and analyse give-away artefacts as hyper-visible policy manifestations. Commitment to a public service ethos is in evidence with policy implementers exercising their discretion in the interstices of market and state bureaucratic governance regimes. The Sure Start brand moves on from a flagship programme to Sure Start Children’s Centres but a novel Community Learning Partnership struggles to tug the oil tanker of children’s welfare services in a radically new direction or solve the wicked issue of child poverty.

Project-based learning has long been used in the educational realm as it emphasis a student-centered strategy which promotes meaning, enriched learning that enhances inquiry and problem-solving skills in a rich, authentic environment. The relevance and authentic design of projects may further be enhanced by the use of technology in the classroom. Technology is rapidly changing the face of American education in ways that were barely thinkable as little as five years before and provides the possibility for student to collaborate and complete complex project-based tasks with further level of authenticity which connects to the students preferred method of learning and productivity outside the classroom. At New Tech high school in Coppell, Texas, the entire curriculum is based around this project-based learning in a technology-infused classroom. This qualitative, case-based study is designed to explore and examine the teachers' perceptions of the use of project-based learning, technology in this non-traditional environment. The study also investigates the teacher perceptions of students' response to project-based learning and the technology available to them in their project-based tasks. Finally the study discusses the finding and their possible implications for traditional educational environments.

The fields of science, technology, engineering and mathematics (STEM) have long been the bastions of the white male elite. Recently, academia has begun to recognize gender and ethnic disparities. In an effort to expand the recruitment pool for these STEM fields in college, various efforts have been employed nationally at the secondary level. In California, the latest of these efforts is referred to as Linked Learning, a pedagogy that combines college preparation with career preparation. The current study is investigating the connection between what has been referred to in current scholarship as "Geeking Out" with higher academic performance. The phenomenon of “Geeking Out” includes a variety of non-school related activities that range from participating in robotics competitions to a simple game of Dungeons & Dragons. The current project investigates the relationship between long term success in STEM fields and current informal behaviors of secondary students. This particular circumstance where Linked Learning happens to combine with "Geeking Out" is successful due to the associated inclusionary environment. Methods included a yearlong ethnographic study of the Center for Advanced Research and Technology, a Central Valley school with a diverse student body. Through participant observation and interviews, the main goal of this research is to examine the circumstances that influence the effectiveness found in the environment of the Center for Advanced Research and Technology.

The subject of this case study is the Vermont Agricultural Resilience in a Changing Climate initiative, a transdisciplinary research team at UVM that has maintained success in meeting research and outreach objectives despite collaborating in a way that does not follow any particular ideal-type transdisciplinary process. In following recent science and technology (STS) studies' accounts of cross-disciplinary collaboration, the hypothesis pursued is that the transdisciplinary study of messy or "wicked" problems like climate change brings forth an array of responses from researchers whose disciplinary backgrounds already position them to pursue their research differently, particularly when they involve outside stakeholders in a participatory action research agenda. When not addressed explicitly through the transdisciplinary research framework, these differences are likely to result in more subterranean or affective responses, such as ambivalence and equivocation, which may permeate the collaborative group process. Through a qualitative ethnographic approach, I show that transdisciplinary work is complex and situational, due to the topic itself in agricultural resilience and climate change, the affective nature of the collaborative process, the differences in disciplinary perspectives, the researchers' subjectivities, and the influence of outside actors in the initiative. I argue that transdisciplinary work must necessarily be challenging given the variety of heterogeneous forces at play, and that deeper attention to the situation elucidates underlying dynamics that are not addressed in the normal research process. This research contributes insights into the literature on transdisciplinary research on messy problems.

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Magister Artium - MA / This study explores the lives of Kanana residents, an informal settlement in Gugulethu Township on the outskirts of Cape Town, South Africa. It pays particular attention to their everyday lives to dispel negative and simplistic representations of informal settlement residents when they collectively take part in protests. Although there are extensive reasons for the protests in the informal settlements, the media and the South African government have reduced these protests to portraying them as demands for “service delivery”, and furthermore as criminally induced protests. I point out that this problem is partly due to scholarly work that does not engage these misleading representations and illustrate the lives of shack residents in the ordinary, when they are not protesting. Thus the focus of this thesis is life beyond protests. I argue that the lives of shack residents who participate in the protests are complex. As opposed to negative and simplistic representations, this thesis illustrates that one needs to be immersed in the lives of shack residents so as to understand them as identifiable human beings who make meaning of their lives. I explore their lives in the shack settlement further and argue that these human beings live their ordinary harmonious lives centred on the practice of greeting. To highlight the complexity of life of protesting informal settlement residents this thesis makes a point that there exist unsettling realities in the shack settlement; unsettling realities that make residents feel to be less of human beings. Kanana residents, therefore, draw from these perpetual unsettling realities to organise and protest. This thesis is based on ethnographic research, which was conducted between September 2015 and February 2016. During fieldwork, I observed and interacted in informal conversations with Kanana residents. With the main co-producers of this work, I carried out their life histories and further in-depth interviews.

Thesis advisor: Maria E. Brisk / First and second generation immigrant youth constitute 20 percent of the children growing in the United States (Suarez Orozco et al., 2008), a population struggling to gain access to educational and professional institutions. This ethnographic study of the daily lives of recently-arrived immigrant youth in high school takes a transnational point of departure to look at how opportunity and restriction are structured in the lives of 12 male immigrant youth, revealing two fields which have a high incidence in the investment and attainment of status in the field of education: the migration process and work. Through the description of their daily practices, the study reveals how this population navigates access to social, cultural and economic capital (Bourdieu, 1986). A major factor in the educational success of immigrant youth is not present in educational research: the role of documentation status. By describing the cultural practices of young migrants and their families prior to, during and after the migration process, the study shows how the migration experience produces capital by placing youth in a variety of migration statuses. Their status in the migration process, in turn, structures opportunities to professional and educational experiences in order to affect their social mobility. This also work highlights the dynamic interaction between the fields of migration processes, work and education for immigrant youth, where status in each field transfers to each other and multiplies. While many of the scholarship on Bourdieu focuses on a particular field and argues the `relative autonomy of each field', this works shows that in order to describe the structural barriers to mobility for immigrant youth, we need to take into account the integrated nature of these fields. This study has major implications for schools, communities and teacher training programs that serve the growing population of immigrant students as well as how immigration is discussed both in the context of education and in the public sphere. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.