An Ethnographic Approach to Researching Children in Junior School

Abstract

This paper describes the methods and methodology used in a nine‐month‐long empirical study, exploring the constructions of masculinity amongst 10–11‐year‐old boys in three junior schools in the UK. It considers issues arising around sampling and the principal methods of data collection used, which were small‐group interviews and semi‐participant observation. Approaches to writing fieldnotes are also discussed. The second part of the paper looks at the role of the researcher learning to carry out ethnography, and the tensions and dilemmas that occur when working with a young age group in a school setting. Some of the issues that are examined are maintaining relationships, power relations, and the multiple positionings taken by the researcher as an ex‐teacher and gendered adult with a growing awareness of his own masculine identity.

Notes

[1] SATs are Standard Assessment Tasks (Tests) which pupils take at the ages of seven, 11 and 14 in English, Mathematics and Science.

[2] Examples of other researchers who use this phrase are Norris (1986), Parker (2000) and Punch (2003).

Additional information

Notes on contributors

Jon Swain

Jon Swain spent 18 years as a primary school teacher before leaving to take a PhD at the London Institute of Education, which he completed in 2001. He has published several journal articles on the construction of masculinities in the school setting. He is currently working at the Institute of Education, University of London as a researcher on two projects about adult numeracy.