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Abstract
This article addresses key issues embedded within what some commentators are describing as a ‘virtual’ or ‘digital’ ethnography. Namely, that through the adoption of new (virtual) spaces for ethnographic inquiry it is possible to trouble previous notions of site, place, space and meaning when collaborating in online fields. This article is located within a growing international debate in the field of education concerning digital ethnographic methods. While addressing the issues of what is ‘virtual ethnography’ the article draws briefly upon research based on a period of online ‘field work’ which has lasted for 18 months, exploring the transitional habitual social practices of new teachers as they enter first-time full-time employment in the UK This inquiry positions both the researcher and participants as co-constructors of both the site of virtual interaction, and to a certain extent, as collective decision-makers as what contributes as field and field notes. The article will explore the emerging methodological practices behind this virtual ethnography, exploring the potential use of blogs as an ethnographic tool.
Acknowledgements
This work has been previously disseminated to colleagues at The 2011 European Conference on Educational Research (ECER), Freie Universität Berlin, Germany, under the title of the paper presentation ‘Exploring the Boundary Crossing and Identity Formation of Novice Teachers in a Global Metropolis: Training and Teaching in East London’. This conference paper is available as follows: Kidd, W., (2012). ‘Place, (cyber) space and being: the role of student voice in informing the un-situated learning of trainee teachers’, Research in Secondary Teacher Education 2(1) 3–7 http://www.uel.ac.uk/riste/issues/vol2/1/pp3-7/.