Discussions that ‘tickle our brains’: constructing interpretations through multiple ethnographic data-sets

Abstract

In this article, we discuss the usefulness of collaborative, multi-sited and cross-cultural ethnography. Giving three examples from our work, we suggest that it is possible to find new kinds of interpretations by joint reflections that draw from several studies with their own research questions. The cases presented discuss teachers' embodiment and sexualisation, construction of normality in educational settings and gendered patterns in post-compulsory educational routes. We suggest that the reflections on issues that ‘tickle our brains’ have methodological value when formulating research questions, as well as in analysis and interpretation. They might set an ethnographic gaze in new directions thereby revealing cultural patterns. Combining data-sets generated in different decades also provide possibilities to spread the time span of the analysis. Finally, we also discuss some of the problems and challenges in the methodological perspectives that we have adopted.

Keywords:

• educational contexts
• multi-sited ethnography
• collaborative analysis
• cross-cultural ethnography

Notes

1. The project Citizenship, Difference and Marginality in Schools was supported by the Academy of Finland 1994–1998.

2. The collaboration has taken place within the context of several successive research projects directed by Lahelma and supported by the Academy of Finland. Within the latest project Citizenship, Agency and Difference in Upper Secondary Education 2010–2013 Lappalainen has also been granted resources from the Academy of Finland for Post Doc researcher 2010–2012.

3. Tarja conducted five interviews with mother-tongue teachers. Other researchers of the team, including Elina, also interviewed teachers later on, but in this analysis the focus was mainly on Tarja's interviews.

4. Currently, with the expansion of social media, anonymous sharing of experiences is easier.