Investigating the lives of new teachers through ethnographic blogs

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Investigating the lives of new teachersthrough ethnographic blogsWarren Kidd aa Cass School of Education and Communities University of EastLondon (UEL) London UKPublished online 28 May 2013

To cite this article Warren Kidd (2013) Investigating the lives of new teachers throughethnographic blogs Ethnography and Education 82 210-223 DOI 101080174578232013792510

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Investigating the lives of new teachers through ethnographic blogs

Warren Kidd

Cass School of Education and Communities University of East London (UEL) London UK

This article addresses key issues embedded within what some commentators aredescribing as a lsquovirtualrsquo or lsquodigitalrsquo ethnography Namely that through theadoption of new (virtual) spaces for ethnographic inquiry it is possible to troubleprevious notions of site place space and meaning when collaborating in onlinefields This article is located within a growing international debate in the field ofeducation concerning digital ethnographic methods While addressing the issuesof what is lsquovirtual ethnographyrsquo the article draws briefly upon research based on aperiod of online lsquofield workrsquo which has lasted for 18 months exploring thetransitional habitual social practices of new teachers as they enter first-time full-time employment in the UK This inquiry positions both the researcher andparticipants as co-constructors of both the site of virtual interaction and to acertain extent as collective decision-makers as what contributes as field and fieldnotes The article will explore the emerging methodological practices behind thisvirtual ethnography exploring the potential use of blogs as an ethnographic tool

Keywords online communities blogs space teacher identity digital ethnography

Introduction

There is growing international interest in what is becoming known as a lsquovirtualrsquo or

lsquodigitalrsquo ethnography (Hine 2000 2005 Beaulieu 2004 Murthy 2008) or lsquonetno-

graphyrsquo (Kozinets 2010) These are still a lsquocontested terrain for ethnographyrsquo

(Beaulieu 2004 141) As Kozinets puts it the promise of digital ethnography is

that it claims to offer lsquo a specialised form of ethnography adapted to the unique

computer-mediated contingencies of todayrsquos social worldsrsquo (Kozinets 2010 1) The

increased presence of networked and hypermediated technologies thus leads to the

possibility for an lsquoethnography mediatedrsquo (Beaulieu 2004) Much of this literature

seeks to demonstrate both the lsquoepistemological boon and bane in methodological

discourse around virtual or online ethnography and cyberanthropologyrsquo (Beaulieu

2004) often drawing upon ambiguities regarding the nature of (re)conceptualising

the notion of field and fieldwork (Goodall 1991) in the light of newly drawn (cyber)

spaces Such a cyberanthropology seeks to understand

the cultural constructions and reconstructions on which the new technologies arebased and which they in turn help to shape The point of departure of this inquiry is thebelief that any technology represents a cultural invention in the sense that it bringsforth a world it emerges out of particular cultural conditions and in turn helps to createnew ones (Escobar 1994 211)

Email wkidduelacuk

Ethnography and Education 2013

Vol 8 No 2 210223 httpdxdoiorg101080174578232013792510

2013 Taylor amp Francis

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4

Traditional ethnographic concerns

Recent international discussion of digital ethnography powerfully positions lsquoanxi-

eties about whether the Internet can be a field at allrsquo (Beaulieu 2004 142) and in

doing so raises questions regarding the ongoing need to refine and reposition

theoretical and methodological ethnographic paradigms to take into account

cybercultures (Guimaraes 2005) and the challenges they raise for the self (Bell

2001) and the production of cultural text (Rybas and Gajjala 2007) Ethnography as

a practice of inquiry itself already has lsquofuzzy semantic boundariesrsquo (Hammersley and

Atkinson 2007 1) which means that lsquo the label [ethnographic] is not used in an

entirely standard fashion its meaning can varyrsquo (Hammersley and Atkinson 2007

1) In other words lsquoHow is ethnography being challenged and reinvented in its

encounter with these new objects and with the Internet in particularrsquo (Beaulieu

2004 142) Questions have been posed as to the meaningfulness of the ethnographic

project in the light of mediated (virtual) social practices does this pose a lsquocrisisrsquo or

lsquoopportunityrsquo for the ethnographer For some notions of community so vital to

previous conceptualisations of ethnographic work do not have a meaningful

replication in the virtual (Calhoun 1991) This article contributes to these debates by

positioning the use of blogs as a useful and ethnographically significant research

enterprise through which new communities can be jointly established

Presence in the field

Domınguez et al (2007) suggest lsquo virtual ethnographers ethnographers of the

Internet or of cyberspace are faced with the need to answer very pressing questionsrsquo

(Domınguez et al 2007) which locate new ethnographic methodological practices

within existing debates The key question to be posed is do cyberplaces and the use

of hypermedia constitute a field at all We can define field as lsquo a place or situation

where some particular social action transpires whether or not the enquirer is presentrsquo

(Schwandt 1997 51) Field can be conceived as lsquo the physical and cultural site

where language takes place Thus field is both a physical locality with material

objects and the social processes and activities within which language is embeddedrsquo

(Mann and Stewart 2000 195) The construction of a hypermediated place for the

purposes of this research questions naturalistic notions of field and community

However problematising field and community are established theoretical conceptual

and epistemological issues in much recent ethnography and cultural anthropology

As noted by Faubion (2001) lsquo if previously culture was the fieldworkerrsquos question

it has increasingly become his or hers to put into questionrsquo (Faubion 2001 39) The

debates remain the same regardless of the introduction of (new) technologies of

space and place distanciation (Giddens 1990) Fieldwork is nebulous and operates

within fuzzy boundaries lsquo fieldwork has an increasingly unstable object or if not

even quite that an increasingly indefinite plurality of objectsrsquo (Faubion 2001 39) To

use Geertz (1973) our field is lsquolocatedrsquo in the cultural practices built by groups practices themselves which are textual lsquoThe culture of a people is an ensemble of

texts themselves ensembles which the anthropologist strains to read over the

shoulders of those to whom they properly belongrsquo (Geertz 1973 452) Treating blogs

and other hypermedia as fields lsquoin and of their own rightrsquo allows for the analysis of

meanings and their construction albeit in a disembodied way


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4

This research adopts digital ethnographic practice to explore how novice teachers

move from training to first employment situated by urban settings (Avis 1999 2002

Yandell and Turvey 2007 Czerniawski 2010) It explains how these novice teachers

working in the lifelong learning sector in the UK accommodate and change theirvalues assumptions and identities through their lsquoboundary crossingrsquo processes (van

Oers 1998 Heggen 2008) and how the new institutional context situates these

processes The positioning of the author of this research is as co-actor in the virtual

field ethnographer and as teacher educator the participants for the research

leaving the authorrsquos initial pre-service teacher education programme to lsquoboundary

crossrsquo into employment The research uses blogs and wikis as places for participants

and researcher (as ethnographer) to co-inhabit The blogs allow for conversation

negotiation of meaning shared experiences and reflections as the new teachers in thestudy navigate their way through first employment practices The research explores

how (new) teachers enter accommodate and construct new selves alongside new

employment and pedagogic practices (Avis 1999 2002 Yandell and Turvey 2007) As

such this is a study of off-line social practices using online tools albeit those of

hypermedia Some previous CMC orientated research focuses on what is referred to

as lsquovirtual methodologiesrsquo lsquo studying Internet-based phenomena through meth-

odologies implemented by and through the Internetrsquo (Orgad 2005 51) In the case

presented herein online places are used to capture reflections and lsquothick descriptionrsquothat refer to an lsquoOther placersquo existing in the off-line world This lsquonebulous settingrsquo

(Rutter and Smith 2005) for the research lsquofieldrsquo raises questions which this paper will

explore further concerning the nature of presenting self in online places and the

extent to which online places can be considered communities at all And yet such

distinctions between onlineoff-line realvirtual placespace are not easily drawn

Defining the object of ethnographic inquiry

For some commentators (Domınguez et al 2007 Murthy 2008) movement towards a

digital ethnography opens up the possibility to refine and redefine the object of

ethnographic inquiry itself While nonetheless understanding that lsquoethnography is

articulated in a great variety of waysrsquo (Domınguez et al 2007) we can make a

distinction between those that have the Internet and cyberculures as the object of

inquiry and those that adopt and adapt technology as the means through which

ethnographically rich data is generated (Markham 1998) The research underpinning

the arguments made here about the usefulness of blogs falls into the second categoryIn doing so it creates a newly formed cyberculture amongst new teachers with a focus

upon mutual support and reflection through the blogging practices As Hookway

(2008) notes lsquowhile social scientists have been occupied with the question of how and

to what extent cyberspace shapes social life they have also become interested in the

question of how cyberspace can expand the social researcherrsquos toolkitrsquo (Hookway

2008 9192)

It is not the case that the use of hypermedia as both an object and place for

ethnographic inquiry necessitates the existence of lsquonaturally occurringrsquo virtual placesDrawing upon both the classic work of Geertz (1973) and the multitude of issues

raised in current discussions of virtual or digital ethnography regarding presence

field and lsquobeing therersquo (Kendall 2009) we might pose a typology or ideal-typical

formation of ethnographic practice Ethnography while recognising the diversity of

212 W Kidd

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ober

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4

methods and approaches has long been associated with the understanding of the

textual practices of an Other the seeking of an immersion travel to a field the

drawing of boundaries of inquiry around a defined field lsquothick descriptionrsquo lsquobeing

therersquo participantsrsquo insider views and voices and finally the construction of fieldnotes In the examples drawn from this research and the adoption of blogs and wikis

to capture novice teacher reflections we make troublesome notions of the field both in time space and also in origin In this research we might define the use of

Web20 platforms more as Computer Mediated Communication (CMC) rather than

as a distinctive virtual world itself Posts on a blog enable a space whereby lsquorealrsquo

habitual (Bourdieu 1990) and identity practices can be articulated and (re)framed

and (re)formed In this sense participation in this research is both reflective and

reflexive which help social actors lsquowork-uprsquo and lsquowork-onrsquo the project of their selfSome commentators have noted how the structure of the online communication

system itself shapes and directing the nature of the communication that develops

(Kollock and Smith 1999 Hookway 2008) The novice teacher participants engage in

acts of the self while posting commenting and interacting and yet the Web20 space

used in this research is an lsquounnaturalistic virtual spacersquo rather than a lsquonatural virtual

spacersquo

Reaching the hard to reach

As Hammersley and Atkinson (2007) identify drawing together hard to reach social

actors or uniting actors across space and time in synchronous or asynchronous ways

means that ethnographic research lsquo does not necessarily study lsquolsquonaturallyoccurringrsquorsquo communities that exist in cyberspace although in the course of setting

up noticeboards and chat rooms researchers can create temporary research-situated

groupingsrsquo (Hammersley and Atkinson 2007 138) In making this distinction it is

possible to draw a difference between cyberspaces and cultures which exist prior to

the activity of the ethnographer which are lsquonaturally occurringrsquo and in this case the

construction of a cyberspace for the express purposes of methodological and

ethnographic inquiry Participants do nonetheless inhabit this field but it is a meta-

or second-order ethnographic field a space where commentary is provided andselves are worked-on with reference to an Other primary field where habitual

relations are maintained and selves are enacted lsquofor realrsquo with the colleagues the

teachers work alongside in lsquolived experiencersquo As the ethnographer there is still a

presence in the field but the field is second-order Such ethnographic practice is still

an experiential form of constructing knowledge (Hine 2000)

Disembodied persons and hypermedia

It is argued that lsquo by definition online ethnography describes places that are not

spacesrsquo (Rutter and Smith 2005 84) The choice to draw upon an online place to

investigate teacher boundary crossing practices in an off-line space questions the

notions of field and presence in the field In this ethnography as in other examples ofa digital ethnographic method lsquo there is no obvious place to lsquolsquogorsquorsquo to carry out

fieldworkrsquo (Rutter and Smith 2005 84) This is further compounded since

lsquoDisembodied persons people these placesrsquo (Rutter and Smith 2005 84) In this

sense the field for (digital) ethnographic research is (and becomes further) distinctive


Dow

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ober

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4

and of primary concern since the disembodiment of participants brings with it new

attempts to share cultures [which are] lsquo defined only by acts of interaction and

communication There is no lsquolsquoplacersquorsquo in the virtual beyond the metaphor For the

virtual ethnographer this repositions the notion of place or setting from geographicalzone to assemblage of forms of conductrsquo (Rutter and Smith 2005 85) Previous

research has been perhaps guilty of overstating the newness and distinctiveness of

cyberplaces For example

The design of cyberspace is after all the design of a another life-world a paralleluniverse offering the intoxicating prospect of actually fulfilling with a technologyvery nearly achieved a dream thousands of years old the dream of transcending thephysical world fully alive at will to dwell in some Beyond to be empowered orenlightened there alone or with others and to return (Benedikt 1991 131)

These and other such claims can be questioned as potentially overstated Forexample lsquoThese experiences are not part of another life-world located in some

parallel universe outside of the body These experiences are simply another part of

real lifersquo (Markham 1998 163) Yet in terms of the research herein the online world

created through participation and interaction through blogging and posting is a

community of sorts albeit disenfranchised and disembodied from the other-world

social practices that the participants comment upon As has been previously defined

a community is not fixed in form or function it is a mixed bag of possible optionswhose meanings and concreteness are always being negotiated by individuals in thecontext of changing external constraints This is true whether group members interactelectronically via face-to-face communication or both (Komito 1998 105)

The use of blogging as a textual practice

Hookway (2008) defines blogs thus

a weblog or lsquoblogrsquo as they are more commonly known refers to a website whichcontains a series of frequently updated reverse chronologically ordered posts on acommon web page usually written by a single author (Hookway 2008 92)

For the purposes herein blogs have been adopted as the means through which

participants share anxieties and experiences of boundary crossing into new employ-

ment and new roles from lsquotrainee teacherrsquo to lsquonewly qualified teacherrsquo These arenot single authored but multiauthored The authorsparticipantsactors share

lsquopermissionsrsquo and editing tools with each other as a group and with the ethnographer

The participants in the blogging construct both their reflexive selves through

engaging with textual construction and also construct the very field itself The

cyberspace used is an lsquoempty shellrsquo until the online interaction and posting takes

place creating over time a multisite ethnography (Marcus 1998)

In making the case of the adoption of blogs within virtual methods Hookway

(2008) identifies the clear benefits of this form of hypermedia text can be lsquoinstantrsquoblogs are usually low-cost they offer an lsquoinstantaneous technique for collecting

substantial amounts of datarsquo (Hookway 2008 92) the immediacy of the text created

without the use of other tools such as recorders allows for lsquonaturalistic textrsquo to be

constructed and they allow for communication over previously hard-to-reach space

214 W Kidd

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ober

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4

and time boundaries Hookway concludes lsquoThese qualities of practicality and

capacity to shed light on social processes across space and time together with their

insight into everyday life combine to make blogs a valid addition to the qualitative

researcherrsquos toolkitrsquo (Hookway 2008 93) Drawing from experience of this research

we can add a further advantage one that is key for the digital ethnographer blogs

allow multiauthors to easily share and construct rich cultural textual practices In the

case of this research participants are the co-constructors of their own folksonomies

giving meaning and validation to each othersrsquo reflections and actively (re)forming

cultural practices anew Yet this field does have differences to that of a lsquolivedrsquo one

The use of hypermedia bestows privileges and priorities on the textual practices

themselves In the world of the blogosphere (Hookway 2008) the culturally produced

text is all alongside the meanings attributed to it In some senses this is not new As

Geertz (1973) maintained ethnographic data is lsquo really our own constructions of

other peoplersquos constructions of what they and their compatriots are up torsquo (Geertz

1973 9) In the case of the use of blogs as a digital ethnographic practice text is not

only all but it exists devoted of other context As previously noted by Mann and

Stewart (2000)

When data are collected online much of this contextual materials is missing In themainly black and white world of text we lose the Technicolor of lived life and its impacton most of our senses (Mann and Stewart 2000 197)

Relying on text means we might need to lsquoput the Technicolor backrsquo We can do this

by engaging with social actors in virtual fields in much the same way as we might

lived life asking questions seeking clarifications engaging with dialogue where we

co-construct the meanings of the cultural and textual practices themselves We might

be tempted to question the lsquoauthenticityrsquo of reported lived experience if we are not

seeing it first hand and yet what we might see first hand and what it means are not

always obvious hence the need for ethnographic inquiry in the first place As Horn

(1998) notes lsquoWe are as often fooled by appearances as we are informed by themrsquo

(Horn 1998 91) What we must do then in lsquoputting the Technicolor backrsquo is to

engage social actors as co-constructors of the textual practices under our gaze in the

hypermedia we adopt Alternatively we might conceive of this as not so much as

putting back the richness but rather accepting hypermedia and mediated text as

offering its own richness In this case a richness born out of multiple authors working

on text collectively This is what we might refer to as an lsquoepistemology of doingrsquo

Epistemologies of doing

Rybas and Gajjala (2007) refer to lsquoepistemologies of doingrsquo whereby ethnography

and ethnographers engage in ontological and epistemological practice which seeks to

chart and map how individuals and groups co-construct cultural texts Such

epistemologies find favour with action research orientated ethnographies and those

adopting Critical Theory and aspects of a feminist epistemology Thus in this case

cybercultures are adapting and changing and being drawn by individuals for whom

their cultural significance is yet to be fully realised In this way lsquosubjectsobjects

produce selves through typing writing image manipulation creation of avatars


Dow

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ober

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4

digital video and audio and engage in practices of everyday life at these interfacesrsquo

(Rybas and Gajjala 2007)

In this research drawing upon discussions of the post-Fordist nature of teaching

and teacher identities in the UK Lifelong Learning sector (Avis and Bathmaker2009) we render novice teacher identity practices as problematic and novice teacher

institutional group membership as a cultural normalising process In this way the use

of the blog enables new teachers to share reflections and stories and in doing so

create cultural texts and folksonomies which support their understandings of their

life-worlds that they inhabit when off-line in employment social practices They join

together in the flickering pages of the blog to create meaning to lsquodorsquo textual work

and in so doing dolsquoidentity workrsquo Shared lived experience is there to be both worked

up and worked on The digital ethnographic space allows these actors tocommunicate over traditional boundaries of time and space and in so doing enact

an lsquoepistemology of doingrsquo The text might be all but it is what they share and have

in common and work on collectively

(Re)Locating ethnographic inquiry

In (re)locating ethnographic inquiry to include both cybercultures and virtual

platforms (Hine 2000) both as an object of inquiry and a means through which data

can be captured it lsquo is not a matter of methodsrsquo (Geertz 1973 5) but rather a case

of understanding ethnography as a sensibility rather than a narrowly drawn cannon

of methods and practices As Beaulieu (2004) notes digital ethnographic espis-

temologies frame the Internet lsquoas both a new setting and a new technology for doingethnographyrsquo (Beaulieu 2004) and in so doing questions traditional ethnographic

notions of presence field and ways of knowing And yet ethnography has always

been diverse

doing ethnography is establishing rapport selecting informants transcribing textstaking genealogies mapping fields keeping a diary and so on But it is not these thingstechniques and received procedures that define the enterprise What defines it is thekind of intellectual effort it is (Geertz 1973 5)

Otherness and presence

As an (digital) ethnographer it is possible to be situated as both insideroutsider and

also as an Other researchers often travel to a field separate from their own Yet therepresentation of the self that is posted and constructed in online spaces has the

potentiality to even further remove the ethnographer In second-order online spaces

such as the one constructed for this research the self we pose potentially confuses

and troubles the notion of the ethnographer as an immersed lsquolookerrsquo or lsquoobserverrsquo In

the case of this research it is possible to identify multiple presences The ontological

and physicalvirtual and temporal practice of lsquobeing therersquo changes as the presence

changes the researcher role can be as in the case of this research teacher moderator

researcher Other and insider To use the case in point here In this research theparticipants are all drawn from pre-service teacher training programmes I have

taught on and as such I have populated and negotiated meaning and presented a

professional self in fields face-to-face and other than the virtual one constructed for

the purposes of the research It is the case as Wittel (2000) notes that by drawing

216 W Kidd

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ober

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4

boundaries the ethnographer constructs the spaces of the field in question

lsquoFollowingrsquo having presence and interacting and questioning creates the lsquothick

descriptionrsquo held as so essential for much ethnographic inquiry But in following we

draw temporal and spatial significance to the boundaries we work within The use ofblogs and wikis are both without boundary as they allow for asynchronous

communication and interaction and at the same time they require a presence and

spatiality since to interact users need nonetheless to post to log-on to view and to

interact It makes sense to think about virtual worlds not so much as communities of

practice but rather as relational spaces based upon the drawing boundaries to hold

mutual common interests They are spaces of self-authoring Users of such spaces use

and in doing so legitimise tacit knowledge and lived experience As a form of mutual

support the participants in this ethnographic research engage in reflective andreflexive practices that resemble relational intimacy (Edwards 2005 Edwards and

Mackenzie 2005) This is thus ethnography and a virtual one at that but an

ethnography of individuals who seek support from one another rather than of a pre-

existing group in lived experience off-line Digital methods provide an ease with

which to interact communicate and follow individuals who are otherwise displaced

and not bounded They offer a point lsquoof betweenessrsquo (Bhabha 1994) in spacetime

Being where

Marcus (2007) provides a strong critique of ethnographic practice that privileges the

writing up of the text at the expense of immersion in the field Textual practice taking

priority over lsquobeing therersquo seen here as a misunderstanding of the key nature of

ethnographic practice Both the lsquodoingrsquo and the lsquobeingrsquo of ethnography need to occur

within both ontological and epistemological practices together within and in

relation to the field and not divorced from it In engaging with blogs and wikis in

this research Web20 platforms are used to generate rich and phenomenologicallymeaningful data and identity practices This is not lsquolife on a screenrsquo as if CMC is all

there is taking place here The voices of the participants are not disembodied

subjects of the visual architecture Instead they interact and share the construction

of meaning The ethnographer is also a participant sharing reflections asking

questions seeking clarity and meaning And yet in the case of this research practice

using blogs the lsquobeing therersquo is not being there at all It is being somewhere else a

meta-field or second order construction which allows social actors to construct

textual practices referring back to other lived experience Participants are living andworking in very different spatialities and the individual fields the teaching and

classrooms the participants inhabit are not in the same place or space as the site

where they interact with each other

Creating text drawing upon different spatialities and the use of a multisite

ethnography in general has implications for the construction of data and the

immersion in an lsquoover loadrsquo Participants join in on a second-order unnaturalistic

field and in doing so generate a mass of data The lsquoover-productionrsquo of data has been

already previously flagged as an ambiguous quality in visual and virtual anthro-pology and ethnography (Domınguez et al 2007) The lsquoapparent ease of data

collectionrsquo (Domınguez et al 2007) in this case means that the use of the digital has

provided an endless stream of posts thoughts and reflections Over the duration of

the immersion in the blog 18 months a tremendous amount of text has been


Dow

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ober

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4

produced by ethnographer and participants alike The posts acting as cultural text

also in part act as both meta-conversation and as field notes alike Through lsquobeing

therersquo participants and ethnographer together are able to question posts seek

clarification interact and co-construct meaning At regular intervals participantswere asked to engage in their own analysis of the text being worked upon and to draw

out what they thought were the key themes and messages to recognise the themes in

the textual practices and to locate their own self within them Through engagement

with the blog over the first year of teaching individuals interact and support each

other in ways as meaningful as if they occurred in the same primary field Yet this

relational agency (Edwards 2005 Edwards and Mackenzie 2005) would not have

existed without the construction of the online space in the first place This is not as

such a virtual community of practice (Lave and Wenger 1991) but rather individualspractising community This is the key difference in this research between the online

offline or primary fieldmeta-field distinctions The novice teachers who form the

sample of the research are engaged in communities of practice (Wenger 1998)

elsewhere where they work and teach One measurement of the success of these

relations in the online space is the very amount of posts interactions comments

reposts that the participants engage in Again it is amassing a huge volume of text to

be lsquofigured outrsquo by the group

Data-overload is not however a distinctive feature of virtual or digital methodsbut of potentially all ethnographic inquiry Data-overload is but the other side of

lsquothick descriptionrsquo This is not exclusively an issue of virtual ethnography it is not an

online overload but a consequence of immersion This means that selectivity is also

built-in to the ethnographic sensibility The key question is how to frame those things

worth having conversations about This is the real value of lsquobeing therersquo the ability

to engage and interact In using online methods and in having a virtual presence there

is a lsquorealrsquo danger of participants being lost and disembodied But in sensitively

interacting supporting and at times (appropriately) coaxing issues of lsquobeing herebeing there and being everywherersquo can be overcome The co-presence in online

spaces between social actors and other actors and between the researcher and actors

can be maintained in both synchronous and asynchronous ways This is both a

methodological convenience and also a potentially distinctive feature of the ontology

of these locations lsquoBeing therersquo thus might not mean lsquobeing there together at the

same timersquo This in turn has implications for the constructing and recording of field

notes As online researchers with a virtual immersion we nonetheless have the luxury

of being able to make field notes separate from immersion and presence This makesit more significant I would argue to involve the social actors themselves in the

authenticating of meaning in creating epistemologies of doing

Boundary crossing practices a case of applied virtual ethnography

Before concluding the boundaries of the specific educational research at the heart of

this work will be briefly presented here To demonstrate the adaptability of blogs

within a digital ethnographic sensibility blog posts have been treated as cultural textand worked on by participants through the sharing of stories They tell collectively

the stories of boundary-crossing into new employment practices and the difficulties

in making the transition from trainee to newly qualified teacher They demonstrate

the uneasiness and lsquoshockrsquo (Veenman 1984) of joining new mundane practices As

218 W Kidd

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at 1

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ober

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4

one new teacher puts it lsquoI feel like I crept in the back door and just joined inrsquo [blog

post] Much of the literature commentating on the past decade of lsquoworkplace reformrsquo

within the UK Lifelong Learning Further Education sector adopts the language of

the postmodern characterised by anxiety uncertainty unprofessionalism and

surveillance (Ainley and Bailey 1997 Avis 2002 Wallace 2002) These are located

within the discourse and surveillance practices associated with the lsquosocial barberismrsquo

of lsquomanageralismrsquo reforms (Ball 2005) The new teachers in this research are all too

conscious of the anxieties produced by performance cultures (Avis 2003)

I can over think things and in a way being at such a high performing college with veryhigh expectations makes me feel ever so slightly uneasy - constantly reevaluating thevalue of everything I do and prepare constantly making u-turns and changing my mindOn reflection this is clearly a confidence issue [blog post]

The power and value of the ethnographic sensibility is that the lsquostory is allrsquo (Kent

1993) Jordan (1989) identifies the valuable role the articulation of lsquostoriesrsquo can have

to help support workplace learning The stories in this research help us to

understand how new professionals navigate and accommodate their reforming selves

traditionally perceived in much of the literature as multiple solid and confused as

fluid identities (Avis 1999 Avis and Bathmaker 2009) The timing of this research at

this lsquosignificant conjunctual momentrsquo (Avis and Bathmaker 2009) in the Lifelong

Learning sector presents teacher identities as active worked up and worked on and

as needing to be resilient to cope with change Identities are not readily formed after

training but in transition They are not formed but are ready to be formed through

the interplay of the situatedness of first employment and first exposure to existing

institutional norms and social practices The nexus between self training experiences

new institutional norms and community practices forming the basis for the resilient

identities novice teachers are required to construct while around them the Lifelong

Learning sector undergoes rapid changes (Avis and Fisher 2006 Yandell and Turvey

2007)

I have a constant fear sometimes that Irsquom not doing well enough and that I actuallydonrsquot know what Irsquom doing I think Irsquom going to be found out and chased away withpitchforks I feel a bit like an imposter [but] have a better foundation of training thanall the rest of my team [blog post]

With performance-orientated cultures comes a constant demand upon the time of

new teachers often not allowing space for critical reflection

Everyone is really nice and very supportive but as its the beginning of term all the staffare really stressed so I find myself being unable to sit in the staff room as there willalways be someone badgering me for something The floral ladies arenrsquot much betterand I sometimes just want to be in a cold dark room for the whole of lunchtime Is thatwrong [blog post]

Pre-service teachers becoming novice and established teachers need to accommo-

date and rethink prior learning (Yandell and Turvey 2007) lsquoI can already see that I

will have to purposefully adjust my pedagogical style from that which I have

practised over the past yearrsquo [blog post] And yet at the same time concluding lsquo I


Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

have known (almost) every minute that I love teaching Irsquom just desperate to get it

right to be an outstanding teacher now and alwaysrsquo [blog post] Trainee teachers in

the Lifelong Learning sector in the UK accommodate shifts in professional learning

and the re-situation (Lave and Wenger 1991) of learning within the ever-presentbackdrop of the lsquorapid changersquo (Lucas 2004) of policy reforms Previous commenta-

tors have identified that lsquobecoming a teacherrsquo is both complex and yet also context

dependent (Turner-Bisset 1999) Equally teacher identities are transforming are in a

process of being through doing they are enacted out (Cochran-Smith and Lytle

1999) They are both acted and enacted in the lived experience of the teaching

institutions that the new teachers have joined and (re)created as textual practices in

the blogging itself through the telling of mutual stories and reflections Participants

in this ethnography are very self-aware of the need to practice develop and work ontheir teacher selves and very aware of the performativity cultures this lsquobecomingrsquo

that is contextualised within For example

I am reflecting on a few things this post The first is on the idea that the character I amforming at the head of the class as the teacher and my own personality are merging YesI think they are I am becoming sterner more assertive first I surprised myself at beingmore assertive than felt lsquomyself rsquo and I have found that part of my character now Itrsquosdifficult to externalise and explain it is a more seamless and natural transition than Iam describing here [blog post]

The landscape of Lifelong Learning in the UK is being redrawn and with this

practices and opportunities are being reconceptualised reframed and spaces are

opening up for practitioners to redefine what they do (Rikowski 2001) In this it is

possible to see a place opening up which realizes the possibility for fluid or lsquoshiftingrsquo

identities (Avis 2002) rather than lsquospoiled identitiesrsquo (Maclure 1993) This research

suggests that the context of educational reform and workplace reform in the Lifelong

Learning sector in the UK allows for the possibility of identity change and newly

formed identities which are also resilient identities As one new teacher explains

There is definitely a sense of pressure that this is the real thing that yoursquove done thedress rehearsal and should know what yoursquore doing but I have found that feeling isstarting to subside now I think I have worked hard at not letting that pressure effect mypractice and my own learning process But I felt it chronically at the start [blog post]

New entrants into the teaching profession agents are able to carve out and negotiate

futures and identities for themselves (Avis 2002) The initial findings of this

ethnographic practice point to the formation of identities that are resilient in the

face of initial anxieties and widespread neo-liberal performance cultures As a

teacher educator this research provides opportunities to connect trainees leaving the

boundaries of the pre-service teacher education programme with the new boundariesthey cross into the hyper-fluid and post-Fordist world of teaching in the Lifelong

Learning sector in the UK (Avis 1999)

Conclusion

The origins of digital ethnography posed questions as to the nature of ethnography

itself (Murthy 2008) And yet lsquoas ethnography goes digital its epistemological remit

220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

remains much the same Ethnography is about telling social storiesrsquo (Murthy 2008

838) The use of blogs as a research tool provides avehicle through which new teachersrsquo

stories about their lives and performed selves can be lsquochartedrsquo as they cross into the

new spatialities and habitual practices of first-time employment This research adopts

a (digital) methodology which is both phenomenologically and ethnographically

significant In doing so this research demonstrates the value online fields can have in

positioning relational intimacy as a means to enable individuals and participants in

ethnographic research to learn from each other This research is informed by

ethnographic methods and an ethnographic sensibility which both values and

privileges the importance of insider perspectives and the lsquofollowingrsquo of individuals as

they participate in cultural groups with the view to producing lsquothickrsquo data

Within this work there are multiple relationships between action research

ethnographic practice teacher education pedagogy and identity both of the novice

teachers and that of the insideroutsider researcher In digital ethnographies these

relationships do not coexist as a linearity Hermeneutic and liminal relations exist

across these categories They are polycontextual and have applications and

conceptual and methodological sensitivities both online and offline and pose

questions as to the nature of (supposedly new) ethnographic methods For some

virtual ethnographers have lsquofetishisedrsquo notions of community when extending too far

the onlineoff-line realvirtual distinction (Wilson and Peterson 2002 Beaulieu

2004) Following Escobar (1994) the argument in this article is that the ethnographic

projects remains regardless of how the field exists virtual or lsquorealrsquo lived or cyber

The importance of ethnography remains as the conceptual frameworks themselves

remain (and remain important) whether the sociality under the ethnographic gaze

is virtual or lsquorealrsquo we can still explore notions of society self and culture

Acknowledgements

This work has been previously disseminated to colleagues at The 2011 European Conferenceon Educational Research (ECER) Freie Universitat Berlin Germany under the title of thepaper presentation lsquoExploring the Boundary Crossing and Identity Formation of NoviceTeachers in a Global Metropolis Training and Teaching in East Londonrsquo This conferencepaper is available as follows Kidd W (2012) lsquoPlace (cyber) space and being the role ofstudent voice in informing the un-situated learning of trainee teachersrsquo Research in SecondaryTeacher Education 2(1) 37 httpwwwuelacukristeissuesvol21pp3-7

References

Ainley P and B Bailey 1997 The Business of Learning Staff and Student Experiences of FEin the 1990s London Cassell

Avis J 1999 lsquolsquoShifting Identity New Conditions and the Transformation of Practice Teaching within Post-Compulsory Educationrsquorsquo Journal of Vocational Education andTraining 51 (2) 245264 doi10108013636829900200081

Avis J 2002 lsquolsquoImaginary Friends Managerialism Globalization and Post-CompulsoryEducation and Training in Englandrsquorsquo Discourse Studies in the Cultural Politics ofEducation 23 (1) 7590 doi10108001596300220123051

Avis J 2003 lsquolsquoRe-thinking Trust in a Performative Culture The Case of Educationrsquorsquo Journalof Education Policy 18 (3) 315332 doi10108002680930305577

Avis J and A-M Bathmaker 2009 lsquolsquoMoving into Practice Transitions from FurtherEducation Trainee Teacher to Lecturerrsquorsquo Research in Post-Compulsory Education 14 (2)203217 doi10108013596740902921638


Dow

nloa

ded

by [

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th D

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a St

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vers

ity]

at 1

148

08

Oct

ober

201

4

Avis J and R Fisher 2006 lsquolsquoReflections on Communities of Practice On-line Learning andTransformation Teachers Lecturers and Trainersrsquorsquo Research in Post-Compulsory Education11 (2) 141151 doi10108013596740600768927

Ball S 2005 lsquolsquoEducation Reform as Social Barberism Economism and the End ofAuthenticityrsquorsquo Scottish Educational Review 37 (1) 416 httpwwwscotedrevieworgukview_issuephpid=37[1]

Beaulieu A 2004 lsquolsquoMediating Ethnography Objectivity and the Making of Ethnographies ofthe Internetrsquorsquo Social Epistemology 18 (23) 139163 doi1010800269172042000249264

Bell D 2001 An Introduction to Cybercultures London RoutledgeBenedikt M 1991 Cyberspace Some Proposals Cyberspace First Steps Cambridge MIT

PressBhabha H K 1994 The Location of Culture London RoutledgeBourdieu P 1990 The Logic of Practice Stanford Stanford University PressCalhoun C 1991 lsquolsquoIndirect Relationships and Imagined Communities Large-scale Social

Integration and the Transformation of Everyday Lifersquorsquo In Social Theory for a ChangingSociety edited by P Bourdieu and J S Coleman 95120 Boulder CO Westview Press

Cochran-Smith M and S L Lytle 1999 lsquolsquoRelationships of Knowledge and Practice TeacherLearning Communitiesrsquorsquo Review of Research in Education 24 249305 doi1031020091732X024001249

Czerniawski G 2010 lsquolsquoConstructing and Deconstructing Newly-Qualified Teachersrsquo Values inan Urban Contextrsquorsquo In Learning and Teaching in a Metropolis Volume 60 At the InterfacelsquoThe Idea of Educationrsquo edited by L Ang J Trushell and P Walker 83100 AmsterdamNew York RODOPI

Domınguez D A Beaulieu A Estalella E Gomez B Schnettler and R Read 2007lsquolsquoVirtual Ethnography Forum Qualitative Social Research (FQS) Sozialforschungrsquorsquo 8(3)

Edwards A 2005 lsquolsquoRelational Agency Learning to be a Resourceful PractitionerrsquorsquoInternational Journal of Educational Research 43 168182 httpdxdoiorg101016jijer200606010

Edwards A and L Mackenzie 2005 lsquolsquoSteps Towards Participation The Social Support ofLearning Trajectoriesrsquorsquo International Journal of Lifelong Education 24 (4) 287302 doi10108002601370500169178

Escobar A 1994 lsquolsquoWelcome to Cyberia Notes on the Anthropology of CyberculturersquorsquoCurrent Anthropology 35 (3) 211321 doi101086204266

Faubion J D 2001 lsquolsquoCurrents of Cultural Fieldworkrsquorsquo In Handbook of Ethnography editedby P Atkinson A Coffey S Delamont J Lofland and L Lofland 3959 London Sage

Geertz C 1973 lsquolsquoThick Description Toward an Interpretive Theory of Culturersquorsquo In TheInterpretation of Cultures Selected Essays edited by C Geertz 330 New York Basic Books

Giddens A 1990 The Consequences of Modernity Oxford Polity PressGoodall H L 1991 Writing the New Ethnography Cumnor Hill CA AltaMira PressGuimaraes M J L Jr 2005 lsquolsquoDoing Anthropology in Cyberspace Fieldwork Boundaries

and Social Environmentsrsquorsquo In Virtual Methods Issues in Social Research on the Internetedited by C Hine 141156 Oxford Berg

Hammersley M and P Atkinson 2007 Ethnography Principles in Practice 3rd ed LondonRoutledge

Heggen K 2008 lsquolsquoSocial Workers Teachers and Nurses from College to ProfessionalWorkrsquorsquo Journal of Education and Work 21 (3) 217231 doi10108013639080802214076

Hine C 2000 Virtual Ethnography London SageHine C ed 2005 Virtual Methods Issues in Social Science Research on the Internet Oxford

BergHookway N 2008 lsquolsquoEntering the Blogosphere Some Strategies for using Blogs in Social

Researchrsquorsquo Qualitative Research 8 (1) 91113 doi1011771468794107085298Horn S 1998 Cyberville Clicks Culture and the Creation of an Online Town New York

Warner BooksJordan B 1989 lsquolsquoCosmopolitical Obstetrics Some Insights from the Training of Traditional

Midwivesrsquorsquo Social Science and Medicine 28 (9) 925937 doi1010160277-9536(89)90317-1Kendall L 2009 lsquolsquoA Response to Christine Hinersquorsquo In Internet Inquiry Conversations About

Method edited by A Markham and N Baym 2125 Thousand Oaks CA Sage

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nloa

ded

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th D

akot

a St

ate

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ity]

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148

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Oct

ober

201

4

Kent T 1993 Paralogic Rhetoric A Theory of Communicative Interaction Cranbury NJAssociated University Presses

Kollock P and M A Smith 1999 lsquolsquoCommunities in Cyberspacersquorsquo In Communities inCyberspace edited by M A Smith and P Kollock 327 London Routledge

Komito L 1998 lsquolsquoThe Net as a Foraging Society Flexible Communitiesrsquorsquo The InformationSociety 14 (2) 97106 doi101080019722498128908

Kozinets R V 2010 Netnography Doing Ethnographic Research Online London SageLave J and E Wenger 1991 Situated Learning Legitimate Peripheral Participation

Cambridge Cambridge University PressLucas N 2004 Teaching in Further Education New Perspectives for a Changing Context

London Bedford Way PapersMaclure M 1993 lsquolsquoArguing for Yourself Identity as an Organising Principle in Teachersrsquo Jobs

and Livesrsquorsquo British Educational Research Journal 19 (4) 311322 doi1010800141192930190401

Mann C and F Stewart 2000 Internet Communication and Qualitative Research AHandbook for Researching Online London Sage

Marcus G E 1998 Ethnography through Thick and Thin Princeton Princeton UniversityPress

Marcus G E 2007 lsquolsquoEthnography Two Decades after Writing Culture From theExperimental to the Baroquersquorsquo Anthropological Quarterly 80 (4) 11271145 doi101353anq20070059

Markham A N 1998 Life online Researching Real Experience in Virtual Space WalnutCreek CA Altamira

Murthy D 2008 lsquolsquoDigital Ethnography An Examination of the Use of New Technologies forSocial Researchrsquorsquo Sociology 42 (5) 837855 doi1011770038038508094565

Orgad S 2005 lsquolsquoFrom Online to Offline and Back Moving from Online to OfflineRelationships with Research Informantsrsquorsquo In Virtual Methods Issues in Social Researchon the Internet edited by C Hine 5166 Oxford Berg

Rikowski G 2001 lsquolsquoEducation for Industry A Complex Technicismrsquorsquo Journal of Educationand Work 14 (1) 2949 doi10108013639080020028693

Rutter J and G W H Smith 2005 lsquolsquoEthnographic Presence in a Nebulous Settingrsquorsquo InVirtual Methods Issues in Social Research on the Internet edited by C Hine 8192 OxfordBerg

Rybas N and R Gajjala 2007 Developing Cyberethnographic Research Methods forUnderstanding Digitally Mediated Identitiesrsquo Forum Qualitative Sozialforschung ForumQualitative Social Research North America 8 Sep 2007 httpwwwqualitative-researchnetindexphpfqsarticleview282

Schwandt T 1997 Qualitative Inquiry A Dictionary of Terms London SageTurner-Bisset R 1999 lsquolsquoThe Knowledge Bases of the Expert Teacherrsquorsquo British Educational

Research Journal 25 (1) 3955 doi1010800141192990250104Van Oers B 1998 lsquolsquoThe Fallacy of Decontextualizationrsquorsquo Mind Culture and Activity 5 (2)

135142 doi101207s15327884mca0502_7Veenman S 1984 lsquolsquoPerceived Problems of Beginning Teachersrsquorsquo Review of Educational

Research 54 (2) 143178 doi10310200346543054002143Wallace S 2002 lsquolsquoNo Good Surprises Intending Lecturersrsquo Preconceptions and Initial

Experiences of Further Educationrsquorsquo British Educational Research Journal 28 (1) 7993doi10108001411920120109766

Wenger E 1998 Communities of Practice Learning Meaning and Identity CambridgeCambridge University Press

Wilson S M and L C Peterson 2002 lsquolsquoThe Anthropology of Online Communitiesrsquorsquo AnnualReview of Anthropology 31 (1) 449467 doi101146annurevanthro31040402085436

Wittel A 2000 lsquolsquoEthnography on the Move From Field to Net to Internetrsquorsquo ForumQualitative Social Research 1 (1) Art 21 httpwwwqualitative-researchnetindexphpfqsarticleview11312517

Yandell J and A Turvey 2007 lsquolsquoStandards or Communities of Practice Competing Modelsof Workplace Learning and Developmentrsquorsquo British Educational Research Journal 33 (4)533550 doi10108001411920701434052


Dow

nloa

ded

by [

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th D

akot

a St

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vers

ity]

at 1

148

08

Oct

ober

201

4

Investigating the lives of new teachers through ethnographic blogs

Warren Kidd

Cass School of Education and Communities University of East London (UEL) London UK

This article addresses key issues embedded within what some commentators aredescribing as a lsquovirtualrsquo or lsquodigitalrsquo ethnography Namely that through theadoption of new (virtual) spaces for ethnographic inquiry it is possible to troubleprevious notions of site place space and meaning when collaborating in onlinefields This article is located within a growing international debate in the field ofeducation concerning digital ethnographic methods While addressing the issuesof what is lsquovirtual ethnographyrsquo the article draws briefly upon research based on aperiod of online lsquofield workrsquo which has lasted for 18 months exploring thetransitional habitual social practices of new teachers as they enter first-time full-time employment in the UK This inquiry positions both the researcher andparticipants as co-constructors of both the site of virtual interaction and to acertain extent as collective decision-makers as what contributes as field and fieldnotes The article will explore the emerging methodological practices behind thisvirtual ethnography exploring the potential use of blogs as an ethnographic tool

Keywords online communities blogs space teacher identity digital ethnography

Introduction

There is growing international interest in what is becoming known as a lsquovirtualrsquo or

lsquodigitalrsquo ethnography (Hine 2000 2005 Beaulieu 2004 Murthy 2008) or lsquonetno-

graphyrsquo (Kozinets 2010) These are still a lsquocontested terrain for ethnographyrsquo

(Beaulieu 2004 141) As Kozinets puts it the promise of digital ethnography is

that it claims to offer lsquo a specialised form of ethnography adapted to the unique

computer-mediated contingencies of todayrsquos social worldsrsquo (Kozinets 2010 1) The

increased presence of networked and hypermediated technologies thus leads to the

possibility for an lsquoethnography mediatedrsquo (Beaulieu 2004) Much of this literature

seeks to demonstrate both the lsquoepistemological boon and bane in methodological

discourse around virtual or online ethnography and cyberanthropologyrsquo (Beaulieu

2004) often drawing upon ambiguities regarding the nature of (re)conceptualising

the notion of field and fieldwork (Goodall 1991) in the light of newly drawn (cyber)

spaces Such a cyberanthropology seeks to understand

the cultural constructions and reconstructions on which the new technologies arebased and which they in turn help to shape The point of departure of this inquiry is thebelief that any technology represents a cultural invention in the sense that it bringsforth a world it emerges out of particular cultural conditions and in turn helps to createnew ones (Escobar 1994 211)

Email wkidduelacuk


Vol 8 No 2 210223 httpdxdoiorg101080174578232013792510

2013 Taylor amp Francis

Dow

nloa

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Uni

vers

ity]

at 1

148

08

Oct

ober

201

4














































Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4




































2008 9192)






212 W Kidd

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nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4















spacersquo

























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4































214 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Stewart (2000)


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






















been diverse















216 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

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th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4














































Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4




































2008 9192)






212 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4















spacersquo

























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4































214 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Stewart (2000)


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






















been diverse















216 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4




































2008 9192)






212 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4















spacersquo

























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4































214 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Stewart (2000)


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






















been diverse















216 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4















spacersquo

























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4































214 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Stewart (2000)


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






















been diverse















216 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4































214 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Stewart (2000)


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






















been diverse















216 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Stewart (2000)


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






















been diverse















216 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






















been diverse















216 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

















Being where


























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4









































218 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























2007)










Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4






























Conclusion



220 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4


























Acknowledgements


References







Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

























222 W Kidd

Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4



























Dow

nloa

ded

by [

Nor

th D

akot

a St

ate

Uni

vers

ity]

at 1

148

08

Oct

ober

201

4

Documents

Investigating the lives of new teachers through ethnographic blogs