James Reid - Perspectives on and from Institutional Ethnography

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PERSPECTIVES ON AND FROM INSTITUTIONAL ETHNOGRAPHY

STUDIES IN QUALITATIVE METHODOLOGY

Series Editor: Sam Hillyard

Volume 1:	Conducting Qualitative Research
Volume 2:	Reflection on Field Experience
Volume 3:	Learning About Fieldwork
Volume 4:	Issues in Qualitative Research
Volume 5:	Computing and Qualitative Research
Volume 6:	Cross-Cultural Case Study
Volume 7:	Seeing Is Believing? Approaches to Visual Research
Volume 8:	Negotiating Boundaries and Borders
Volume 9:	Qualitative Urban Analysis
Volume 10:	Qualitative Housing Analysis: An International Perspective
Volume 11:	New Frontiers in Ethnography
Volume 12:	Ethics in Social Research
Volume 13:	Big Data? Qualitative Approaches to Digital Research
Volume 14:	Gender Identity and Research Relationships

STUDIES IN QUALITATIVE METHODOLOGY VOLUME 15

PERSPECTIVES ON AND FROM INSTITUTIONAL ETHNOGRAPHY

EDITED BY

JAMES REID AND LISA RUSSELL

United Kingdom North America Japan
India Malaysia China

Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2018

Copyright 2018 Emerald Publishing Limited

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library

ISBN: 978-1-78714-653-2 (Print)
ISBN: 978-1-78714-652-5 (Online)
ISBN: 978-1-78743-002-0 (Epub)

ISN: 1042-3192 (Series)

CONTENTS

Lisa Russell

Debra Talbot

James Reid

Michael K. Corman and Gary R. S. Barron

James Reid

David Peacock

Naomi Nichols, Alison Griffith and Mitchell McLarnon

Jo Bishop and Pete Sanderson

Jonathan Tummons

AUTHOR BIOGRAPHIES

Gary R. S. Barron is a doctoral student at the University of Alberta. His doctoral research examines how higher education, academic judgement of quality, metrics and university rankings are co-produced. He is interested in the sociology of knowledge quantification and categorization, in particular, surveillance, organizations, health, mental health and illness. He considers himself a generalist social scientist, familiar with social theory, quantitative, qualitative, and network analytic methods and uses these to answer questions in both applied and academic contexts.

Jo Bishop is a senior lecturer in Childhood Studies at the University of Huddersfield. She has worked in post-compulsory education for around 25 years teaching across a range of vocational courses which prepare people for employment in schools, colleges, social care, and youth work settings. Her current research interests lie in the enactment of policies which have resulted in a more diverse schools workforce, including the introduction of occupational roles not previously associated with this arena such as the police. The subject of her recent PhD thesis focused on the experiences of learning mentors in English secondary schools as an example of paraprofessionals who have an increasing presence in formal education settings and are required to perform a qualitatively different role to that of teachers. Jo is currently planning research which will look at how processes and systems of pastoral care are conceived and implemented within an increasingly fragmented school system in the UK.

Dr. Michael K. Corman is an adjunct professor in the Department of Sociology and Anthropology and Faculty of Nursing at the University of Prince Edward Island, Canada. Prior to this position, Dr Corman held appointments as an assistant professor in Sociology and the UKCRC Centre of Excellence for Public Health Northern Ireland at Queens University Belfast and the Faculty of Nursing at the University of Calgary in Qatar. His research and teaching interests include the sociology of health and illness, emergency medical services, institutional ethnography, aging, caregiving, autism spectrum disorders, health care work, sociology of the family, gender and sexuality, critical qualitative research strategies, and public health.

Alison Griffith is a professor Emerita at York University in Toronto, Canada. She has published four books and numerous articles in the area of Institutional Ethnography, focusing particularly on mothering work for mass compulsory schooling and the implications of neoliberalism for front line workers. Currently, she is completing a book on Institutional Ethnography with Dorothy E Smith. She has begun to explore ways of bringing institutional ethnographic research to bear reconciliation issues between settlers and first peoples, particularly in the Comox Valley/Komox Nation.

Mitchell McLarnon is a doctoral student, researcher, gardener, and course lecturer at McGill University. He serves on the executive council for the Canadian Association of Curriculum Studies and on the editorial board of Pathways: The Ontario Journal of Outdoor Education. In recent years, he has worked as an instructor at the University of Edinburgh and has held research contracts at Dalhousie University and the University of PEI. His research interests include masculinity, gender, social justice, participatory and arts-based educational research methodologies, environmental education, and multiliteracies. Along with his academic pursuits, he also coaches the sport of canoe/kayak at the Pointe-Claire Canoe Club and dedicates several hours a week to music and the arts.

Dr. Naomi Nicholls is an assistant professor in the Faculty of Education at McGill. Her research shows how a range of social inequalities including homelessness and housing insecurity, criminalization, school failure and attrition, and reduced labour market participation are shaped by social relations, organized across intersecting institutional, and social contexts. She also uses institutional ethnography to understand how social innovation, knowledge-to-action and collective impact processes work in practice and as such, how these social practices can be enhanced to produce just outcomes.

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