Citation

Skårås M. Forum Dev. Stud. 2018; 45(2): 217-238.

Copyright

(Copyright © 2018, Norwegian Institute of International Affairs : Norwegian Association for Development Research, Publisher Informa - Taylor and Francis Group)

DOI

10.1080/08039410.2016.1202316

PMID

unavailable

Abstract

This article analyzes how central features of focused ethnography produce knowledge on teaching and learning history in conflict zones. In particular, it argues how five specific challenges of research in conflict zones are addressed through the methods of video observation, 'hanging out', and interviews, which are all central methods in focused ethnography. Through empirical examples from fieldwork in South Sudan, the article illustrates how the challenges of restricted access, psychological stress, complexity, positionality of the researcher, and unpredictability might be addressed in research on teaching and learning history in a society divided by ethnic conflicts. Thus, the article argues that focused ethnography increases validity in doing research in conflict zones by allowing for an in-depth analysis and triangulation of data both in the field and after leaving the field, and specifically under the conditions of psychological stress that such conflict settings can put the researcher in. Ultimately, the study advocates the use of focused ethnography as a methodological approach in conflict zones - specifically, educational research in South Sudan.

Language: en

Keywords

classroom observation; conflict; focused ethnography; hanging out; history education; South Sudan; video observation