Department of Anthropology, University of Connecticut, Storrs, CT, USA.
Research Program on Global Health & Human Rights, Human Rights Institute, University of Connecticut, Storrs, CT, USA.
Cult Med Psychiatry. 2024 Mar;48(1):45-65. doi: 10.1007/s11013-023-09832-6. Epub 2023 Sep 23.
Ethnographic journaling can provide students with powerful opportunities to recognize and value their individual and collective perspectives as both observers and analysts of the world around them, especially in times of crisis. In this Perspectives essay, we share our experiences of using the Pandemic Journaling Project platform as a teaching resource in the first years of the COVID-19 pandemic and beyond. We consider various aspects of online ethnographic journaling, including creative teaching strategies, journaling's therapeutic potential, and student perspectives on the opportunity to document their own experiences as a forward-looking form of "archival activism." We also discuss how journaling can create robust ethnographic learning opportunities while at the same time providing a valuable space for connection and social support, especially when classroom dynamics are constrained by crisis conditions. Ethnographic journaling can help students appreciate what it means for ethnographers to bring their whole selves into their qualitative work in ways that can challenge mainstream misconceptions and contribute concrete forms of data and ethnographic insight. Overall, the essay explores how ethnographic journaling can create meaningful and creative opportunities for curricular innovation; generate durable forms of ethnographic insight; and also bring student experiences into the classroom in ways that can help them cultivate their voice, build a sense of solidarity, and potentially ease student distress.
民族志日志记录可以为学生提供强大的机会，让他们认识和重视自己作为观察者和分析者的个人和集体观点，尤其是在危机时期。在这篇观点文章中，我们分享了在 COVID-19 大流行初期及之后，将“大流行日志记录项目”平台用作教学资源的经验。我们考虑了在线民族志日志记录的各个方面，包括创造性的教学策略、日志记录的治疗潜力，以及学生对记录自己经历的机会的看法，将其视为一种前瞻性的“档案激进主义”形式。我们还讨论了日志记录如何在创造强大的民族志学习机会的同时，为联系和社会支持提供有价值的空间，尤其是当课堂动态受到危机条件限制时。民族志日志记录可以帮助学生理解民族志者将自己的全部投入到他们的定性工作中的意义，这可以挑战主流误解，并为数据和民族志洞察力提供具体形式。总的来说，本文探讨了民族志日志记录如何为课程创新创造有意义和创造性的机会；生成持久的民族志洞察力形式；并以帮助学生培养自己的声音、建立团结感和减轻学生痛苦的方式，将学生的经验带入课堂。
