Abstract

Two widely disseminated approaches impose reductive boundaries on ethnographic research by privileging one context of meaning over other essential contexts. The first, emphasizing statistical validity, privileges the research community by recommending that the ethnographer's data analysis via coding agree with that of other raters from the research community. The second asserts that the ethnographer who comes closest to validity comes closest to presenting only the subject's point of view. Ethnography, however, comprises four essential, overlapping contexts: the phenomenal context (that which is observed/recorded), the site's cultural context (the subjects' outlook), the research community context, and the researcher's interior context, shaped by experience and education. Each of the four vantages has dominating tendencies, but if one does dominate to the exclusion of others, the reductive result is data-centered, thin description; subjects-centered groupthink; research community-centered groupthink; or researchercentered solipsism. Although all contexts of meaning are important, none should fully eclipse the others.

Journal
Journal of Business and Technical Communication
Published
1994-01-01
DOI
10.1177/1050651994008001005
CompPile
Search in CompPile ↗
Open Access
Closed
Topics
Export

Citation Context

Cited by in this index (6)

  1. Journal of Business and Technical Communication
  2. Journal of Technical Writing and Communication
  3. Journal of Technical Writing and Communication
  4. Journal of Technical Writing and Communication
  5. Journal of Business and Technical Communication
Show all 6 →
  1. Technical Communication Quarterly

References (52) · 10 in this index

  1. Written Communication
  2. Semiotica
  3. Curriculum Inquiry
  4. Qualitative Research in Education: An Introduction to Theory and Methods
  5. The Variables of Composition: Process and Product in a Business Setting
Show all 52 →
  1. Functional Approaches to Writing: Research Perspectives
  2. Rhetoric Review
  3. Written Communication
  4. Written Communication
  5. Research in the Teaching of English
  6. Worlds of Writing
  7. Textual Dynamics of the Professions
  8. Written Communication
  9. Writing in Nonacademic Settings
  10. Qualitative Inquiry in Education: The Continuing Debate
  11. Curriculum Inquiry
  12. 10.1080/03626784.1987.11075278
  13. The Educational Imagination
  14. The Interpretation of Cultures
  15. Local Knowledge: Further Essays in Interpretive Anthropology
  16. Works and Lives
  17. The Discovery of Grounded Theory: Strategies for Qualitative Research
  18. 10.2307/2573808
  19. Organizational Communication
  20. Ethnography: Principles in Practice
  21. Language in Thought and Action
  22. Research in the Teaching of English
  23. Victims of Groupthink
  24. Written Communication
  25. Composition Research: Empirical Designs
  26. Written Communication
  27. Argonauts of the Western Pacific
  28. 10.1146/annurev.an.11.100182.000325
  29. McCarthy, Lucille . “A Psychiatrist Using DSM-III: The Influence of a Charter Document in Psychiatry.…
  30. Research in the Teaching of English
  31. 10.3102/0013189X010005005
  32. 10.1177/0893318990003004006
  33. The Imperative of Freedom: A Philosophy of Journalistic Autonomy
  34. Written Communication
  35. Writing in Nonacademic Settings
  36. 10.1086/201287
  37. The Making of Knowledge in Composition: Portrait of an Emerging Field
  38. Writing in Nonacademic Settings
  39. Writing in Nonacademic Settings
  40. The Open Society and Its Enemies
  41. Worlds of Writing
  42. 10.3102/0013189X009002008
  43. Ethnographic Writing
  44. Writing in the Workplace: New Research Perspectives
  45. Participant Observation
  46. Textual Dynamics of the Professions
  47. Tales of the Field