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ERIC Number: EJ1219529
Record Type: Journal
Publication Date: 2019-Apr
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2202-9478
EISSN: N/A
Ethnographic and Case Study Approaches: Philosophical and Methodological Analysis
Harwati, Lusia Neti
International Journal of Education and Literacy Studies, v7 n2 p150-155 Apr 2019
In qualitative methods, there are various approaches that can be used to answer particular social questions, for example ethnography and case study. Two studies conducted by different researchers in China and Australia using these approaches were described and analysed in order to find out their similarities and differences in terms of philosophical and methodological perspectives, in the hope that it will provide an insightful contribution to a critical review of ethnography and case study reports. It is found that the ethnographic study in China was classified in ethnographic fieldwork, whereas the case study conducted in Australia was categorised in explanatory, multi-cases study. Furthermore, these two studies produced different knowledge within the field of education. The first study revealed that basic education were related to literacy, numeracy, and cultural characteristics of China, whereas the study conducted in Australia offered statistical data that can be used to explain minority languages maintenance program in Wollongong-Shellharbour. In relation to their methodological practices, however, focus group discussion and interview conducted in Zhejiang Province, China produced irrelevant data and those had been held in Wollongong, Australia, had limited participants.
Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: http://www.journals.aiac.org.au/index.php/IJELS/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Australia
Grant or Contract Numbers: N/A