What did the group do for participant observation, and what in terms of their answer did they learn from participant observation? Buy masters essay research papers Question description Ethnography exercise Just answer the questions completely, not an essay 1. What is the goal of ethnography generally ? 2. What are the guiding and subsidiary questions in this study? 3. What was their answer? 4. What did the group do for participant observation, and what in terms of their answer did they learn from participant observation? 5. Who was their key informant and what in terms of their answer did they learn from their informant 1 point (note: the key informant is not all the people they dealt with). 6. What sorts of information did people in the culture studied need to know in order to function? (explicit knowledge) This is information that natives can easily explain. 7. What sorts of traditions or cultural aspects are present that maybe the natives do not themselves recognize or explain (tacit knowledge)? 8. What symbols did they explore and how does each symbols relate the cultural patterns or answer you found? 9. Assess their effort. What did they do right? What do you think you would have done differently or in addition? The cognitive map is often most evident in tacit knowledge. The Culture of the Widener University Track and Field Team Through the process of picking a culture scene we had to pick something that we both had never done before, but we wanted to stay within sports. Therefore, we picked Widener University’s track and field for our culture scene. Before we could study this scene we needed a guiding question and subsidiary questions for them to answer to help us learn about the culture of the team. Our guiding question is why do they run? As we spent time, especially with three athletes who participate in three different events, we began to develop some subsidiary questions as well: do you eat with the team, does it affect your school work, does it take a toll on your body, how do you prepare for a track meet, does it make it easier to make friends, how does it affect your life at home, what events do you compete in, and what do you consider yourself in terms of distance runner, sprinter, or jumper? Our methodology was to observe and learn about the track and field runners and jumpers. We decided the only way we could learn about the runners and jumpers on the track team was through participant observation. For our participant observation we practiced with the team for one whole week. We found three informants each of whom belonged to a different events in track and field competition. One informant is a sprinter, the second is a distance runner, and the last informant is a long jumper. We practiced and followed our informants around during practices, making casual talk which informally included asking questions referring to our guiding and subsidiary questions. We didn’t want to just interview our informants, but rather, learn about their life stories to get a real understanding of the answer to our guiding question. Over the course of our time with the students we observed their behavior within the sport as well as outside the sport, and we participated in the events, so that we would know what it is like to be a part of track and field at Widener University. We weren’t sure exactly what to expect when we had joined our informants for our first practice. We wore a t-shirt, running shorts and just the sneakers that we had. We walked together down to the field house in the Wellness Center which is where the track and field team meet for practice and where we met with our informants. The team would wait until every teammate is out of the locker room and together as a whole team before they started their warm up. Once every teammate was out we noticed that each and every one was matching. They all had a practice uniforms on, looked very similar, and even had matching socks. They all had uniforms with a running shoe with wings and the school name. As a whole team they walked to the track field where you could see Widener’s logo Pride written on the field in big letters. Everything was blue and yellow to match Widener’s colors, the track itself was even blue. The track was surrounded by trees and bushes that separated it from the rest of the campus. You could hear the birds chirping in the trees and in the distance you would be able to hear the train go by on the tracks. You would be able to hear the planes that flew over your head every few minutes, because the airport is so close to Widener University. Another sound that you could hear down at the field– one that you didn’t always want to hear– were the police sirens or the loud noise of the fire trucks going down one of the streets on or around campus. But most of all the last noise that we wanted to hear was the whistle from the coaches and their demanding voices for instruction and motivation for practice. The head coach would have a schedule made up at the beginning of practice for the distance runners, sprinters, and the jumpers, so that they would know what they had to do. After a nice easy warm up it was time to go to work. One of the things that we noticed was that everyone was always moving; there was never a dull moment when someone wasn’t doing something active during the practice. After about every twenty to thirty minutes the coaches would allow each of the teammates to go and get a drink of water. Some teammates had brought their own water bottles, while others ran over to the jugs of water and filled up a small paper cup with ice […]
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