VÕTA: INSTITUTSIONAALSE ETNOGRAAFIA SUGEMETEGA marin gross
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1 VÕTA: INSTITUTSIONAALSE ETNOGRAAFIA SUGEMETEGA marin gross
2 TAUSTAKS VÕTA uurija since 2006 VÕTA arendaja since 2009 VÕTA koolitaja since 2009 VÕTA praktik, hindaja since 2010 VÕTA assessor since 2012
3 VÕTA VÕTA on protsess, mille tulemusena arvestatakse eelnevalt õpitut olenemata sellest, millal, kus ja kuidas õpitu aset leidis. Kõrghariduse kontsektsis saab VÕTAt rakendada sisseastumistingimuste täitmiseks ning õppekava osana. VÕTA kontseptsioon lähtub põhimõttest, et õppimine on väärtus ning seda on oluline tunnustada.
4 FOOKUS Kuidas VÕTA rakendub kõrghariduse kontekstis (TLU näitel)? Kuidas VÕTA erinevad subjektid (taotlejad, nõustajad, hindajad, administratsiooni esindajad) kogevad VÕTA protsessi?
5 MIDA OLEN TEINUD? COUNCELLORS) Focus'group'interview' 10'councellors'(total'nr'of' councellors'27)' 2012 kevad 8 intervjuud ASSESSORS) 2012 kevad Küsimustik (hetkel töös) In'depth'interviews' 3'assessors,'members'of'experts' council'for'rpl' APPLICANTS) Lisandunud veel 10 Online'quesGonnaire' Applicants'feedback'to'the'RPL' process' 26'applicants' STUDENTS) Online'quesGonnaire' Awareness'of'RPL'process' 366'students'(total'nr'of'students' 8962)' 2012 kevad Üliõpilaste tagasiside küsimustik (enam kui 2000 vastajat), mis hõlmas ka VÕTA taotlejaid (214). ACADEMICS' Online'quesGonnaire' 41'academics'(total'approx.'600)' ADMINISTRATORS' Online'quesGonnaire' 19'administrators' ' ' ' VÕTA regulatsioonid: EL & Bologna protsess; Kõrgharidusstandard; Ülikooli seadus; VÕTA regulatsioonid ülikoolis; Primus programm VÕTA dokumentatsioon
6 MILLISTE TULEMUSTENI OLEN JÕUDNUD? VÕTA protsessi tervikuna ei mõisteta; VÕTAt käsitletakse kui võimalust kiirelt ja odavalt kõrgkool lõpetada; VÕTA protsessi täit potentsiaali ei rakendata ning keskendutakse ainete ülekandmisele; VÕTA taotlejat käsitletakse probleemina; VÕTA protsessi keskmes olev õppija ja õppimine on jäänud tahaplaanile.
7 INSTITUTSIONAALNE ETNOGRAAFIA (IE) IE on nii sotsiaalne teooria kui ka uurimisviis, mille looja on sotsioloog ja feminist Dorothy Smith. IE eesmärk on vaadata konkreetseid tegevusi, mis indiviidid teevad ning seda institutsiooni kontekstis. ( it starts from actual people s actual doings with a focus on how their doings are coordinated ) Mõistmaks mida inimesed teevad ja miks nad midagi teevad eeldab erinevate tekstide analüüsimist, mis inimeste tegevust vormib. Institutional ethnography: A sociology for people (2005)
8 IE on tööriist sidumaks praktika ja teaduse/uuringud (Wright 2003). The empirical investigation of linkages among local settings of everyday life, organizations, and translocal processes of administration (Devault and McCoy 2001) IE keskendub küsimusele: Kuidas see toimib nii nagu see toimib? Kuidas on need suhted organiseeritud?
9 RULING RELATIONS Ruling relations on tekstilised paigad (seadused, regulatsioonid jms tekstid), milles luuakse võim (power), mis vormib inimeste tegevusi. Ruling relations on vahendatud läbi tekstide, mida kõik näevad. Ruling relations on organiseeritud siinsest kontekstist väljaspool, kuid ometigi on see olemas tegevustes ja inimestes.
10 POWER Käsitlus võimust on IE analüüsi keskmes ilmestades praktikaid, mis marginaliseerivad ning tehes nähtavaks ruling relations, mis kandvuvad edasi läbi teadmiste, kogemuste, diskursuste ja institutsioonide. Power must be analyzed as something which circulates, or rather as something which only functions in the form of a chain. It is never localized here or there, never in anybody s hands, never appropriated as a commodity or piece of wealth. Power is employed and exercised through a net-like organization. And not only do individuals circulate between its threads; they are always in the position of simultaneously undergoing and exercising power. They are not only its inert or consenting target; they are always the elements of articulation. In other words, individuals are the vehicles of power, not its point of application. (Foucault s 1967)
11 TEXTS Tekstide funktsioon on organiseerida teatud indiviidide või gruppide sotsiaalset ja kultuurilist ruumi. Tekstid kannavad endas võimu, mis kandub erinevatesse tegevustesse. Boss texts/coverning texts
12 MIKS IE? Fokusseeritus nii mikro kui makro kontekstidele Ühendab probleeme, küsimusi mitmetel erinevatel tasanditel. Muudab nähtavaks tekstide võime kujundada ja kontrollida elu/ tegevusi seni teadmata viisil Pakub praktilisi suuniseid tegevuste parendamiseks.
13 VÕTA JA IE
14 NÄITEKS Tekstid ja VÕTA Märkasin, et peale ajakirjanduses ilmunud artikleid leidis teatud hulk inimesi, et nad võiks tulla ülikooli ja kasutada seal VÕTAt. Ajakirjanduses ilmunud tekstid, mis on loodud Primuse VÕTA alaprogrammi tellimusel (ruling relations).
15 Ülikooli seadus VÕTA hindaja VÕTA nõustaja Õppekava ja ainekurus VÕTA regulatsioon TLUs VÕTA taotleja Kõrgharidusstandard VÕTA juhend VÕTA põhimõtted Primus EL elukestva õppe poliitika ja Bologna protsess
16 NÄITEKS VEEL... VÕTA eesmärgid kõrgaharidusstandardis VÕTA taotleja tegelikult VÕTA regulatsioon ülikoolis VÕTA ja ülikool
17 UURIN EDASI...
18
19 Institutional ethnography is both a social theory and an orientation toward research that was developed by Dorothy Smith (2005). The aim of institutional ethnography is to look at the concrete actions of individuals as they function in relation to an institution. In order to better understand what people do and why they do those things, institutional ethnography often includes analysis of texts that guide the behaviors of people involved with a particular institution.
20 Smith has observed that institutional texts are written in a fashion that replaces individuals with classes of persons (such as supervisors, etc.) as a method of erasing agency, that is, intentional acts by concrete actors. By expunging the specific writer of the text, the reader is forced to engage in a type of conversation in which s/he takes both parts. That is, the reader becomes the text s agent. By avoiding first person references, replacing them with categories of persons, as well as by using the passive voice the writer leaves the reader with the impression that it is in fact the reader who is experiencing first hand what has been written
21 Institutional Ethnography: A Tool for Merging Research and Practice (Wright 2003). Devault and McCoy (2001) describe institutional ethnography as the empirical investigation of linkages among local settings of everyday life, organizations, and translocal processes of administration The guiding question for an institutional ethnographer is how does this happen as it does? How are these relations organized
22 Ruling relations are defined as the textual venues (such as legislation, governing boards, program planners, management, administration) where power is generated and perpetuated in society across multiple sites. Within this framework, researchers acknowledge that social life is not chaotic but is purposefully organized to happen as it does. Power becomes critically important as an analytic focusilluminating practices that marginalize and making visible how ruling relations are transported through knowledge, experience, discourse, and institutions.
23 Symbolically, texts function to organize and dictate social and cultural space for particular individuals and groups. Texts transport power in ideologies and practices across sites and among people.
24 Foucault s (1967) explanation: Power must be analyzed as something which circulates, or rather as something which only functions in the form of a chain. It is never localized here or there, never in anybody s hands, never appropriated as a commodity or piece of wealth. Power is employed and exercised through a net-like organization. And not only do individuals circulate between its threads; they are always in the position of simultaneously undergoing and exercising power. They are not only its inert or consenting target; they are always the elements of articulation. In other words, individuals are the vehicles of power, not its point of application. (p. 234)
25 The principal tasks of institutional ethnography include describing the coordination of activities in the everyday world, discovering how ideological accounts define those activities in relation to institutional imperatives, and examining the broader social relations in which local sites of activity are embedded.
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