Lee, Bonnie
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Browsing Lee, Bonnie by Author "Gregory, David M."
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- ItemNot Alone in the Field: Distance Collaboration via the Internet in a Focused Ethnography(International Institute for Qualitative Methodology at the University of Alberta, Canada, 2008) Lee, Bonnie K.; Gregory, David M.Ethnography as method remains orthodox in its application. It is largely replicated through the lone field ethnographer model. In challenging this fieldwork model, the authors describe distance collaboration via the Internet linking two researchers across space and time in the fieldwork process: one in the field, the other home based. Using a reflexive, retrospective analysis of e-mail correspondence generated during the fieldwork experience, they explicate key factors in their successful collaborative effort. In addition, interchanges conducive to “thickening” the ethnographic inquiry are highlighted. The collaborative process, facilitated through the Internet, lent psychological strength to the field researcher and added to research quality, timeliness, and trustworthiness in this focused ethnography. Cybertechnology invites exploration of new approaches and resultant challenges in conducting ethnographic fieldwork. Keywords: ethnography, fieldwork, process, distance collaboration, Internet, coconstruction, audience, gambling
- ItemPedagogy as influencing nursing students’ essentialized understanding of culture(International Journal of Nursing Education Scholarship, 2010) Gregory, David M.; Harrowing, Jean N.; Lee, Bonnie K.; Doolittle, Lisa; O'Sullivan, Patrick S.In this qualitative study, we explored how students understood “culture.” Participants defined culture and wrote narratives regarding specific cultural encounters. The sample comprised both nursing (n=14) and non-nursing (n=8) students to allow for comparison groups. Content analysis of the narratives revealed two broad paradigms of cultural understanding: essentialist and constructivist. Essentialist narratives comprised four themes: determinism (culture defied individual resistance); relativism (the possibility of making value judgments disappeared); Othering (culture was equated to exotica, and emphasized difference); and reductionism (personhood was eclipsed by culture). In contrast, the constructivist narratives were characterized by influence (non-determinism); dynamism (culture was dynamic and evolutionary); and relationship-building. The unintended negative consequences of essentialist notions of culture were revealed in the nursing students’ narratives. Pedagogy is implicated in nursing students’ essentialized understanding of culture.