O artigo é um ensaio teórico-metodológico que examina, a etnografia e a videoetnografia a partir das perspectivas de Frederick Erickson e Carmen de Mattos. São etnógrafos que realizam suas pesquisas em ambientes educacionais usando vídeo e microanálise. A fala de Erickson é incluída em primeiro lugar, com os objetivos de revisar aspectos fundamentais da pesquisa etnográfica em educação, descrever brevemente a história da etnografia, discutir a crise de confiança na etnografia tradicional e apresentar três abordagens etnográficas: professor-pesquisador, pesquisa-ação participativa e etnografia performativa. Mattos prossegue ampliando os argumentos do autor e discutindo o uso do vídeo na etnografia, na tentativa de abordar a questão: como o uso do vídeo em sala de aula pode ampliar as possibilidades analíticas sobre as interações vistas no espaço escolar? De que forma as gravações em vídeo foram utilizadas e quais os limites e possibilidades para o seu uso? E, de que modo as vinhetas etnográficas, a partir de imagens de vídeo, contribuem para significar o trabalho de campo e impactar a reflexividade do pesquisador? Considerados pioneiros no uso de imagens vídeo em pesquisas de sala de aulas, os autores se complementam e desafiam o leitor a reimaginar etnografias como projetos inconclusos e com potencial para vir a ser no futuro, não somente impulsionando as práticas escolares, em especial em sala de aula, com para informar e modificar as políticas públicas em educação.

Current theories of human social interaction characterize interactants, both speakers and hearers, as possessing a rich cognitive and reflexive life achieved through collaboratively built action. However, prevailing transcription approaches, which tend to neglect listening activity, do not adequately incorporate such understandings of the phenomena they represent transcriptively. We review the history and scholarship of video-based studies of human sociality. We then present an example of horizontal transcription to demonstrate the utility of this approach in capturing the spatial, temporal, and visual components of human social interaction—in this case, that of young children telling stories as they are writing them.

British Journal of Developmental PsychologyEarly View COMMENTARY Social participation arrangements and distributed human agency: A comment on “Collaboration at a microscale: Cultural differences in family interactions” Frederick Erickson, Corresponding Author Frederick Erickson ferickson@gseis.ucla.edu University of California, Los Angeles, California, USA Correspondence Frederick Erickson, University of California, Los Angeles, CA, USA. Email: ferickson@gseis.ucla.eduSearch for more papers by this author Frederick Erickson, Corresponding Author Frederick Erickson ferickson@gseis.ucla.edu University of California, Los Angeles, California, USA Correspondence Frederick Erickson, University of California, Los Angeles, CA, USA. Email: ferickson@gseis.ucla.eduSearch for more papers by this author First published: 08 December 2021 https://doi.org/10.1111/bjdp.12399Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Early ViewOnline Version of Record before inclusion in an issue RelatedInformation

This special issue introduces a new focus for inquiry in the learning sciences. When research attention turns to learning that takes place within social movements, the scope and scale of inquiry expands dramatically. It becomes difficult to see learning, as we usually conceive it. The author's commentary begins with two metaphors for difficulty in this new arena of research. A first metaphor is that of "Waldo," a cartoon figure visually represented as located somewhere within crowds of persons that are similarly dressed. This illustrates the problem of scale in the study of social movements, in attempts to monitor activity that is widely dispersed in space and time. A second metaphor is that of blind inquirers attempting to study an elephant-each inquirer only gets a partial apprehension of the whole. This points to the multiplicity of opportunities to learn within social movements-raising awareness in social critique, acquiring skills in organizing, developing fluency in rhetorics of persuasion. Because movement-situated learning is so multidimensional it is difficult for a single study to account for the full range of learning opportunities that a movement affords. In its middle section the commentary surveys specific examples of limits and affordances in research on learning in social movements, by reviewing briefly the empirical studies reported in the journal articles and by recounting the author's personal experience in the Civil Rights movement in Chicago in the 1960's. The commentary concludes on a cautionary note, observing that many of the processes of social movement formation, and of learning opportunities that develop within such movements, are similar in movements that are regressive as well as in those that are progressive in aim.

Anthropology & Education QuarterlyVolume 52, Issue 2 p. 123-134 Special Issue The Anthropology of Learning: A Continuing Story Frederick Erickson, Corresponding Author ferickson@gseis.ucla.edu University of California, Los AngelesSearch for more papers by this authorManuel Luis Espinoza, Manuel.Espinoza@CUDENVER.edu University of Colorado, DenverSearch for more papers by this author Frederick Erickson, Corresponding Author ferickson@gseis.ucla.edu University of California, Los AngelesSearch for more papers by this authorManuel Luis Espinoza, Manuel.Espinoza@CUDENVER.edu University of Colorado, DenverSearch for more papers by this author First published: 03 June 2021 https://doi.org/10.1111/aeq.12379Citations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinked InRedditWechat Citing Literature Volume52, Issue2Special Issue: Revisiting the Anthropology of LearningJune 2021Pages 123-134 RelatedInformation

In the first section, the chapter discusses the emergence of "culture" as a social scientific notion, including discussion of the affordances as well as limitations of the classic view of culture in social science. The section continues by reviewing new conceptions of culture as well as the development of deficit views of culture by which differing cultural practices are compared invidiously. The next section provides narrative examples of culture in schools, as it manifests in the routine conduct of classroom instruction. The examples show how cultural difference can become grounds for the production of inequality and "othering" in schools. The final section reviews alternatives to conventional school practices – approaches to "culturally responsive" and "culturally sustaining" pedagogy. Particular emphasis is placed on "co-membership" – the identification of commonalities among teachers and students – as a means of preventing "othering" across lines of culture difference.

American AnthropologistVolume 121, Issue 4 p. 961-964 OBITUARIES Charles Goodwin (1943–2018) Frederick Erickson, Frederick Erickson ferickson@gseis.ucla.edu Department of Education, University of California, Los Angeles, CA, 90095 USASearch for more papers by this author Frederick Erickson, Frederick Erickson ferickson@gseis.ucla.edu Department of Education, University of California, Los Angeles, CA, 90095 USASearch for more papers by this author First published: 30 September 2019 https://doi.org/10.1111/aman.13334Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume121, Issue4December 2019Pages 961-964 RelatedInformation

Anthropology NewsVolume 59, Issue 1 p. e276-e277 January/February Online Content Jeffrey Jay Schultz Frederick Erickson, Frederick EricksonSearch for more papers by this authorSusan Florio-Ruane, Susan Florio-RuaneSearch for more papers by this authorKathy Schultz, Kathy SchultzSearch for more papers by this authorEllen Skilton, Ellen SkiltonSearch for more papers by this author Frederick Erickson, Frederick EricksonSearch for more papers by this authorSusan Florio-Ruane, Susan Florio-RuaneSearch for more papers by this authorKathy Schultz, Kathy SchultzSearch for more papers by this authorEllen Skilton, Ellen SkiltonSearch for more papers by this author First published: 21 August 2018 https://doi.org/10.1111/AN.782AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume59, Issue1Special Issue: Health and Well-BeingJanuary/February 2018Pages e276-e277 RelatedInformation

The educational reforms implemented in Sweden in the 1990s have introduced school choice and vouchers. The opportunities offered by allowing choice and the geographical disparities in the provision of education, provide the context for the post-reform mobility streams. The study focuses on the impact on educational equity arising from the uneven development of the quasi-school market caused by the mobilization of some students over others. Utilizing register data, the metropolitan market flows have been explored. The results indicate that students with a native and those with a foreign background are not equally mobilized, although this has varied over time. Furthermore, private providers serve as an alternative for low ability students willing to commute beyond their domicile to undertake their education.

A lecture that discusses the "developmental-interaction" perspective and practice that has become the hallmark of Bank Street. Erickson builds upon the relations of mutual influence among students, teachers, and learning environments, and taking account of the relations between local practice within the small-scale "here and now" interactional ecosystems of immediate learning environments and the workings of culture, language, and society across more distal connections in social space and time.

In teaching I learned the importance of student assent to learn, and the power of students to withhold that assent. In research I learned the importance of being open to surprises and changes of mind, looking closely at all your evidence and not sweeping any of it under the rug. In academic disputation I learned about tribal isolation and siloing across disciplines in the field of education, and the difficult but important matter of trying to avoid “othering” those with whom you disagree. I also learned a great deal from my early experience in Lawndale [on Chicago's West Side], recognizing over time that in trying to help kids and adults there I had received much more from them than I gave. [Download the PDF and read more]