reading reflection 4

Reading Reflection Prompt

For each reading this summer session, students will have the opportunity to communicate they can identify key factors, analyze key factors, and apply key factors regarding our class content. Students will highlight 4 to 6 understandings from the reading. In highlighting these understandings students should give definition/insight into the key factors(s). Students should analyze the key factors/give insight into the function of the key element(s). Lastly, students should apply the key factor(s) to an understanding. This understanding can be from a lived experience personal to you. This understanding could be from a hypothetical situation.

For example, if I were to do this assignment, I would do the following (please be mindful this example is not an understanding from our class material and I am highlighting only one key factor):

In the essay “Ethnographic Representation as Relationship” written by Mary M. Gergen and Kenneth J. Gergen, they summarize to be an ethnographer one must “[. . .] attempt to represent the lives, practices, beliefs, values and feelings of some person or group” (12). Ethnographic inquiry traditionally functions as a means of representation. As scholars and persons in the world we are encouraged to be mindful when examining a field site and not allow “our” ethnocentric attitudes, believes, and understands skew our inquiry.

Gergen and Gergen inform their readers of the many ways in which ethnographic research can be performed. This research can be presented on the page as in a traditional academic essay. This research can also be presented on the stage. Gergen and Gergen tease out the ways in which Fred Newman explores the relationship between theater and social sciences and how bringing this work to the stage can highlight capacities for creative human relationship (s). Gergen and Gergen tease out the ways in which the ethnographer enters into a field site brining past experiences with them. What this means is—as an ethnographer I cannot eliminate my history; I bring all of my lived experience into the field site. As a researcher I need to be very mindful and reflexive as I am doing my research. I need to ask myself “Is this research objective or subjective?” While the research may be subjective in nature, when writing up my field notes I need qualify my subjectivity.

This essay speaks to my sensibilities as an artist/scholar/ and performer—my work is rooted in the discipline of ethnography; I am an ethnographer. One of the ways that this essay is highlighted in my own solo work is the way in which I must be mindful to incorporate theory. Many times, critiques of ethnographic performative work highlight the how theory is missing; the work is too narrative driven versus theoretically driven. This is a delicate balance because I want my ethnographic performative work to have a theoretical foundation, but I also want my audience to have an understanding of what I am “talking about.” For example, the average audience member at my show would have limited understanding of what “ethnographic” work is!! I doubt many of them would even have the word “ethnographic” in their vocabulary. I have to be very careful to address theory in “lay man’s terms”. And sometimes in doing so, the theory may get “watered” down. And I find myself in this double bind—again!!!—narrative versus theory; objective versus subjective.

As you are reading our class content for each week and craft your Reader Report, I am not going to tell you “what to write about”. I want you to write about the key factors that resonate with you! Many times, students are concerned because I am not telling them what key factors to write to and they worry they are doing the assignment “wrong”. (First, I understand this. Second, I will be giving your key elements to write to in various Discussion Board assignments!) The act of not telling a student what key factors to write to, allows the students to interpret the material in a manner that addresses what is meaningful to them. This, in turn, allows students to develop and enhance their critical thinking skills. If there is an issue about what you need to do, a student can reach out to me to ask. Lastly, if there is a major issue with your first Reader Report submission, a student can have the opportunity to resubmit. This is only offered with your first Reader Report.

Reader Reports are to be 4 to 6 pages in length.