Animating classroom ethnography: overcoming video-fear
Animating classroom ethnography: overcoming video-fear
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动画课堂民族志：克服视频恐惧
DOI：
10.1080/09518391003645370
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发表时间：
2010
影响因子：
1.1
通讯作者：
MacLure M
中科院分区：
文献类型：
--
作者：
MacLure M
本文讨论了视频在课堂研究中的使用。受德勒兹电影作品的影响，它挑战了继续规范视频方法的世俗现实主义，以及它在延续德勒兹所谓的“日常平庸”中所扮演的角色，这种平庸产生并隐藏了“无法忍受”。由于未能干预正常儿童的日常平庸，研究串通了对儿童的排斥、不利和一系列可能的未来的产生。这篇文章由四位幼儿民族志学家撰写，他们自己在课堂上（错误地）使用了摄像机，文章描述了一部实验性视频电影，试图干预陈腐的重复制作。这部电影采用了组合的形式，运用了蒙太奇、剪辑、声音、视觉和剧本的脱节，以及非理性剪辑的震撼。特别是，它试图调动刚刚形成的、隐约可见的感觉，这些感觉构成了德勒兹意义上的“情感”。
This article addresses the use of video in classroom research. Influenced by the work of Deleuze on cinema, it challenges the mundane realism that continues to regulate video method, and its role in perpetuating what Deleuze calls the ‘everyday banality’ that produces and conceals the ‘intolerable’. In failing to interfere with the everyday banality of the normal child, research colludes with the production of exclusion, disadvantage and a stunted set of possible futures for children. Written by four ethnographers of early childhood who have themselves (mis)used video cameras in classrooms, the article describes an experimental video film that attempts to intervene in the repetitious production of the banal. The film takes the form of an assemblage that deploys montage, cutting, disconnections of sound, vision and script, and the jolt of the irrational cut. In particular, it tries to mobilise the barely formed, dimly glimpsed sensations that comprise ‘affect’ in its Deleuzian sense.