Comunicar 39-ingles - Revista Comunicar

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172Comunicar, 39, XX, 2012meanings: «he plays football well», «he’s an ace footballplayer», and so on, in representations of themselvesthat were recognised by the other children. Sevenboys in this group even showed their preference for anideal type of woman, linked with the image of SaraCarbonero (a Spanish female sports journalist),Angelina Jolie or Cristiano Ronaldo’s girlfriend, all ofwhom were, and still are, references from a contextoutside school but loaded with meaning for them.Gaining access to an understanding of this complexdynamic within the interpersonal and interculturalrelationships in the sixth year primary school groupwould not have been possible without the pupils’audio-visual self-narratives. Their lively, emotionaland evocative photo and video records of their ownreferential framework made our field work into anexperience of communication, social relations andlearning, as understood by Ardèvol (2006), Pink,(2007) and Banks (2007). The task of thinking aboutwhat they want to say and what images they want tocapture on film, plus showing and sharing their audiovisualproductions in the classroom, gave rise to anFootballAdventure WorldGossip magazinesSchoolchildTechnologyFigure 1: Importance of thematic categories for Primary Educationpupils at CEIP «La Paloma».exchange of meaning that enabled us to delve intotopics and issues around the «school child» and the«social child», or the subject that acts with intent andwithin a framework of reference. In Figure 1 below,we present the relevance of each of the topics or operatorsaround which we grouped the data for eachboy and girl in «La Paloma» school. It is evident that,alongside football, the children shared a series of interestsand concerns to do with the subject of «technology».This category was made up of meanings gainedfrom their use of stills cameras and audio recordingequipment during the narration process, which were,inevitably, situations that prompted pupils to shareexperiences and get to know each other better.This way of proceeding with our study gave theethnographic process two fundamental aspects, aboveall because it turned the photos and video recordingsinto valuable material for accessing «knowledge of theother». One, described by Ardèvol (2006), whoargues that the relevance of the self-definitions madepossible by using the camera in fieldwork, lies in thatthe best description of a culture is made by the native–the «emic» approach– because they are part of thecultural world that we want to understand andbecause these data are fundamental for addressingthe researcher’s doubts, questions and interpretations.The other, already described, because audiovisualnarratives produce an exchange of meaningsthat are neither visible nor accessible by directlyobserving reality, so they became essential materialfor complementing the observations recorded in ourfield notebooks 2 . We agree with Wolcott (2003)that if all ethnography demands that we observe thecultural aspects of behaviour to find common patterns,we need to focus our attention not only onactions but also delve into the meanings that theseactions have for the social actors involved. Ourdirect observation of reality, together with the dataand information provided by the pupils when theyspoke about and discussed the audio-visual narra -tives, reassessed the subjectivity, interaction andexchange of meaning between the researcher, thepupils and the context in which they were actingand relating to each other (Bautista, 2009; Burn,2010; Kushner, 2009). To paraphrase Kushner(2009: 10) «the audio-visual has the power to provokeintersubjectivity». This is a fundamental epistemologicalprocess for understanding the functionand value that audio-visual narratives have in constructingtrue and consistent knowledge of the Otherthat, in turn, will allow the intercultural relationshipto run smoothly and strongly. But, how did we get© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 169-176
173to categories such as «Football: different meanings andpractices», immersed in the content of the audio-visualrecordings?3. Contributions of the NVivo 9 program for handlingand analysing audio-visual dataBy reviewing computing programs that assist withqualitative research data analysis 3 , we identified thatthe NVivo 9 4 application would be a valuable help inorganising, handling and analysing large quantities ofdata recorded in photographs, audio and video.«Large-scale projects requiring several researcherssharing large quantities of audio-visual data benefitfrom using this technology. Researchers who decide touse CAQDAS (Computer Assisted Qualitative DataAnalysis Software) have a range of options for storingand analysing their data» (Pink, 2007: 139). In ourcase, it is evident that the value of the audio-visualrecordings for our study was heightened enormouslyby using NVivo 9. Imagine the tedious and laborioustask of handling and analysing thousands of photographsand hundreds of video recordings using conventionalsoftware. The difficulties in analysing andhandling the data would hamper a thorough explorationof the content of the photos and video recordingsand narratives, hindering in-depth analysis and crossreferencing of the data.For our research this software turned out to be atool that simplified the tasks of sorting, analysing, connecting,grouping and viewing textual andaudio-visual data collected using various techniquesand from different informants. Thefirst activity this software allows us to do isconnected with a basic task in ethnography,which is to define and establish initial linksbetween the data. As a tool for carrying outthis task, NVivo 9 has various functions fordefining and specifying the «links» betweenphotographic, audio, video and textual data,which in our study enabled us to relate pupils’audio-visual recordings to researchers’ fieldnotes and comments. To make this task easierfrom the outset, NVivo has a tool called «queries»which enabled us to explore data in asimple way. With «queries» we were able toask various questions of the data in such a way that wecould start to initially group information together. Forexample, these «queries» have enabled us to identifywhich of their peers each child played with during thebreak times recorded on video. Image 1 below is ascreen shot showing the children with which Edward,a Primary Education pupil at CEIP «Cervantes»,played with and the number of interactions betweenthem in each of the sessions recorded.NVivo also shows all the information in detail,allowing us to access every moment of each video andenabling us to watch and analyse how Edward relatesto each of his 14 peers. These connections betweendata allow us to «find concepts that help us to makesense of what is happening in the scenes documentedby the data» (Hammersley & Atkinson, 1994: 227). Ascommented above, from the first audio-visual narra -tives, we discovered how football emerged as a primaryconcept that made sense of various data collectedusing different techniques. This meant we couldmake groupings that allowed us to gradually understandhow intercultural relationships were being establishedand what they consisted of. As in the case offootball, these groupings enabled us to validate thatbehind a love of the sport there was an array of highlydiverse meanings and practices that made sense of therelationships between the children and showed thetrue nature of the boys and girls in the classrooms.NVivo enabled to get a level of intersubjective recordingof detailed descriptions and comparative explanationon how our pupils were relating to each other andwhat cultural objects and practices were mediating inthese interactions. As Geertz said, (2001: 37-38) «thetask consists in discovering the conceptual structuresthat inform our subjects’ acts, what is «said» in socialdiscourse, and in building a system of analysis in termsImage 1. Edward’s intercultural relationships in the playground (PrimaryEducation, Cervantes).of what is generic about those structures, what belongsto them because of what they are, is highlighted andremains against other determining factors of humanbehaviour. In ethnography, the function of theory is tosupply a vocabulary that can express what symbolicaction has to say about itself, that is, on the role of culturein human life».Comunicar, 39, XX, 2012© ISSN: 1134-3478 • e-ISSN: 1988-3293• Pages 169-176
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