Coming Back to Basic Concepts of the Context

Abstract

The use of ethnographic approaches to explore innovative learning contexts places the concept of context at the centre of discussion on basic categories. Further, ethnography in Online-learning within a virtual context as well as shifts between online- and off-line contexts presents a challenge for ethnographic methodology and analysis. In this article I set out to address the challenge and reflect on the categories and models for empirical analysis. Going back to the basic concept of context and ‘text-in-context’ my aim is to discuss the ethnographic significance of the learning context thereby shedding light on the strong context markers. Examples will be adduced in relation to previous fieldwork in IT-upper secondary schools as well asin relation to current fieldwork in scholastic-, profession-oriented and academic learning contexts.