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Ecological Explanation for Case C Photography Incident - 25.8.11
I am reflecting on a curious incident that preceded my meeting Case C at his school, C1. I was in the lobby of C1, observing closely the curiosities of the room, when I decided to take out my iPhone t... o capture them — the photos could be useful data; and in fact they proved their worth in supporting this professional journal entry. I took photos of the art — perhaps created by a C1 student — hanging above the couch. I then took a photograph of the “Staircase 5 Purple” sign, the nomenclature of which is a high-value indicator of the school’s ways of doing with technology. I didn’t think any of my photo-taking was unusual.The secretary who had received me in the lobby glanced at me. She asked me what I was doing. When I told her I was photographing some artifacts in the lobby, she asked me why. I told her I was a researcher and I found these items to be curious. She told me that I perhaps should not be taking photographs of these items in the lobby. The tone of her voice suggested suspicion and displeasure at my actions.I apologized to her and suggested, indeed, for the next time, I should receive official consent before taking pictures. I told her that I likely wouldn’t use these photos if I couldn’t receive permission for their use in my research. She continued to frown at me.In contrast, Case C welcomed and even encouraged my photography. Inside his office, he showed me a curious post-it technology his assistant uses, and the Avery labels which consumed his time that day. I photographed both without any frowns or any hints of suspicion. Case C was at ease. I assume, he would also be at ease with my capturing a power strip with the name of a school room emblazoned on it in black — taking a second look, I now notice a few fancy Nespresso containers next to the strip; that data has value too.To conclude, referring to my conceptual framework, an iteration of which I have developed for this entry, I wonder what school-level abiotic and biotic species affected these two people in such a way that these two people responded so differently to my independent variable. This question is curious because these people work in the same school and I could assume that these people have equal access to the same biotic and abiotic species. This suggests that the species which environ them at school are different — quantitatively, qualitatively — and affect them in different ways. I already assume part of the difference in responses can be attributed to individual indicators (e.g. disposition; professional role; philosophy) As I continue to collect data in C1, I will observe carefully different — contradictory — responses from stakeholders and wonder what, within the school, is causing these diverging responses.
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