Home Linguistics & Semiotics Chapter 3. An ethnetnography of (non)belonging
Chapter
Licensed
Unlicensed Requires Authentication

Chapter 3. An ethnetnography of (non)belonging

The transliterate practices of a Muslim refugee-background mother
  • Fares J. Karam and Amanda K. Kibler
View more publications by John Benjamins Publishing Company
To Publisher Page
Innovative Qualitative Methodologies in Multilingual Literacy Development Research
This chapter is in the book Innovative Qualitative Methodologies in Multilingual Literacy Development Research

Abstract

This chapter aims at presenting ethnetnography as an innovative qualitative methodology for studying multilingual literacy practices in Applied Linguistics. An ethnetnography combines elements of a traditional ethnography with a netnography (focusing on participants’ online interactions). To showcase how to conduct an ethnetnography, we draw upon a study that traces how a Muslim refugee-background participant negotiates (non)belonging within the resettlement context of the United States. We share how to collect, analyze, and present the data and reflect on the rewards and challenges of adopting ethnetnographic methods. Methodological implications are presented on how an ethnetnographic approach can provide for a more complete, equitable, and ethical examination of the literacies of refugee-background individuals on the move.

Abstract

This chapter aims at presenting ethnetnography as an innovative qualitative methodology for studying multilingual literacy practices in Applied Linguistics. An ethnetnography combines elements of a traditional ethnography with a netnography (focusing on participants’ online interactions). To showcase how to conduct an ethnetnography, we draw upon a study that traces how a Muslim refugee-background participant negotiates (non)belonging within the resettlement context of the United States. We share how to collect, analyze, and present the data and reflect on the rewards and challenges of adopting ethnetnographic methods. Methodological implications are presented on how an ethnetnographic approach can provide for a more complete, equitable, and ethical examination of the literacies of refugee-background individuals on the move.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
https://doi.org/10.1075/rmal.11.03kar

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. List of contributors vii
  4. Chapter 1. Introduction: Innovative paths in researching multilingual literacy development 1
  5. Part 1. Challenges and affordances of qualitative methodological approaches
  6. Chapter 2. Rethinking qualitative meta-syntheses in literacy studies 24
  7. Chapter 3. An ethnetnography of (non)belonging 45
  8. Chapter 4. Communicating selves 67
  9. Chapter 5. Commentary: The instability of ‘data’ in a postdigital era 92
  10. Part 2. Challenges and affordances of qualitative methodological approaches
  11. Chapter 6. Korean American children’s voices in translanguaging Play-Based Family Literacy (PBFL) through the  suda  ( 수다 ) approach 102
  12. Chapter 7. Bridging language and STEM 125
  13. Chapter 8. Families’ literacies of (in)visibilty 149
  14. Chapter 9. Commentary: Advancing theory through multilingual literacy qualitative research 171
  15. Part 3. Interrogating research practices
  16. Chapter 10. Embodied reflexivity and researching the literacy practices of an adolescent multilingual refugee who is d/Deaf/Hard-of-Hearing 184
  17. Chapter 11. Exploring the ‘void’ of silent/ced knowledge and expertise of multilingual learners 206
  18. Chapter 12. Critical collaborative autoethnography 232
  19. Chapter 13. Commentary: Challenging extractive epistemologies through positionalities of relation and community accountability 253
  20. Chapter 14. Conclusion: Innovative research on multilingual literacy development 261
  21. Index 265
Sign up now to receive a 20% welcome discount
Institutional Access
How does access work?
Have an idea on how to improve our website?
Please write us.
© 2026 De Gruyter Brill
Downloaded on 23.1.2026 from https://www.degruyterbrill.com/document/doi/10.1075/rmal.11.03kar/html
Scroll to top button