New Directions In Educational Ethnography

The primary objective of Studies in Educational Ethnography is to present original research monographs based on ethnographic perspectives, and methodologies.

This volume focuses on and exemplifies how ethnography--a research tool devoted to looking at human interaction as a cultural process rather than individual psychology--can shed light on educational processes framed by the complex, internationalized societies in which we live today. Part I offers theoretical chapters about ethnography and examples of innovative ethnography from particular perspectives. In Part II, the emphasis is on the application of ethnographic approaches to educational settings. Each contribution not only takes the reader on a thoughtful and enlightening journey, but raises issues that are important to both educators and ethnographers, including the relationship of researcher to subject, the meaning of "participant" in participant observation, and ways to give voice to disenfranchised players, and on the complex ways in which all parties experience identities such as "race" in the modern world. Innovations in Educational Ethnography: Theory, Methods, and Results is a product of both continuity and change. It presents current writings from mentors in the field of ethnography and education, as well of the work of their students, and of educators engaged in cultural studies of their work. In many ways it provides fresh, new vistas on the old questions that have always guided ethnographic research, and can be used as a survey both of what ethnography has been and what it is becoming. This book is the work of many hands, and provides excellent examples of trends in both basic and applied ethnography of education. These two kinds of work augment and reinforce each other, and also represent important current research directions--in-depth reflection on the process of ethnography itself, and an application of its insights to teaching and learning in schools, universities, and communities. No one philosophy guides the contributions to this volume, nor were they chosen as exemplary of a particular approach, yet foundational understandings and principles of ethnography shine through the work, in both predictable and unexpected ways.

"Offers a state-of-the art, comprehensive, rigorous framework for taking into the dynamic interactions of local, national, regional, and transnational interactions shaping education systems around the world, introducing the field of comparative education from various theoretical and methodological perspectives"--

This book focuses on the math identity construction of 11 Black students. High school students' perception of what/who is a math person constrained and limited their sense of belonging to the community of doers of mathematics. This study offers new insights into the racial opportunity-gap in mathematics education.

The Routledge Handbook of Linguistic Ethnography provides an accessible, authoritative and comprehensive overview of this growing body of research, combining ethnographic approaches with close attention to language use. This handbook illustrates the richness and potential of linguistic ethnography to provide detailed understandings of situated patterns of language use while connecting these patterns clearly to broader social structures. Including a general introduction to linguistic ethnography and 25 state-of-the-art chapters from expert international scholars, the handbook is divided into three sections. Chapters cover historical, empirical, methodological and theoretical contributions to the field, and new approaches and developments. This handbook is key reading for those studying linguistic ethnography, qualitative research methods, sociolinguistics and educational linguistics within English Language, Applied Linguistics, Education and Anthropology.

Calls for “deparochialization of educational research” (Lingard 2006) have directed educational ethnography from the conventional research designs and from the study of single sites and local situations to the study of “the circulation of cultural meanings, objects and identities in diffuse time-spaces” (Marcus 1995: 96). In response to this call and following the already established tradition of use of meta-ethnography in health studies this volume explores the potentials of this method (Noblit & Hare, 1988) to unpick the interconnectedness of different educational sites which have been and are being studied ethnographically. Besides, metaethnographic analyses may also offer a credible response to the lessening of opportunities for original educational ethnographic research at times of limited resources. The volume examines the forms of translocal and transtemporal ethnographic synthesis currently in use by educational ethnographers as well as the challenges and the possibilities that the method offers. It also addresses and attempts to respond to the question if meta-ethnography might be a means to sharpen ethnographers’ sensitivity for each other’s work and achievements in the past. This book was originally published as a special issue of Ethnography and Education.

Real and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In Black Boys' Lived and Everyday Experiences in STEM, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces.