Using Visual Technology In Educational Ethnography

"Introducing readers to debates underpinning the uses of visual technology in educational ethnography, this book takes actual research projects across different country contexts to discuss how research designs can use visual technology in educational ethnography; to show connections between theory, method and research problems. The book begins by introducing readers to three epistemological positions underpinning the use of visual technology in social science and educational research: the scientific realist, reflexive, and dialectic. It illustrates the uses of visual technology in the form of digital film and photographs, and how as a source of data, it has potential in developing ethnographic knowledge and representation in a range of educational contexts. The ideas are illustrated through three research projects in the context of classrooms, home environments and intervention work with practitioners. With clear practical applications, this resource considers the part theory plays in research designs, which use visual technology to investigate educational problems. 'Using Visual Technology in Educational Ethnography' is ideal reading for anyone seeking to learn more about the benefits and practicalities of using visual technology within their ethnographic practice"--

Introducing readers to debates underpinning the uses of visual technology in educational ethnography, this book takes actual research projects across different country contexts to discuss how research designs can use visual technology in educational ethnography; to show connections between theory, method and research problems. The book begins by introducing readers to three epistemological positions underpinning the use of visual technology in social science and educational research: the scientific realist, reflexive, and dialectic. It illustrates the uses of visual technology in the form of digital film and photographs, and how as a source of data, it has potential in developing ethnographic knowledge and representation in a range of educational contexts. The ideas are illustrated through three research projects in the context of classrooms, home environments and intervention work with practitioners. With clear practical applications, this resource considers the part theory plays in research designs, which use visual technology to investigate educational problems. Using Visual Technology in Educational Ethnography is ideal reading for anyone seeking to learn more about the benefits and practicalities of using visual technology within their ethnographic practice.

Lecturers, request your electronic inspection copy This sharp, innovative book champions the rising significance of ethnographic research on the use of digital resources around the world. It contextualises digital and pre-digital ethnographic research and demonstrates how the methodological, practical and theoretical dimensions are increasingly intertwined. Digital ethnography is central to our understanding of the social world; it can shape methodology and methods, and provides the technological tools needed to research society. The authoritative team of authors clearly set out how to research localities, objects and events as well as providing insights into exploring individuals’ or communities’ lived experiences, practices and relationships. The book: Defines a series of central concepts in this new branch of social and cultural research Challenges existing conceptual and analytical categories Showcases new and innovative methods Theorises the digital world in new ways Encourages us to rethink pre-digital practices, media and environments This is the ideal introduction for anyone intending to conduct ethnographic research in today’s digital society.

Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies. The book covers key questions including: What can researchers expect of ethical review boards? Where and with whom should dialogue take place about ethicality within research? What effect does a research focus have on regulation and research practice? What is the effect of context on ethical practices? Does the positionality of a researcher have an effect on ethical practices? How do we ensure that ethicality supports the trustworthiness of research projects? Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project. Chapter 6 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 3.0 license. https://s3-us-west-2.amazonaws.com/tandfbis/rt-files/docs/Open+Access+Chapters/9781138580237_oachapter6.pdf

A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.

Ethnography is a distinctive approach for educational research. The authors argue that the last decade has seen ethnography come of age, not only as a way of doing research, but also as a way of theorizing and making sense of the world. Their approach is concerned with ethnography as process and ethnography as product. This critical celebration of ethnography explores what it can achieve in educational research. The book features: Thorough discussion of definitions of ethnography and its potential for use within educational research Critical introductions to the principal approaches to ethnography Discussions of data analysis and representation and of the challenges facing ethnography Use of educational examples from real research projects throughout. The book offers a distinctive contribution to the literature of ethnography, taking readers beyond a simplistic "how to" approach towards an understanding of the wider contribution ethnography can make to our understanding of educational processes. Ethnography for Education is of value to final-year undergraduates and postgraduates in education and social science disciplines as well as education professionals engaged in practice-based research. Christopher Pole is Senior Lecturer at the Department of Sociology, University of Leicester. His research interests are in the areas of the sociology of education, sociology of childhood and the development of qualitative research methods. Recent publications include Practical Social Investigation: Qualitative and Quantitative Methods in Social Research and Hidden Hands: International Perspectives on Children's Work and Labour. Marlene Morrison is Reader in Education Leadership and Director of the Doctorate of Education programme at the University of Lincoln. Her academic background is in the sociology of education and includes research on race equality, health education, perspectives on educational policy and practice, and the ethnography of educational settings. She has researched widely in the education that has included school, further and higher education sectors, and other public services.

This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.

This book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.