The Wiley Handbook of Ethnography of Education (Wiley Handbooks in Education)

Title Page......Page 10 Table of Contents......Page 2 Notes on Contributors......Page 12 Introduction......Page 21 Structure and Chapter Disposition......Page 24 Chapter Contents and Main Messages......Page 25 References......Page 34 Part One......Page 35 The Nature of Ethnography......Page 36 The Pervasiveness of Interviewing......Page 39 The Nature of Interviews......Page 41 The Validity of Interviews......Page 43 How Is High Status Given to the Accounts of Participants’ Perspectives and Understandings?......Page 45 References......Page 47 Education as Schooling......Page 50 Ethnography......Page 54 Ethnography and Its Four Elementary Forms......Page 55 References......Page 66 Introduction......Page 72 Ethics and Methodological Theory......Page 75 Doing Educational Ethnography Ethically or Thinking “Ethics” through Educational Ethnography......Page 81 (Re)thinking Ethnographic Ethics Aloud......Page 88 References......Page 89 All Too Familiar......Page 95 Apprenticeship......Page 97 Situated Learning......Page 98 Modes of Enculturation......Page 99 Some Key Examples......Page 102 Higher Levels of Learning and Teaching......Page 104 Studying the Tacit......Page 107 Conclusion......Page 108 References......Page 110 5 Critical Bifocality......Page 116 Studying Privilege: Middle‐/Upper‐middle‐class Parents, Schools, and Students Working inside the Press of Economic and Social Restructuration......Page 118 Situated Class Analysis: Insights Gained through the Lens of Critical Bifocality......Page 121 Dispossession Stories: How Public Space Becomes a Private Commodity......Page 127 Critical Bifocality and Circuits of Privilege: Concluding Thoughts......Page 134 References......Page 135 6 Ethnographic Writing......Page 142 Writing – Field Notes, Memos, and Main Narratives......Page 145 Conclusion......Page 165 References......Page 166 Introduction: Educational Ethnography as a Complex Array of Things......Page 168 A Sociology of Knowledge Framework of Educational Ethnography......Page 171 Ethnomethodology: Interaction and the IRE Sequence in Research on Instruction......Page 176 Conclusion......Page 180 References......Page 181 Part Two......Page 188 The Centrality of Culture in American Cultural Anthropology......Page 189 The Tradition of Educational Ethnography in the United States......Page 190 Changes in Conceptualizing Culture and Ethnography......Page 192 The Turn to Interpretive Logics......Page 193 The Turn to Culture as Empowering and Disempowering......Page 199 Discussion/Conclusion......Page 204 References......Page 206 9 Ethnography of Schooling in England......Page 212 Feminist and Anti‐racist Interventions......Page 218 The Shift to Policy Scholarship......Page 220 The Influence of Postmodernism......Page 221 Conclusion......Page 223 References......Page 227 Introduction......Page 240 The Beginning: The First 30 Years......Page 241 Most Visited Topics and Issues......Page 244 Conclusion: Looking Critically at the Present and Foreseeing the Future......Page 251 References......Page 254 Introduction......Page 262 Ethnography in Stephen Ball’s Studies: Introducing the Practice in the Policy......Page 265 Ethnographic Research about Curriculum Policies in Brazil: The Risk of Realism......Page 270 For a Discursive Comprehension of Context in Ethnographic Research......Page 273 Final Words......Page 277 References......Page 278 12 Ethnographic Research in Schools......Page 281 Developments in Educational Ethnography in the USA and UK: An Overview......Page 282 The German Sonderweg and Its Connections to the Anglo‐Saxon Debate......Page 286 Switzerland: A Multidisciplinary Position Betwixt and Between......Page 291 Conclusion......Page 295 References......Page 296 Introduction......Page 309 Defining Meta‐Ethnography......Page 312 The Ethnography of Education: Studies in an African Context......Page 313 The Value Provided by Ethnography to Understanding the Education Processes Studied......Page 322 Conclusion: Contribution of Meta‐ethnography to Ethnography and Education as a Combined Research Area......Page 326 Appendix......Page 327 References......Page 435 Part Three......Page 440 Participatory Photography in Education......Page 441 Examples of Different Ways of Using Participatory Photography in Ethnographic Research in Education......Page 444 Participatory Video Research in “Education”......Page 463 Some General Methodological Questions......Page 465 Analysis of Visual Ethnographic Studies......Page 468 Ways of Communicating Visual Ethnographic Studies in Education with Audiences......Page 470 Ethical Issues in Visual Ethnographies......Page 473 Concluding Thoughts on Visual Ethnographies in Education......Page 475 References......Page 476 15 Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography......Page 481 Drama Not Theatre......Page 483 Audit Culture......Page 487 The Research Act......Page 488 “This Is My Ethnodrama!”......Page 492 Unnatural Representation......Page 493 Conclusion......Page 497 References......Page 498 16 Staging Resistance......Page 503 References......Page 540 17 Agential Realism and Educational Ethnography......Page 547 The Return to Ontology......Page 548 New Materialism’s Rejection of the Linguistic Turn......Page 550 Agential Realism beyond (before) the New Materialism......Page 553 School Resegregation: An Illustrative Example......Page 555 Methodological Implications......Page 560 References......Page 563 Introduction......Page 569 Multi‐sited Global Ethnography......Page 570 Global Forces......Page 572 Global Connections......Page 576 Global Imaginations......Page 581 Concluding Comments......Page 585 References......Page 586 Further Reading......Page 589 Responding to the Mobility Turn......Page 591 Ethnography in a Mobile Modernity......Page 593 Ethnography as Travel Encounter (and Other Unsettling Metaphors)......Page 595 Educational Ethnography In and For a Mobile Modernity......Page 598 References......Page 600 Introduction......Page 604 Policy Networks and Policy Mobilities......Page 605 Globalizing Networks and Ethnography......Page 607 Researching Conferences......Page 610 References......Page 626 Introduction......Page 632 Consequences and Comforts of Autoethnography Coming of Age......Page 633 Differentiating “Good” from “Bad” Autoethnography......Page 636 Ethical Issues in Autoethnography......Page 638 Autoethnography as a Risky Business and Causes for Concern......Page 642 Stories from inside the Academy......Page 643 Closing Thoughts......Page 650 References......Page 651 22 Positionality and Standpoint......Page 656 Multiple and Overlapping “Situated” Identities......Page 658 Situated Knowledges, Power, and Positionalities......Page 659 Examining Positionalities through Reflexivity......Page 661 Positionalities and Reflexivities in the On‐ and Offline Field(s)......Page 662 Concluding Remarks......Page 664 References......Page 665 Part Four......Page 670 Thinking Forward, Looking Back......Page 671 Legacies and Developments......Page 673 Postmodernism: Literary and Cultural Turns in (Relation to) Ethnography of Education......Page 677 Changing Ideas, Changing Practices: New Technologies in the Ethnography of Education......Page 680 Summing Up and/or Rounding Down......Page 684 References......Page 687 Further Reading......Page 690 Index......Page 691 End User License Agreement......Page 762 "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."-- Résumé de l'éditeur