Ethnography in Education

Ethnography in Education

Books

David Mills & Missy Morton

Abstract

‘Written in a clear, accessible style, this inspirational book is both a practical guide and a survey of the different ways of doing ethnography. Drawing on wide-ranging examples and using classic and contemporary ethnographies, the authors demonstrate the importance of developing an ethnographic sensibility. A most valuable resource’

- Cris Shore, University of Auckland

Ethnography in Education

is an accessible guidebook to the different approaches taken by ethnographers studying education. Drawing on their own experience of teaching and using these methods, the authors help you cultivate an ‘ethnographic imagination’ in your own research and writing.

With extended examples of ethnographic analysis, the book will introduce you to: ethnographic ‘classics’; the best existing textbooks; debates about new approaches and innovations.

This book is ideal for postgraduate students in Education and related ...

  • Citations
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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Research Methods in Education

    Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher.

    Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge. All titles in the series are written for Master's-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas.

    Titles in the series:

    Atkins and Wallace Qualitative Research in Education

    Hamilton and Corbett-Whittier Using Case Study in Education Research

    McAteer Action Research in Education

    Mills and Morton Ethnography in Education

    Access the additional resources herexd: http://www.sagepub.co.uk/beraseries.sp

    Copyright

    View Copyright Page

    Acknowledgements

    This book began life as a conversation about the demands and rewards of teaching ethnographic methods within Education. As we compared notes, we realised that we had rather different approaches to ethnographic research, and that these were grounded in our own training and apprenticeship.

    Teachers of research methods take for granted their local academic cultures and disciplinary world-views. Whilst both of us are committed to the value of ethnographic approaches for studying education, we agreed that our students would benefit from a book that helped them understand, appreciate and respect these epistemological differences.

    In 2011 a series of devastating earthquakes hit Christchurch in New Zealand, causing huge disruptions to university life. Amidst the many aftershocks and slow reconstruction, Missy was unable to contribute to the writing of this book as she had originally intended. Instead she drew on her work with professional educators in New Zealand to offer the two teaching case studies discussed in the Conclusion. The book remains inspired by our original conversation and our commitment to methodological empathy between academic cultures and ethnographic traditions.

    We wish to thank students and colleagues at the Department of Education in Oxford and the School of Educational Studies and Leadership in New Zealand. Particular thanks go to Patrick Alexander, Richard Ratcliffe, Nick Hopwood, Ingrid Lunt, Bernadette Macartney, Annie Guerin, Alis Oancea and Amy Stambach.

    This book has been stimulated by friendly disagreements with Geoffrey Walford, Sara Delamont and Paul Atkinson, and we are grateful for their forbearance!

    About the Authors

    Dr David Mills is a University Lecturer in the Department of Education, University of Oxford. He also holds a Fellowship at Kellogg College. Trained in Anthropology, he is the author of Difficult Folk: A political history of Social Anthropology (Berghahn, 2008).

    Dr Missy Morton is Associate Professor and Head of School of Educational Studies and Leadership, College of Education, University of Canterbury. Her research and teaching areas include qualitative research and Disability Studies in Education. She is particularly interested in using ethnography to understand curriculum, pedagogy and assessment.

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