Ethnography in Education
Publication Year: 2013
‘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 ...
- Front Matter
- Back Matter
- Subject Index
- Introduction: Schooling the Imagination
- Chapter 1: Reading Ethnography, Writing Ethnography
- Chapter 2: Ethnography by Design, Ethnography by Accident
- Chapter 3: Into the Educational ‘Field’: Relationships, Reciprocities and Responsibilities
- Chapter 4: Being, Seeing, Writing: The Role of Fieldnotes
- Chapter 5: New Times, New Ethnographies?
- Chapter 6: What Do I Do Now? Making Ethnographic Meaning
- Chapter 7: Ethnography That Makes a Difference
- Chapter 8: Writing Again: Communicating Ethnographic Insights
- Conclusion: Being an Everyday Ethnographer
Research Methods in Education[Page ii]
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
© David Mills and Missy Morton 2013
First published 2013
British Educational Research Association, 9-11 Endsleigh Gardens, London, WCIH OED
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
All material on the accompanying website can be printed off and photocopied by the purchaser/user of the book. The web material itself may not be reproduced in its entirety for use by others without prior written permission from SAGE. The web material may not be distributed or sold separately from the book without the prior written permission of SAGE. Should anyone wish to use the materials from the website for conference purposes, they would require separate permission from us. All material is © David Mills and Missy Morton 2013.
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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
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