Key Themes in the Ethnography of Education

Books

Sara Delamont

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

    Acknowledgements

    The book is dedicated to Professor Len Barton, who has done more than anyone else in Britain to build and maintain the Sociology of Education, and Otto de Campos Hutchinson born 11.04.10, who is the future of capoeira.

    About the Author

    Sara Delamont is Reader in Sociology at Cardiff University. Her first degree was in Social Anthropology and her research has been focused on ethnographic studies, where sociological and anthropological concerns overlap. She is the sole author of nine books, including Appetites and Identities, Feminist Sociology and Interaction in the Classroom, and the co-author of eight others including Key Themes in Qualitative Research with Atkinson and Coffey, and Fighting Familiarity with Atkinson.

    Preface

    I need to thank all the teachers, students, and support staff in all the formal educational establishments where I and my colleagues and students have done research since 1969. In recent years I have been observing how two martial arts – capoeira (since 2003) and savate (since 2009) – are taught and learnt in the UK. That research has been conducted with Neil Stephens who has been invaluable, and Contra-Mestre Claudio de Campos Rosario has been the best key informant I could have had. James Southwood, a London savate teacher, has helped me enormously to grasp the subtleties of the French kickboxing he loves. I have been lucky to have inspiring colleagues in Cardiff, including Amanda Coffey and William Housley. I also need to thank Mrs Rosemary Bartle Jones for typing the book. Throughout my career I have shared my life – material and intellectual – with Paul Atkinson, who is the best companion and toughest critic and co-author any scholar could have.

    The chapter titles are all in two parts: the classic ethnographic convention. One part is penny plain, the other is a quote from Zora Neale Hurston's (1935, 1990) Mules and Men – her study of African American folklore in Florida and of hoodoo (magic) in New Orleans. The chapter headings are quotes from ethnographies of educational settings, and ‘horror stories’, or ‘urban legends’ told among pupils and students about education.

    Throughout the book I draw on the fieldwork I have been doing since 2003, on two martial arts, capoeira and savate, described briefly below, as well as more orthodox ‘educational’ research. The core of the fieldwork is observation, recorded in field notes, supplemented by: (1) informal conversations with people during classes; (2) interviews done by appointment with key informants; and (3) the collection of any ‘documents’ available (including CDs and DVDs). Capoeira is Brazilian, savate is French. Observation is done primarily on one teacher, Achilles, a Brazilian who has lived in the UK since January 2003, and has been teaching twice a week in Tolnbridge since April 2003. He also teaches in Cloisterham, where he lives, and his classes there are observed periodically. Any other teacher who conducts classes in Tolnbridge is also observed – whether guests teaching for Achilles or competitors – and so are Perseus, who teaches in the neighbouring city of Longhampston, and several teachers in London, including Leontis, Sophocles and Hermes. More than 40 teachers, including several women, have been observed since the fieldwork began properly in the autumn of 2003 and I am grateful to them all. I have done much less observation of savate which hardly appears in this book, but the procedures are the same.

    The rest of this preface is parochially British, and I suggest readers outwith the UK skip on to the Introduction.

    I see a crucial link between that fieldwork and Len Barton to whom the book is dedicated. I have known Len Barton for 35 years. Here I offer him an apology, a recompense, and an expression of gratitude. I once, inadvertently, offended Len by calling him an entrepreneur. I meant it positively: as a compliment because he created arenas for us to perform in. I had in mind an impresario like D'Oyly Carte or Cameron Mackintosh rather than a capitalist business man like Freddie Laker or Richard Branson. The term entrepreneur clearly had capitalist overtones that Len, quite rightly, disliked. I hope Len is happier with my new metaphor a Contra-Mestre of the Sociology of Education. Here Len is six feet tall, a drop dead gorgeous African-Brazilian covered in tattoos, with dark wavy hair in dreadlocks, who can dance all night and then cartwheel into a capoeira roda, do a back somersault and then run round the circle clapping, singing, swinging his hips, and stamping his feet, raising the energy (axé) and refocusing everyone's attention on the business in hand.

    There is no doubt that sociologists of education in the UK have needed a Contra-Mestre raising the axé at regular intervals since 1976. Len Barton, by running the Westhill Conferences, editing collections of papers, and founding the journals BJSE and ISSE, has been that Contra-Mestre. His role has been particularly important because of the absence of leadership from other, perhaps more famous or exalted figures. Precisely because Len has always created intellectual spaces, and offered unconditional enthusiasm for my research, this book begins far from conventional school classrooms, in the apparently ‘irrelevant’ world of martial arts.

    It is 2 p.m. on a hot July Sunday in central London, in a Victorian building now used as a dance studio. Big air conditioning machines struggle to keep the temperature down to a level bearable for the martial arts students in a large hall. About 40 students, mostly young adults, are dressed in white trousers and matching t-shirts which proclaim the name of the club and their teacher around a picture of two men fighting, above the slogan ‘Summer Festival 2009’. The students are sitting in a large circle, clapping and singing the choruses of a song in Brazilian Portuguese. About a quarter of the circle is made up of musicians: seven or eight people playing drums, tambourines, cowbells, and tall, bow-shaped instruments strung with a wire. A tall dark-skinned man is singing the verses of a song, leading the rest of the circle in a call and response vocal pattern. Surrounding the seated students are another 30–40 people standing in an outer circle: a mixture of people in martial arts kit, and those in ordinary clothes, watching the action. Many hold cameras and mobile phones, and take pictures of the ‘play’ in the centre of the ring. These people come and go during the five hours the ceremony lasts.

    In the centre of the ring a slim white woman in her twenties is playing a game of capoeira: the Brazilian dance and martial art: with an African Brazilian teacher. They circle each other, she watching him warily, moving in time to the music. Each tries to test the other with kicks, and to escape, elegantly and safely, the attacks of the other. After a couple of minutes, the teacher suddenly points to something behind the young woman. Distracted, she turns to look where he is pointing, and he picks her up and puts her down on the floor so her bottom lands with a small ‘thump’. The crowd whoop and cheer. The teacher pulls the student, who is herself laughing, to her feet, hugs her, leads her out of the circle through a gap by the musicians, and ties a beige and orange plaited belt round her waist. Another teacher, also a tall African-Brazilian in his 30s with dreadlocks, puts another beige and orange belt on the floor below the tall bow being played by the man singing the verses, and beckons to a slim Japanese man to come forward and squat opposite him at the foot of the instrument. They cartwheel into the centre of the circle and begin to move in time to the music.

    The bateria struck up again, and a female student sang an opening verse (ladainha). Then the call and response song began, rather ragged and subdued. Gyges immediately ran round the roda twice, singing the chorus ‘San Antonio e Protector’ (Saint Anthony the Protector) loudly and clearly so everyone could copy him, and again signalling he wanted more noise.

    The 44 students gradually earned their cordas, and by 2.40 p.m. when one boy, ten women and seven men had been ‘done’, Gyges had run round the roda six times, and by the end of the orange and beige belts he had repeated the performance a further eight times. Each time he ran round the ring the seated students and the audience did sing louder, clap harder, whoop with more enthusiasm when a student fell to the floor, and cheer more lustily when a good attack or escape was executed. Gyges worked hard to keep the axé high.

    Len has done an equivalent job for UK sociology of education. Most of us have been like students getting a corda; easily distracted from the ongoing welfare of the discipline after each job application, grant proposal, final report, PhD viva, or publication. Len has repeatedly refocused us on the sub-discipline as a whole, by highlighting the big themes. If I think back over the sociology of education's rocky passage since 1970 (the last time the British Sociological Association (BSA) held its annual conference on the theme of education), the need for someone to raise the axé has been recurrent. Sociology of education has been, to quote Basil Bernstein, a ‘pariah’, marginal both to sociology departments and the BSA, and to Schools of Education and BERA (British Education Research Association). The BSA have not respected or supported the sub-field. BERA, founded in 1974, has been careful not to follow AERA (American Education Research Association) into disciplinary divisions, so does not present a forum ‘labelled’ sociology of education. The conferences, and the journals, organised and sustained by Len Barton have been the main arena for sociology of education in the UK, with participation from scholars based in other countries.

    I gave a paper at the first Westhill conference on the importance of traditional, peopled ethnography (Fine, 2003; Hammersley and Atkinson, 2007; Brown-Saracino, et al., 2008) for the sociology of education. BJSE provided space to argue that qualitative sociology of education would not advance if it shunned the American anthropology of education (Atkinson and Delamont, 1980) and that ‘thick description’ ethnography (Geertz, 1973) needed to be combined with the structuralist sociology of Bernstein (Atkinson, 1985) and Bourdieu (Reed-Danahay, 2005) to make progress in research on teacher education, and the intellectual socialisation of PhD students. In all those research projects the vital importance of collecting rich ethnographic data, and of being constantly engaged in making the familiar strange as Geer (1964), Becker (1971), and Wolcott (1981) argued in the past, followed by Lave and Wenger (1991), and Singleton (1999) and Varenne (2007a and b) have reiterated more recently. Martial arts classes are an educational setting, in which teaching and learning go on. The sociology of education can be progressed by ethnographic research in many settings, from teaching hospitals and brothels (Heyl, 1979) to pottery studios (Singleton 1998a) and capoeira rodas.

    At exactly the period 1979–2003, when the Thatcher government was trying to close the ESRC (Economic and Social Research Council), drive all scholarly thought out of initial teacher training, and reduce the size of the higher education sector by squeezing out the social sciences, when among sociologists of education the collective axé had dropped, Len raised it by creating high status spaces where sociology of education could flourish. Twenty years later, Woodhead (1998) and Tooley (1998) gained extravagant publicity for philistine, ideological and badly researched attacks on the sociology of education. The BSA was entirely silent, although much of the attack focused on sociologists of education using sociological concepts such as organic solidarity and habitus. Len Barton organised the consultation about whether it was sensible to have a public debate with Tooley, which would, ironically, have given his ideas wider publicity, or not.

    Overarchingly, the way in which Len is most like a Contra-Mestre is that he has always shown his own enthusiasm for the research others were doing, and simultaneously signalled that the quality of the sub-specialism will only ever be as good as the work and the energy everyone contributes, and focuses onto and into the subject. Every paper refereed, every book review written, every conference attended has been seen as a contribution; so the accomplishment of UK sociology of education has been built out of many efforts, not just the famous books by a few stars. A Contra-Mestre urges everyone to sing and clap to build axé, Len has urged everyone to read, write and speak the sociology of education.

  • References

    AaltenA. (2007) Listening to the dancer's body. In ShillingC. (ed.) Embodying Sociology: Retrospect, Progress and Prospects. Oxford: Blackwell, pp. 109125.
    AbrahamJ. (1989) Gender differences and anti-school boys. Sociological Review, 37, 1, 6568. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume IV, pp. 63-82.
    AbrahamJ. (1995) Divide and School. London: Falmer.
    Abu-LughodL. (1986) Veiled Sentiments. Berkeley: University of California Press.
    AdamB. (1990) Time and Social Theory. Cambridge: Polity Press.
    AdlerP.A. and AdlerP. (1991) Backboards and Blackboards. New York: Columbia University Press.
    AdlerP.A. and AdlerP. (1998) Peer Power. New Brunswick, NJ: Rutgers University Press.
    AdlerP.A. and AdlerP. (2008) Of rhetoric and representation: the four faces of ethnography. The Sociological Quarterly, 49, 1, 130.
    AggletonP. (1987) Rebels Without a Cause. London: Falmer Press.
    AlbasD. and AlbasC. (1984) Student Life and Exams. Dubuque, IN: Kendall/ Hunt.
    AlbasD. and AlbasC. (2009) Behind the conceptual scene of Student Life and Exams. In PuddephattA.J., ShaffirW., and KleinknechtS.W. (eds) Ethnographies Revisited. London: Routledge, pp. 105120.
    AllanA.J. (2010) Picturing success. International Studies in the Sociology of Education, 20, 1, 3954.
    AndersonL. (2006) Analytic autoethnography, Journal of Contemporary Ethnography, 35, 4, 373395.
    Anderson-LevittK. (1987) Cultural knowledge for teaching first grade. In SpindlerG., and SpindlerL. (eds) Interpretive Ethnography of Education at Home and Abroad. Hillsdale, NJ: Laurence Erlbaum, pp. 171194.
    Anderson-LevittK. (1989) Degrees of distance between teachers and parents in urban France. Anthropology and Education Quarterly, 20, 2, 97117. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume IV, pp. 297-316.
    Anderson-LevittK.A. (1996) Behind Schedule: Batch-produced children in French and US classrooms. In LevinsonB. et.al. (eds) The Social Production of the Educated Person. Albany, NY: SUNY Press, pp. 5778.
    AppaduraiA. (ed.) (1986) The Social Life of Things. Cambridge: Cambridge University Press.
    AssunçãoM.R. (2005) Capoeira. London: Routledge.
    AtkinsAce (1998) Crossroad Blues. London: Constable.
    AtkinsonP.A. (1975) In cold blood. In ChananG., and DelamontS. (eds) Frontiers of Classroom Research, Slough: NFER, pp. 163182. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume II, pp. 229-244.
    AtkinsonP.A. (1978) Fitness, Feminism and Schooling. In DelamontS., and DuffinL. (eds) (1978) The Nineteenth Century Woman. London: Croom Helm, pp. 92133. Reprinted by Routledge (2012), pp. 92-133.
    AtkinsonP.A. (1981) The Clinical Experience. Aldershot: Avebury. 2nd edition (1997), Aldershot: Ashgate.
    AtkinsonP.A. (1983) The reproduction of professional community. In DingwallR., and LewisP. (eds) The Sociology of the Professions. London: Macmillan, pp. 224241.
    AtkinsonP.A. (1985) Language, Structure and Reproduction. London: Routledge.
    AtkinsonP.A. (1987) The Feminist Physique: Physical Education and the Medicalisation of Women's Education. In ManganJ., and ParkR. (eds) From ‘Fair Sex’ to Feminism, London: Frank Cass, pp. 3857.
    AtkinsonP.A. (1990) The Ethnographic Imagination. London: Routledge.
    AtkinsonP.A. (1992) Understanding Ethnographic Texts. Thousand Oaks, CA: Sage.
    AtkinsonP.A. (1996) Sociological Readings and Rereadings. Aldershot: Ashgate.
    AtkinsonP.A. (1997) Narrative turn or blind alley? Qualitative Health Research, 7, 3, 325344.
    AtkinsonP.A. (2006) Rescuing autoethnography. Journal of Contemporary Ethnography, 35, 4, 400404.
    AtkinsonP.A. (2009) Illness narratives revisited: The failure of narrative reduction-ism. Sociological Research Online, 14, 5, 16, http://www.socresonline.org.uk/14/5/16.html, doi: 10.5153/sro.2030.
    AtkinsonP.A. (2010) Negotiating the contested terrain of illness narratives. Sociology of Health and Illness, 32, 4, 66162.
    AtkinsonP.A. (2012) The literary and rhetorical turn. In DelamontS. (ed.) Handbook of Qualitative Research, Cheltenham: Edward Elgar, pp. 512520.
    AtkinsonP.A. and DelamontS. (1980) The Two Traditions in Educational Ethnography. British Journal of Sociology of Education, 1, 2, 139152. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, volume I, pp. 39-54.
    AtkinsonP.A. and DelamontS. (2006a) Editors’ introduction. Narratives, lives, performances. In AtkinsonP.A., and DelamontS. (eds) Narrative Methods. London: Sage. Four volumes, Volume I, pp. xixljii.
    AtkinsonP.A. and DelamontS. (eds) (2006b) Narrative Methods. London: Sage. Four volumes.
    AtkinsonP.A. and DelamontS. (2007a) Rescuing narrative from qualitative research. In BambergM. (ed.) Narrative - State of the Art. Amsterdam: John Benjamins Press, pp. 195205.
    AtkinsonP.A. and DelamontS. (2007b) In the roiling smoke. Qualitative Studies in Education, 19, 6, 747755.
    AtkinsonP.A. and DelamontS. (2008) Introduction. In AtkinsonP.A., and DelamontS. (eds) Representing Ethnography. London: Sage. Four volumes, pp. xixl.
    AtkinsonP.A. and DelamontS. (2010) Can the silenced speak? International Review of Qualitative Research, 3, 1, 1116.
    AtkinsonP.A., CoffeyA. and DelamontS. (2003) Key Themes in Qualitative Research. Walnut Creek, CA: Alta Mira Press.
    AtkinsonP.A., DelamontS. and HousleyW. (2008) Contours of Culture. Walnut Creek, CA: Alta Mira Press.
    AtkinsonP.A., DelamontS. and HammersleyM. (1988) Qualitative research traditions. Review of Educational Research, 58, 2, 23150.
    AtkinsonP.A. and SilvermanD. (1997) Kundera's Immortality. Qualitative Inquiry, 3, 3, 304323.
    BagleyC. and Castro-SalazarR. (2012) Dance. In DelamontS. (ed.) Handbook of Qualitative Research. Cheltenham: Edward Elgar, pp. 577590.
    BallA. (2002) Three decades of research on classroom life. Review of Research in Education, 26. Washington, DC: AERA, pp. 71112.
    BallS. 1981. Beachside Comprehensive. Cambridge: Cambridge University Press.
    BallS. (1990) Politics and Policy Making in Education. London: Routledge and Kegan Paul.
    BallS. (1994) Educational Reform. Buckingham: Open University Press.
    BallS. (2000) Performativities and fabrications in the education economy. Australian Educational Researcher, 27, 2, 124.
    BallS. (2003a) Class Strategies and the Educational Market. London: Routledge Falmer.
    BallS. (2003b) The teacher's soul and the terrors of performativity. Journal of Education Policy, 18, 2, 215228.
    BallS. (2007) Education plc. London: Routledge Falmer.
    BallS.J., MaguireM. and MacraeS. (2000) Choices, Pathways and Transitions Post-16. London: Routledge Falmer.
    BallS., HullR., SkeltonM. and TudorR. (1984) The tyranny of the ‘devil's mill’. In DelamontS. (ed.) Readings on Interaction in the Classroom. London: Methuen, pp. 4157.
    BarkerD.L. (1972) Keeping close and spoiling. Sociological Review, 20, 4, 56990.
    BarzG., and CooleyT.J. (eds) (2008) Shadows in the Field,
    2nd edition.
    Oxford: Oxford University Press.
    BatesR.J. (1980) New developments in the sociology of education. British Journal of Sociology of Education, 1, 1, 6780.
    BaumanR. (1982) Ethnography of children's folklore. In GilmoreP., and GlatthornA. (eds) Children in and out of School. Washington, DC: Center for Applied Linguistics, pp. 172186.
    BealeD. (1904) History of Cheltenham Ladies College 1853-1904. Cheltenham: ‘Looker-On’ Printing Works.
    BeckerH.S. (1952a) The career of the Chicago public school-teacher, American Journal of Sociology, 57, 470477.
    BeckerH.S. (1952b) Social-class variations in the teacher-pupil relationship, Journal of Educational Sociology, 25, 451465.
    BeckerH.S. (1967) Whose side are we on? Social Problems, 14, 239247. Reprinted in H.S. Becker (1970) Sociological Work. London: Allen Lane.
    BeckerH.S. (1971) Footnote added to the paper by M. Wax and R. Wax (1971) Great tradition, little tradition and formal education. In WaxM., DiamondS., and GearingF. (eds) Anthropological Perspectives on Education. New York: Basic Books, pp. 327.
    BeckerH., GeerB., HughesE.C. and StraussA. (1961) Boys in Whit. Chicago: The University of Chicago Press.
    BeckerH., GeerB., and HughesE.C. (1968) Making the Grade. Chicago: The University of Chicago Press.
    BeharR., and GordonD. (eds) (1995) Women Writing Culture. Los Angeles: University of California Press.
    BellabyP. (1977) The Sociology of Comprehensive Schooling. London: Methuen.
    BerlackA.C. and BerlackH. (1981) Dilemmas of Schooling. London: Methuen.
    BerlinerD. and BiddleB.J. (1995) The Manufactured Crisis. New York: Longman.
    BernbaumG. (1977) Knowledge and Ideology in the Sociology of Education. London: Macmillan.
    BernsteinB. (1971) On the classification and framing of educational knowledge. In YoungM.F.D. (ed.) Knowledge and Control. London: Macmillan, pp. 4769.
    BernsteinB. (1973) Class and pedagogies: visible and invisible. In Class, Codes and Control, Volume 3. London: Routledge and Kegan Paul, pp. 116156.
    BestR. (1983) We've All Got Scars. Bloomington, IN: Indiana University Press.
    BettieJ. (2003) Women Without Class. Berkeley, CA: University of California Press.
    BeynonJ. (1985) Initial Encounters in the Secondary School. Lewes: Falmer.
    BeynonJ. (1987) Miss Floral mends her ways. In TickleL. (ed.) The Arts in Education. London: Croom Helm, pp. 80120.
    BeynonJ. and AtkinsonP. (1984) Pupils as data gatherers. In DelamontS. (ed.) Readings on Interaction in the Classroom, London: Methuen, pp. 255272.
    BiddleB.J. and SahaL. (2002) The Untested Accusation. Westport, CT: Ablex.
    BissingerH.G. (1990) Friday Night Lights. New York: Da Capo Press.
    BlishenE. (1948) Roaring Boys. Harmondsworth: Penguin.
    BoellstorffT. (2008) Coming of Age in Second Life: An anthropologist explores the virtually human. Princeton, NJ: Princeton University Press.
    BourdieuP. (1984) Distinction. Cambridge: Polity.
    BourdieuP. (1988) Homo Academicus. Cambridge: Cambridge University Press.
    BourdieuP. (1996) The State Nobility. Cambridge: Polity.
    BourdieuP. (1998) Practical Reason. Cambridge: Polity.
    BourdieuP. (1999) The Weight of the World. Cambridge: Polity.
    BourdieuP. (2001) Masculine Domination. Cambridge: Polity.
    BourgoisP. (1996) In Search of Respect. Cambridge: Cambridge University Press.
    BradyI. (2000) Anthropological poetics. In DenzinN.K., and LincolnY. (eds) (2000) Handbook of Qualitative Research,
    2nd edition.
    Thousand Oaks: Sage, pp. 949979.
    BradyI. (2005) Poetics for a planet. In DenzinN., and LincolnY. (eds) Handbook of Qualitative Research,
    3rd edition.
    Thousand Oaks, CA: Sage, pp. 9791026.
    BradyI. (2009) How to die in the desert. International Review of Qualitative Research, 2, 1, 155161.
    BrownK.M. (1991) Mama Lola. Berkeley, CA: University of California Press.
    Brown-SaracinoJ., ThurkJ. and FineG.A. (2008) Beyond groups: seven pillars of peopled ethnography in organisations and communities. Qualitative Research, 8, 5, 547567.
    BrownP., GreenA. and LauderH. (2001) High Skills. Oxford: Oxford University Press.
    BrownR. (ed.) (1973) Knowledge, Education and Cultural Change. London: Tavistock.
    BrowningB. (1998) Infectious Rhythm. New York: Routledge.
    BrunvandJ.H. (1983) The Vanishing Hitchhiker. London: Picador.
    BrunvandJ.H. (1984) The Choking Doberman, New York: W.N. Norton.
    BryanK.A. (1980) Pupil perception of transfer. In HargreavesA., and TickleL. (eds) Middle Schools. London: Harper and Row, pp. 228246.
    BullivantB.M. (1978) The Way of Tradition. Melbourne: ACER.
    BurgessR.G. (1983) Experiencing Comprehensive Education. London: Methuen.
    BurgessR.G. (ed) (1984) The Research Process in Educational Settings. London: Falmer.
    BurgessR.G. (ed.) (1985a) Field Methods in the Study of Education. London: Falmer.
    BurgessR.G. (ed.) (1985b) Strategies of Educational Research. London: Falmer.
    BurgessR.G. (1987) Studying and restudying Bishop McGregor School. In WalfordG. (ed.) Doing Sociology of Education. Lewes: Falmer.
    BurkeJ.L. (1995) In the Electric Mist with the Confederate Dead. London: Orion.
    BurnettJ. H. (1969) Ceremony, rites and economy in the student system of an American high school. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume II, pp. 1730.
    ByrneE. (1975) Inequality in education. Educational Review, 27, 3, 179191.
    CanaanJ. (1987) A comparative analysis of American suburban cliques. In SpindlerG., and SpindlerL. (eds) Interpretive Ethnography of Education. Hillsdale, NJ: Erlbaum, pp. 385408.
    CasanovaU. (1991) Elementary School Secretaries. Newbury Park, CA: Corwin Press.
    CasanovaU. (2010) Sí Se Puede. New York: Teachers College Press.
    CazdenC. (1986) Classroom discourse. In WittrockM. (ed.) Handbook of Research on Teaching,
    3rd edition.
    New York: Collier-Macmillan, pp. 432463.
    ChangH. (2008) Autoethnography as Method. Walnut Creek, CA: Left Coast Press.
    ChangP.J. and RosiekJ. (2003) Anti-colonialist antinomies in a biology lesson. Curriculum Inquiry, 33, 3, 251290.
    CicourelA. and KitsuseJ.I. (1963) The Educational Decision Makers. New York: Bobbs-Merrill.
    ClarkeA. and StarS.L. (2008) The social world framework. In HackettE.J. et.al. (eds) The Handbook of Science and Technology Studies. Cambridge, MA: MIT Press, pp. 113137.
    CliffordJ., and MarcusG.E. (eds) (1986) Writing Culture. Berkeley, CA: University of California Press.
    CloughP. (1992) The End(s) of Ethnography. Newbury Park, CA: Sage.
    CloughP. (2002) Poetic performance given at the ASA conference, in the SSSI stream, Chicago.
    CoffeyA. (1999) The Ethnographic Self. Thousand Oaks, CA: Sage.
    CoffeyA. and AtkinsonP.A. (1996) Making Sense of Qualitative Data. Thousand Oaks, CA: Sage.
    CoffeyA. and DelamontS. (2000) Feminism and the Classroom Teacher. London: Falmer.
    ColemanJ. (1961) The Adolescent Society. New York: The Free Press.
    ConnollyP. (1998) Racism, Gender and Identity in Young Children. London: Routledge.
    ConnollyP. (2004) Boys and Schooling in the Early Years. London: Routledge Falmer.
    CorriganP. (1979) Schooling the Smash Street Kids. London: Macmillan.
    CortazziM. (1991) Primary Teaching: How It Is. London: David Fulton.
    CortazziM. (1993) Narrative Analysis. London: Falmer Press.
    CortazziM. and JinLixian (2012) Approaching narrative analysis with 19 questions. In DelamontS. (ed.) Handbook of Qualitative Research in Education. Cheltenham: Elgar, pp. 474488.
    CottrellS. (2004) Professional Music Making in London. Aldershot: Ashgate.
    CoulthardM. (1974) Approaches to the study of classroom interaction. Educational Review, 22, 1, 3850.
    CowanJ. (1991) Going out for coffee? In LoizosP., and PapataxiarchisE. (eds) Contested Identities. Princeton, NJ: Princeton University Press, pp. 180201.
    CoxonA.P.M. (1983) A cookery class for men. In MurcottA. (ed.) The Sociology of Food and Eating. Aldershot: Gower, pp. 172177. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume III, pp. 223-230.
    CromptonR. (1995) Trajectoires femininas dans la banque et la pharmacie. Les Cahiers du Mage, 1, 1, 6374.
    CrosnoeR. (2011) Fitting In, Standing Out. Cambridge: Cambridge University Press.
    CrossleyN. (1995) Merleau Ponty, the elusive body and carnal sociology. Body and Society, 1, 1, 43663.
    CusickP. (1973) Inside High School. New York: Holt, Rinehart and Winston.
    DarmaninM. (1990) Sociological Perspectives on Schooling in Malta. Unpublished PhD Thesis. Cardiff: Cardiff University.
    DatnowA. (1997) Using gender to preserve tracking's status hierarchy. Anthropology and Education Quarterly, 28, 2, 204228. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume IV, pp. 317-339.
    DatnowA. (1998) The Gender Politics of Educational Change. London: Falmer Press.
    DavidsonJ. (1997) Courtesans and Fishcakes. London: Harper Collins.
    DaviesL. (1984) Pupil Power. London: Falmer.
    DaviesW.B. (1995) Bernstein on classrooms. In AtkinsonP.A., DaviesW.B., and DelamontS. (eds) Discourse and Reproduction. Cresskill, NJ: Hampton, pp. 137158.
    DelamontS. (1978a) The contradictions in ladies’ education. In DelamontS., and DuffinL. (eds) The Nineteenth-Century Woman. London: Croom Helm, pp. 134163.
    DelamontS. (1978b) The domestic ideology and women's education. In DelamontS., and DuffinL. (eds) The Nineteenth Century Woman. London: Croom Helm, pp. 164187.
    DelamontS. (1981) All Too Familiar? Educational Analysis, 3, 1, 6984. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume I, pp. 279-294.
    DelamontS. (1983a) Interaction in the Classroom,
    2nd edition.
    London: Methuen.
    DelamontS. (1983b) The ethnography of transfer. Part IV of GaltonM., and WillcocksJ. (eds) Moving from the Primary Classroom. London: Routledge, pp. 97153.
    DelamontS. (1984) Debs, dollies, swots and weeds. In WalfordG. (ed.) British Public Schools. London: Falmer, pp. 6586.
    DelamontS. (1987) The primary teacher 1945-1990: myths and realities. In DelamontS. (ed.) The Primary School Teacher. London: Falmer, pp. 320.
    DelamontS. (1989) Knowledgeable Women. London: Routledge.
    DelamontS. (1990) Sex Roles and the School (
    2nd edition
    ) London: Routledge.
    DelamontS. (1993) Distant dangers and forgotten standards. Women's History Review, 1, 2, 233252.
    DelamontS. (1998) You need the leotard. Sport, Education and Society, 3, 1, 518.
    DelamontS. (1999) Gender and the discourse of derision. Research Papers in Education, 14, 1, 321.
    DelamontS. (2000) The anomalous beasts. Sociology, 34, 1, 95112.
    DelamontS. (2002) Fieldwork in Educational Settings,
    2nd edition.
    London: Falmer.
    DelamontS. (2003) Feminist Sociology. London: Sage.
    DelamontS. (2005a) No place for women among them. Sport, Education and Society, 10, 3, 305320.
    DelamontS. (2005b) Four great gates. Research Papers in Education, 20, 1, 85100.
    DelamontS. (2006a) The smell of sweat and rum. Ethnography and Education, 1, 2, 161176.
    DelamontS. (2006b) Where the boys are. Waikato Journal of Education, 11, 1.
    DelamontS. (2008) Confessions of a ragpicker. In DelamontS., and AtkinsonP. (eds) Gender and Research. Volume 3: Feminist Methods. London: Sage, pp. 317329.
    DelamontS. (2010) Neopagan narratives. Sociological Research Online 14, 5, 15. Available at: http://www.socresonline.org.uk/14/5/18.html.
    DelamontS. (ed.) (2012a) Ethnographic Methods in Education. Four volumes. London: Sage.
    DelamontS. (ed.) (2012b) Handbook of Qualitative Research in Education. Cheltenham: Edward Elgar.
    DelamontS. (2012c) The parochial paradox. In Anderson-LevittK. (ed.) Anthropologies of Education. New York: Berghahn, pp. 4970.
    DelamontS. and AtkinsonP.A. (1990) ‘Waxing eloquent’. Teaching and Teacher Education, 6, 2, 111125.
    DelamontS. and AtkinsonP.A. (1995) Fighting Familiarity. Cresskill, N.J.: Hampton Press.
    DelamontS., AtkinsonP.A. and ParryO. (2000) The Doctoral Experience. London: Falmer.
    DelamontS., AtkinsonP. and PugsleyL. (2010) The concept smacks of magic. Teaching and Teacher Education, 26, 1, 310.
    DelamontS. and GaltonM. (1980) The first weeks of middle school. In HargreavesA., and TickleL. (eds) Middle Schools. London: Harper and Row, pp. 207227.
    DelamontS. and GaltonM. (1986) Inside the Secondary Classroom. London: Routledge.
    DelamontS. and GaltonM. (1987) Anxieties and anticipations: pupils’ views of transfer to secondary school. In PollardA. (ed.) Children and their Primary Schools. Falmer: London, pp. 236251.
    DelamontS. and StephensN. (2008) Up on the roof. Cultural Sociology, 1, 2, 5774.
    de MarraisK.B. (1998)(ed.) Inside Stories. Mahwah, NJ: Erlbaum.
    DenhamC. and LiebermanA. (1980) Time on Task. Washington, DC: NIE.
    De NoraT. (2000) Music in Everyday Life. Cambridge: Cambridge University Press.
    DenscombeM. (1984a) Keeping ‘em quiet. In DelamontS. (ed.) Readings on Interaction in the Classroom. London: Methuen, pp. 134159.
    DenscombeM. (1984b) Classroom Control. London: Allen and Unwin.
    DenzinN. (2003) Performance Ethnography. Thousand Oaks, CA: Sage.
    DenzinN. (2009) Apocalypse now. International Review of Qualitative Research, 2, 2, 331344.
    DenzinN., and LincolnY. (eds) (1994) Handbook of Qualitative Methods. Thousand Oaks, CA: Sage.
    DenzinN., and LincolnY. (eds) (2000) Handbook of Qualitative Methods,
    2nd edition.
    Thousand Oaks, CA: Sage.
    DenzinN., and LincolnY. (eds) (2005) Handbook of Qualitative Methods,
    3rd edition.
    Thousand Oaks, CA: Sage.
    DenzinN.K., LincolnY., and SmithL.T. (eds) (2008) Handbook of Critical and Indigenous Methodologies. Thousand Oaks, CA: Sage.
    DesmondM. (2006) Becoming a firefighter. Ethnography, 7, 4, 387421. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume II, pp. 275-306.
    DeyhleD. (1998) The role of the applied anthropologist: Between schools and the Navaho Nation. In Bennett De MarraisK. (ed.) Inside Stories. Mahwah, NJ: Erlbaum, pp. 3548.
    DicksB., MasonB., CoffeyA., AtkinsonP.A. (2005) Qualitative Research and Hypermedia. London: Sage.
    DimitriadisG. (2008) Studying Urban Youth Culture. New York: Peter Lang.
    DimitriadisG. (2011) Critical Dispositions Evidence and Expertise in Education. New York: Routledge.
    DonettoS. (2012) Medical students and patient-centred clinical practice. British Journal of Sociology of Education, 33, 3, 431450.
    DonohueJ.J. (2002) Wave people: the martial arts and the American imagination. In JonesD.E. (ed) Combat, Ritual and Performance. Westport, CT: Praeger. pp. 6580.
    DowneyG. (2005) Learning Capoeira. New York: Oxford University Press.
    EdmondsonR. (1984) Rhetoric in Sociology. London: Macmillan.
    EdwardsA.E., FitzJ. and WhittyG. (1989) The State and Private Education. Lewes: Falmer.
    EisnerE. (1997) The promise and perils of alternative forms of data representation. Educational Researcher, 26, 6, 410.
    EisnerE. (2001) Concerns and aspirations for qualitative research in the new millennium. Qualitative Research, 1, 2, 135145.
    EisnerE., and PeshkinA. (eds) (1990) Qualitative Inquiry in Education. New York: Teachers College Press.
    EllisB. (2001) Aliens, Ghosts and Cults. Jackson, MS: University Press of Mississippi.
    EllisC. (2002) Shattered lives. Journal of Contemporary Ethnography, 31, 4, 375410.
    EllisC. (2009) Telling tales on neighbours. International Review of Qualitative Research, 2, 1, 328.
    EllisC., and BochnerA. (eds) (1996) Composing Ethnography. Walnut Creek, CA: Alta Mira Press.
    EllisC. and BochnerA. (2000) Autoethnography, personal narrative, reflexivity. In DenzinN., and LincolnY. (eds) Handbook of Qualitative Research,
    2nd edition.
    Thousand Oaks, CA: Sage, pp. 733768.
    EntwistleJ. (2009) The Aesthetic Economy of Fashion. Oxford: Berg.
    EricssonK.A., KrampeR.T. and Tesch-RomerC. (1993) The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 3, 363406.
    EricksonF. (2006) Studying side by side. In SpindlerG., and HammondL. (eds) Innovations in Educational Ethnography. Mahwah, NJ: Erlbaum, pp. 235258.
    FabianJ. (1983) Time and the Other. New York: Columbia University Press.
    FaubionJ.D., and MarcusG.E. (eds) (2009) Fieldwork is Not What it Used to Be. Ithaca, NY: Cornell University Press.
    FehrC. (2008) Are smart men smarter than smart women? In MayA.M. (ed.) The ‘Woman Question’ and Higher Education. Cheltenham: Edward Elgar, pp. 102108.
    FinchamB., McGuinnessM., and MurrayL. (eds) (2010) Mobile Methodologies. London: Palgrave.
    FindersM.J. (1997) Just Girls. New York: The Teachers College Press.
    FineG.A. (1981) Rude words. Maledicta, 5, 5168.
    FineG.A. (1983) Shared Fantasy. Chicago: University of Chicago Press.
    FineG.A. (1985) Occupational aesthetics. Urban Life, 14, 1, 332. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume III, pp. 231250.
    FineG.A. (1987) With the Boys. Chicago: The University of Chicago Press.
    FineG.A. (ed.) (1995) A Second Chicago School? Chicago: The University of Chicago Press.
    FineG.A. (1996) Kitchens. Berkeley, CA: University of California Press.
    FineG.A. (1998) Morel Tales. Cambridge, MA.: Harvard University Press.
    FineG.A. (2001) Gifted Tongues. Princeton: Princeton University Press.
    FineG.A. (2003) Towards a peopled ethnography. Ethnography, 4, 1, 4160.
    FineG.A. (2004) Everyday Genius. Chicago: The University of Chicago Press.
    FineG.A. (2007) Authors of the Storm. Chicago: The University of Chicago Press.
    FlandersN.A. (1970) Analysing Teaching Behaviour. New York: Addison-Wesley.
    FoleyD. (1996) The silent Indian as cultural production. In LevinsonB., FoleyD., and HollandD. (eds) The Cultural Production of the Educated Person. Albany, NY: SUNY Press, pp. 7992.
    FoleyD.A., LevinsonB.A., HurtigJ. (2001) Anthropology goes inside: The new educational ethnography of ethnicity and gender. In SecadaW.G. (ed.) Review of Research in Education, 25, 3798. Washington, DC: AERA.
    FordJ. (1969) Social Class and the Comprehensive School. London: Routledge and Kegan Paul.
    FordhamS. (1993) ‘Those loud Black girls’. Anthropology and Education Quarterly, 24, 1, 332.
    FordhamS. (1996) Blacked Out. Chicago: The University of Chicago Press.
    ForseyM.G. (2010) Ethnography as participant listening. Ethnography, 11, 4, 558572.
    FosterP., GommR. and HammersleyM. (1996) Constructing Educational Research. London: Falmer.
    FoxI. (1984) The demand for a public school education. In WalfordG. (ed.) British Public Schools. Lewes: Falmer Press, pp. 4564.
    FraleighS.H., and HansteinP. (eds) (1999) Researching Dance. London: Dance Books Ltd.
    FrankA. (2010) In defence of narrative exceptionalism. Sociology of Health and Illness, 32, 4, 665667.
    FrazerE. (1993) Talking about class in a girls’ public school. In WalfordG. (ed.) The Private Schooling of Girls. London: Woburn Press, pp. 127152.
    FroschJ.D. (1999) Dance ethnography. In FraleighS.H., and HansteinP. (eds) (1999) Researching Dance. London: Dance Books Ltd., pp. 249282.
    FurlongV.J. (1976) Interaction sets in the classroom. In StubbsM., and DelamontS. (eds) Explorations in Classroom Observation. Chichester: Wiley, pp. 2344.
    GaltonM., SimonB. and CrollP. (1980) Inside the Primary Classroom. London: Routledge and Kegan Paul.
    GaltonM. and SimonB. (1980) (eds) Progress and Performance in the Primary Classroom. London: Routledge and Kegan Paul.
    GamradtJ. (1998) ‘Studying Up’ in educational anthropology. In Bennett de MarraisK. (ed.) Inside Stories. Mahwah, NJ: Erlbaum, pp. 6778.
    GarfinkelH. (1967) Studies in Ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.
    GeerB. (1964) First days in the field. In HammondP. (ed.) Sociologists at Work. New York: Basic Books, pp. 372398. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume I, pp. 243262.
    GeerB. (1966a) Notes on occupational commitment. School Review, 74, 1, 3147.
    GeerB. (1966b) Occupational commitment and the teaching profession. School Review, 77, 1, 3147.
    GeerB. (ed.) (1972) Learning to Work. Beverley Hills, CA: Sage.
    GeertzC. (1973) The Interpretation of Cultures. New York: Basic Books.
    GewirtzS., BallS.J. and BoweR. (1995) Markets, Choice and Equity in Education. Buckingham: Open University Press.
    GibsonM. (1988) Accommodation without Assimilation. Ithaca, NY: Cornell University Press.
    GilbertG.N. and MulkayM. (1984) Opening Pandora's Box. Cambridge: Cambridge University Press.
    GillbornD. and YoudellD. (2000) Rationing Education. Buckingham: Open University Press.
    GladwellM. (2009) Outliers. Harmondsworth: Penguin.
    GlaserB. and StraussA.L. (1965) Awareness of Dying. Chicago: Aldine.
    GoffmanE. (1959) The Presentation of Self in Everyday Life. New York: Doubleday Anchor.
    GoffmanE. (1963) Stigma. Harmondsworth: Penguin Books.
    GordonC.W. (1957) The Social System of the High School. Glencoe, IL: The Free Press.
    GordonJ.A. (2009) Children of the danchi: a Japanese primary school for Newcomers. Ethnography and Education, 4, 2, 165179.
    GrantG. (1988) The World We Created at Hamilton High. Cambridge, MA: Havard University Press.
    GreenwoodD.M. (1994) Holy Terrors. London: Hodder Headline.
    GreenwoodS. (2000) Magic, Witchcraft and the Otherworld. Oxford: Berg.
    GubriumJ., and Holstein (eds) (2005) Handbook of Interviewing. Thousand Oaks, CA: Sage.
    GuptaA., and FergusonJ. (eds) (1997) Anthropological Locations. Berkeley, CA: University of California Press.
    GustafsonK. (2009) Us and them - children's identity work and social geography in a Swedish school yard. Ethnography and Education, 4, 1, 116.
    HaffertyF.W. (1988) Cadaver stories. Journal of Health and Social Behaviour, 29, 4, 344356.
    HaffertyF.W. (1991) Into the Valley. New Haven, CT: Yale University Press.
    HagedornK.J. (2001) Divine Utterances. Washington, DC: Smithsonian Institution Press.
    HallT., LashuaB., and CoffeyA. (2008) Sounds and the everyday in qualitative research. Qualitative Inquiry, 14, 6, 101714.
    HalseyA.H., HeathA. and RidgeJ.M. (1980) Origins and Destinations. Oxford: Clarendon Press.
    HammersleyM. (1980) Classroom ethnography, Educational Analysis,, 2, 1, 4774. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, volume I, pp. 75-106.
    HammersleyM. (1982) The sociology of classrooms. In HartnettA. (ed.) The Social Sciences in Educational Studies. London: Heinemann, pp. 227242.
    HammersleyM. (2001) Whose side was Becker on? Qualitative Research, 1, 1, 91110.
    HammersleyM. (2008) Questioning Qualitative Inquiry. London: Sage.
    HammersleyM. (2010) Research, Art or Politics? International Review of Qualitative Research,, 3, 1, 510.
    HammersleyM. and AtkinsonP.A. (2007) Ethnography,
    3rd edition.
    London: Routledge.
    HamiltonM. (2007) In Search of the Blues. London: Jonathan Cape.
    HannaJ.L. (1982) Public social policy and the children's world. In SpindlerG. (ed.) Doing the Ethnography of Schooling. New York: Holt, Rinehart and Winston, pp. 316355.
    HargreavesA. (1984) Contrastive rhetoric and extremist talk. In HargreavesA., and WoodsP. (eds) Classroom and Staffrooms. Milton Keynes: Open University Press.
    HargreavesA. (1986) Two Cultures of Schooling. Lewes: Falmer.
    HargreavesD. (1967) Social Relations in a Secondary School. London: Routledge and Kegan Paul.
    HargreavesD.H. (1982) The Challenge for the Comprehensive School. London: Routledge and Kegan Paul.
    HargreavesL. and GaltonM. (2002) Transfer from the Primary Classroom 20 Years On. London: Routledge.
    HaywoodC. and Macan GhaillM. (1996) Schooling masculinities. In Mac an GhaillM. (ed.) Understanding Masculinities. Buckingham: Open University Press. pp. 5060.
    HeapJ. (1985) Discourse in the production of classroom knowledge, Curriculum Enquiry, 15, 245279.
    HeathS.B. (1982) Questioning at home and at school. In SpindlerG. (ed.) Doing the Ethnography of Education. New York: Holt, Rinehart and Winston, pp. 102131.
    HeathS.B. (1983) Ways with Words. Cambridge: Cambridge University Press.
    HeathS.B. (2012) Words at Work and Play. Cambridge: Cambridge University Press.
    HessG.A. (1999) Keeping educational anthropology relevant. Anthropology and Education Quarterly, 30, 4, 404412.
    HerzfeldM. (1983) Semantic slippage and moral fall. Journal of Modern Greek Studies, 1, 161172.
    HerzfeldM. (1985) The Poetics of Manhood. Princeton, NJ: Princeton University Press.
    HerzfeldM. (1991) A Place in History. Princeton, NJ: Princeton University Press.
    HerzfeldM. (2004) The Body Impolitic. Chicago: The University of Chicago Press.
    HerzfeldM. (2009) The cultural politics of gesture. Ethnography, 10, 2, 131152.
    HeyV. (1997) The Company She Keeps. Buckingham: Open University Press.
    HeylB. (1979) The Madam as Entrepreneur. New Brunswick, NJ: Transaction.
    HeylB. (2012) The madam as teacher. In DelamontS. (ed.) Ethnographic Methods in Education. London: Sage: Four volumes, Volume III, pp. 251264.
    HilsumS. and CaneB.S. (1971) The Teacher's Day. Slough: NFER.
    HoKaren (2009) Liquidated. Durham, NC: Duke University Press.
    HollandD. C. and EisenhartM.A. (1992) Educated in Romance. Chicago: The University of Chicago Press.
    HollingsheadA.B. (1947) Elmtown's Youth. New York: John Wiley and Sons.
    HollingsheadA.B. (1975) Elmtown's Youth and Elmtown Revisited. New York: Wiley.
    HurstonZ.N. (1935) Mules and Men. New York: Lippincott. 1990 edition: New York: Harper Perennial.
    HuttonR. (1999) The Triumph of the Moon. Oxford: Oxford University Press.
    HuttonR. (2006a) How myths are made. In HuttonR. (ed.) Witches, Druids and King Arthur. Hambledon: Continuum, pp. 138.
    HuttonR. (2006b) Living with witchcraft. In HuttonR. (ed.) Witches, Druids and King Arthur. Hambledon: Continuum, pp. 259294.
    HymesD. (1996) Ethnography, Linguistics, Narrative Inequality. London: Taylor and Francis.
    IkedaK. (1998) A Room Full of Mirrors. Stanford: Stanford University Press.
    JacksonP. (1968) Life in Classrooms. New York: Holt, Rinehart and Winston.
    JacobE. (1987) Qualitative research traditions. Review of Educational Research, 57, 1, 150.
    JamesA. (2001) Ethnography in the study of children and childhood. In AtkinsonP.A., CoffeyA., DelamontS., LoflandJ., and LoflandL. (eds.) Handbook of Ethnogra-phy. London: Sage. pp. 246257.
    JamesA., HockeyJ., and DawsonA. (eds) (1997) After Writing Culture. London: Routledge.
    JamousH. and PeloilleB. (1970) Professions or self-perpetuating systems? In JacksonJ.A. (ed.) Professions and Professionalisation. Cambridge: Cambridge University Press, pp. 111152.
    JefferyP. (1979) Frogs in a Well. London: Zed Books.
    JenningsG., BrownD. and SparkesA.C. (2010) It can be a religion if you want. Ethnography, 11, 4, 533557.
    Jones, RickyL. (2004) Black Haze: Violence, Sacrifice, and Manhood in Black Greek-Letter Fraternities. Albany, NY: State University of New York Press.
    JonesS.H. (2005) Autoethnography. In DenzinN., and LincolnY. (eds) Handbook of Qualitative Research,
    3rd edition.
    Thousand Oaks, CA: Sage, pp. 703792.
    KarabelJ., and HalseyA.H. (eds) (1977) Power and Ideology in Education. New York: Oxford University Press.
    KarweitN.L. (1981) Time in School. In CorwinR.G. (ed.) Research in Educational Organisations. Greenwich, CT: JAI Press.
    KatzJ. (2001) From how to why. Ethnography, 2, 4, 443474.
    KatzJ. (2002) From how to why: on luminous description, Pt 2. Ethnography, 3, 1, 6390.
    KendallL. (2000) Oh No! I'm a nerd! Gender and Society, 14, 2, 25674.
    KennaM. (1992) Changing places and altered perspectives. In OkelyJ., and CallawayH. (eds) Anthropology and Autobiography. London: Routledge.
    KingA.R. (1967) The School at Mopass. New York: Holt, Rinehart and Winston.
    KnappM. and KnappH. (1976) One Potato, Two Potato. New York: W. Norton.
    KusenbachM. (2003) Street phenomenology: the go-along as ethnographic research tool. Ethnography, 4, 455485.
    KusenbachM. (2012) Mobile methods. In DelamontS. (ed.) (2012) Handbook of Qualitative Research in Education. Cheltenham: Edward Elgar, pp. 252264.
    LaceyC. (1970) Hightown Grammar. Manchester: Manchester University Press.
    LambartA. (1982) Expulsion in context, In FrankenbergR. (ed) Custom and Conflict in British Society. Manchester: Manchester University Press. pp. 188208. Reprinted in S. Delamont (ed.) Ethnographic Methods in Education. Volume 4. London: Sage. pp. 187204.
    LandeB. (2007) Breathing like a soldier. In ShillingC. (ed.) Embodying Sociology. Oxford: Blackwell, pp. 95108.
    LareauA. (1996) Common problems in fieldwork. In LareauA., and ShultzJ. (eds) Journeys through Ethnography. Boulder, CO: Westview Press, pp. 195236.
    LareauA. (2003) Unequal Childhoods. Berkeley, CA: University of California Press.
    LarkinRalph W. (2007) Comprehending Columbine. Philadelphia: Temple University Press.
    LashS. and UrryJ. (1994) Economies of Signs and Space. London: Sage.
    LaveJ. and WengerE. (1991) Situated Learning. Cambridge: Cambridge University Press.
    LeacockE. (1969) Teaching and Learning in City Schools. New York: Basic Books.
    LeacockS. and LeacockR. (1975) Spirits of the Deep. New York: Doubleday.
    LefkowitzB. (1998) Our Guys: The Glen Ridge Rape and the Secret Life of the Perfect Suburb. New York: Vintage Books.
    LevinsonB.A., FoleyD.E., HollandD.C. (eds) (1996) The Cultural Production of the Educated Person. Albany NY: SUNY Press.
    LewisJ.L. (1992) Ring of Liberation. Chicago: University of Chicago Press.
    LightfootSara L. (1983) The Good High School. New York: Basic Books.
    LoflandL. (1975) The ‘Thereness’ of women. In MillmanM. (ed.) Another Voice. New York: Doubleday Anchor.
    LoflandJ. and LoflandL. (2005) Analysing Social Settings, 3rd edition. Belmont, CA: Wadsworth.
    LoizosP. (1981) The Heart Grown Bitter. Cambridge: Cambridge University Press.
    LongC. M. (2006) A New Orleans Voudou Priestess. Talahassie, FL: University Press of Florida.
    Mac an GhaillM. (1994) The Making of Men. Buckingham: Open University Press.
    MaglioccoS. (2004) Witching Culture. Philadelphia: University of Pennsylvania Press.
    MannayD. (2011) Making the familiar strange. Qualitative Research, 11, 1, 119.
    MannayD. (2013) Keeping close and spoiling revisited. Gender and Education, 25, 1, 91107.
    MannixD. (1951) Memoirs of a Sword Swallower. London: Hamish Hamilton.
    MarionJ.S. (2008) Ballroom. Oxford: Berg.
    MarkhamA. (1998) Life Online: Researching Real Experience in Virtual Space. Walnut Creek, CA: Alta Mira Press.
    MarqueseM. (1994) Anyone But England. London: Verso.
    MathiesonM. (1973) The Preachers of Culture. London: Allen and Unwin.
    MayA. M. (ed.) (2008) The ‘Woman Question’ and Higher Education: Perspectives on Gender and Knowledge Production in America. Cheltenham: Edward Elgar.
    McCullochK. (2007) Living at sea. Ethnography and Education, 2, 3, 289304.
    McDonaldM. (1989) We Are Not French! London: Routledge.
    McNamaraD. (1980) The outsider's arrogance. British Educational Research Journal, 6, 2, 113126.
    McPhersonG.H. (1972) Small Town Teacher. Cambridge, MA: Harvard University Press.
    MeadM. (1943) Our educational emphasis in primitive perspective. In DelamontS. (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume 1, pp. 312.
    MeasorL. (1984) Gender and the sciences. In HammersleyM., and WoodsP. (eds) Life in Schools. Milton Keynes: The Open University Press, pp. 89107.
    MeasorL. and WoodsP. (1983) The interpretation of pupil myths. In HammersleyM. (ed.) The Ethnography of Schooling. Driffield, Yorkshire: Nafferton Books, pp. 5576.
    MeasorL. and WoodsP. (1984) Changing Schools. Milton Keynes: Open University Press.
    MellorD. (2003) Playground Romance. Unpublished PhD thesis, Cardiff: Cardiff University.
    MellorD. and DelamontS. (2011) Old anticipations, new anxieties? Cambridge Journal of Education, 41, 3, 33334.
    MerryfieldM.M. (2000) Why aren't teachers being prepared to teach for diversity, equity and global interconnections? Teaching and Teacher Education,, 16, 4, 429444.
    MertonD.E. (2005) Transitions and ‘trouble’: rites of passage for suburban girls. Anthropology and Education Quarterly, 36, 2, 13248.
    MetzM. (1978) Classrooms and Corridors. Berkeley, CA: University of California Press.
    MetzM. (1984) Editor's Foreword. Sociology of Education, 57, 2, 429444.
    MiddletonS. (2001) Educating Researchers. Wellington: New Zealand Association for Educational Research.
    MillerDaniel and SlaterDon (2000) The Internet. Oxford: Berg.
    MoffatM. (1989) Coming of Age in New Jersey. New Brunswick, NJ: Rutgers University Press.
    MuellerJ. and O'ConnorC. (2007) Telling and retelling about ‘self’ and ‘others’. Teaching and Teacher Education, 23, 6, 840856.
    MurphyJ.M. (1993) Santeria: African Spirits in America. Boston: Beacon Press.
    NaderL. (1975) Up the anthropologist - perspectives gained from studying up. In HymesD. (ed.) Reinventing Anthropology. New York: Vintage Books, pp. 284312.
    O'ConnorE. (2007) Embodied knowledge in glassblowing. In ShillingC. (ed.) Embodying Sociology. Oxford: Blackwell, pp. 126141.
    MyersW.B. (2008) Straight and white. Qualitative Inquiry, 14, 1, 160171.
    O'HaganA. (1995) The Missing. London: Picador.
    OrellanaM.E. and ThorneB. (1998) Year-round schools and the politics of time. Anthropology and Education Quarterly, 29, 4, 446472.
    OrtnerS. (2002) ‘Burned like a tattoo’. High School social categories and ‘American culture’. Ethnography, 3, 2, 115148. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume II, pp. 57-86.
    OrtnerS.B. (2003) New Jersey Dreaming. Durham, NC: Duke University Press.
    PaechterC. (2000) Changing School Subjects. Buckingham: Open University Press.
    PalonskyS.B. (1975) Hempies and squeaks, truckers and cruisers: A participant observer study in a city high school. Educational Administration Quarterly, 11, 2, 86103. Reprinted in S. Delamont (ed) Ethnographic Methods in Education Volume 4. London: Sage, pp. 83-100.
    PapageorgiouD. (2007) Field research on the run. In McLeanA., and LeibingA. (eds) The Shadow Side of Fieldwork. Oxford: Blackwell, pp. 221238.
    ParkRoberta (1987) Sport, gender and society in a transatlantic Victorian perspective. In ManganJ. A., and ParkR. (eds) From ‘Fair Sex’ to Feminism. London: Cass, pp. 5896.
    ParkerH. (1974) View from the Boys. Newton Abbott: David and Charles.
    ParkerR. (2006) School Days. London. No Exit Press.
    ParmanS. (1998) Making the familiar strange: The anthropological dialogue of George and Louise Spindler. In SpindlerGeorge, and SpindlerLouise (eds) Fifty Years of Anthropology and Education 1950-2000. Mahwah: NJ: Lawrence Erlbaum, pp. 393416. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, volume I, pp. 319-340.
    PatrickJ. (1973) A Glasgow Gang Observed. London: Eyre Methuen.
    PelissierC. (1991) The anthropology of teaching and learning. Annual Review of Anthropology, 20: 7595.
    PeshkinA. (1972) Kanuri Schoolchildren. New York: Holt, Rinehart and Winston.
    PeshkinA. (1978) Growing Up American. Chicago: the University of Chicago Press.
    PeshkinA. (1982) The Imperfect Union. Chicago: The University of Chicago Press.
    PeshkinA. (1986) God's Choice. Chicago: The University of Chicago Press.
    PeshkinA. (1991) The Color of Strangers, The Color of Friends. Chicago: The University of Chicago Press.
    PeshkinA. (1994) Growing up American, 2nd edition. Chicago: The University of Chicago Press.
    PeshkinA. (1997) Places of Memory. Mahwah, NJ: Erlbaum.
    PeshkinA. (2001) Permissable Advantage? New York: Routledge.
    PetersonW.A. (1964) Age, teachers's role and the institutional setting. In BiddleB.J., and EllenaW. (eds) Contemporary Research on Teacher Effectiveness. New York: Holt, Rinehart and Winston, pp. 264315.
    PetroneR. (2010.) ‘You have to get hit a couple of times’. Teaching and Teacher Education, 26, 1, 119127. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume II, pp. 307-326.
    PhillipsS.U. (1982) Learning the ‘cant’. In SpindlerG. (ed.) Doing the Ethnography of Education. New York. Holt, Rinehart and Winston, pp. 176209.
    PoulosC. (2010) Transgressions. International Review of Qualitative Research, 3, 1, 6788.
    PhillipsS.U. (1983) The Invisible Culture. New York: Holt Rinehart and Winston.
    PowellK. (2006) Inside-out and Outside-In. Participant observation in Taiko drumming. In SpindlerG., and HammondL. (eds) Innovations in Educational Ethnography. Mahwah, NJ: Erlbaum, pp. 3364.
    PowerS., EdwardsA., WhittyG., WigfallV. (2003) Education and the Middle Class. Buckingham: Open University Press.
    PriceA. (1973) Colonel Butler's Wolf. Newton Abbott: Crime Fiction Book Club.
    PriorL. (2012) The role of documents in social research. In DelamontS. (ed.) Handbook of Qualitative Research in Education. Cheltenham: Edward Elgar, pp. 426438.
    ProutA. (1997) Children's Bodies. London: Macmillan.
    ProwellerA. (1998) Constructing Female Identities. Albany, NY: SUNY Press.
    PuddephattA.J., ShaffirW. and KleinknechtS.W. (2009) (eds) Ethnographies Revisited. London: Routledge.
    PugachM.C. (1998) On the Border of Opportunity. Mahwah, NJ: Erlbaum.
    PugsleyL. (1998) ‘Throwing your brains at it’, International Studies in the Sociology of Education,, 8, 8, 7190.
    PugsleyL. (2004) The University Challenge. Aldershot: Ashgate.
    RaissiguierC. (1994) Women Becoming Workers. New York: SUNY Press.
    RaleyJ.D. (2006) Finding safety in dangerous places. In SpindlerG., and HammondL. (eds) Innovations in Educational Ethnography. Mahwah, NJ: Erlbaum, pp. 127168.
    ReayD., CrozierG., JamesD. (2011) White Middle Class Identities and Urban Schooling. Basingstoke: Palgrave.
    Reed-DanahayD. (1987) Farm children at school. Anthropological Quarterly, 60, 2, 8389.
    Reed-DanahayD. (1996) Education and Identity in Rural France. Cambridge: Cambridge University Press.
    Reed-DanahayD. (2005) Locating Bourdieu. Bloomington, IN: Indiana University Press.
    Reed-DanahayD. and Anderson-LevittK. (1991) Backward country, troubled city? American Ethnologist,, 18, 3, 546565. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume II, pp. 31-56.
    RenoldE. (2005) Girls, Boys and Junior Sexualities. London: Routledge Falmer.
    RichardsonL. (1990) Writing Strategies. Newbury Park, CA: Sage.
    RichardsonL. (1994) Writing: A method of inquiry. In DenzinN.K., and LincolnY. (eds) Handbook of Qualitative Research. Thousand Oaks, CA: Sage, pp. 516529.
    RichardsonL. (2008) My dinner with Lord Esqy. Qualitative Inquiry, 14, 1, 137.
    RideoutV.J., FoehrU.G. and RobertsD.F. (2012) Generation M: Media in the Lives of 8-18, The New York Times, 10/6/2012.
    RiseboroughG. (1988) Pupils, recipe knowledge, curriculum, and the cultural production of class, ethnicity and patriarchy. British Journal of Sociology of Education, 9, 1, 3954. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume III, pp. 67-84.
    RiseboroughG. (1992) The Cream Team: an ethnography of BTEC national diploma (catering and hotel management) students in a tertiary college. British Journal of Sociology of Education, 13, 2, 215245.
    RiseboroughG. (1993) GBH - the Gobbo Barmy Army. In BatesI., and RiseboroughG. (eds) Youth and Inequality. Buckingham: Open University Press, pp. 160228.
    RobertsonR. and WhyteK. (2005) Globalisation. In CalhounC., RojekC., and TurnerB. (eds) The Sage Handbook of Sociology London: Sage. pp. 345366.
    RogersS.C. (1991) Shaping Modern Times in Rural France. Princeton, NJ: Princeton University Press.
    RonaiC.R. (1996) My mother is mentally retarded. In EllisC., and BochnerA. (eds) Composing Ethnography. Walnut Creek, CA: Alta Mira, pp. 109131.
    RoseS. (1988) Keeping Them out of the Hands of Satan. New York: Routledge and Kegan Paul.
    RosiekJ. (2006) Toward teacher education that takes the study of culture as foun-dational. In SpindlerG., and HammondL. (eds) Innovations in Educational Ethnography. Hillside, NJ: Erlbaum, pp. 259286.
    RothJ. (1963) Timetables. Indianapolis, IN: Bobbs-Merrill.
    RuhlederK. (2000) The virtual ethnographer: Fieldwork in distributed electronic environments. Field Methods, 12, 1, 317.
    RutterM. et.al. (1979) Fifteen Thousand Hours. London: Open Books.
    SabinP.C. (2007) On sentimental education among college students. Teachers College Record, 109, 7, 16821704.
    SalamoneS.D. (1986) In the Shadow of the Holy Mountain. Boulder, CO: East European Monographs.
    SalzJ. (1998) Why was everyone laughing at me? In SingletonJ. (ed.) Learning in Likely Places. Cambridge: Cambridge University Press, pp. 85103.
    SavageM. (2010) Identities and Social Change in Britain since 1940. Oxford: Oxford University Press.
    SconzertK., LazzettoD. and PurkesS. (2000) Small-town college to big-city school. Teaching and Teacher Education, 16, 4, 465490.
    ScottS. (2004) Researching shyness. Qualitative Research, 4, 1, 91105.
    ScottS. (2007) Shyness and Society. Basingstoke: Palgrave.
    ScottS. (2009) Making Sense of Everyday Life. Cambridge: Polity.
    SeegerA. (2008) Theories forged in the crucible of action. In BarzG., and CooleyT.J. (eds) Shadows in the Field,
    2nd edition.
    Oxford: Oxford University Press, pp. 271288.
    SerbinL. (1978) Teachers, peers and play preferences. In SprungB. (ed.) Perspectives on Non-Sexist Early Childhood Education. New York: Teachers College Press, pp. 7993.
    SewellT. (1997) Black Masculinities and Schooling. Stoke on Trent: Trentham Books.
    Seyer-OchsI. (2006) Lived landscapes of the Fillmore. In SpindlerG., and HammondL. (eds) Innovations in Educational Ethnography. Mahwah, NJ: Erlbaum, pp. 169232.
    SharpR. and GreenA. (1976) Education and Social Control. London: Routledge and Kegan Paul.
    ShibutaniT. (1955) Reference groups as perspectives. American Journal of Sociology, 60, 3, 562569.
    ShibutaniT. (1966) Improvised News. Indianapolis, IN: Bobbs-Merrill.
    ShillingC. (2007) Sociology and the body. In ShillingC. (ed.) Embodying Sociology. Oxford: Blackwell, pp. 118.
    ShumarW. (1997) College for Sale. London: Falmer.
    SikesP., MeasorL. and WoodsP. (1982) Teacher Careers. London: Falmer.
    SinclairS. (1996) Making Doctors. Oxford: Berg.
    SingletonJ. (1967) Nichu: A Japanese School. New York: Holt, Rinehart and Winston.
    SingletonJ. (1998a) Craft and art education in Mashiko pottery workshops. In SingletonJ. (ed.) Learning in Likely Places. Cambridge: Cambridge University Press, pp. 122133.
    SingletonJ. (ed.) (1998b) Learning in Likely Places. Cambridge: Cambridge University Press.
    SingletonJ. (1999) Reflecting on the reflections. Anthropology and Education Quarterly, 30, 4, 455459. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, volume I, pp. 341-346.
    SiwatuK.O. (2007) Preservice teachers’ culturally responsive self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23, 7, 10861101.
    SlaterC. (1986) Trail of Miracles. Berkeley, CA: University of California Press.
    SlaterC. (1990) City Steeple, City Streets. Berkeley, CA: University of California Press.
    SmildeD. (2007) Reasons to Believe. Berkeley, CA: University of California Press.
    SmithL.M. and GeoffreyW. (1968) The Complexities of an Urban Classroom. New York: Holt, Rinehart and Winston.
    SmithL. M. and, KeithP. (1971) Anatomy of Educational Innovation. London: Wiley.
    SmithL.M., KleineP.E., PruntyJ.P. and DwyerD.C. (1986) Educational Innovation. London: Falmer Press.
    SmithL.M., PruntyJ.P., DwyerD.C. and KleineP.E. (1987) The Fate of an Innovative School. London: Falmer Press.
    SmithL.M., DwyerD.C., PruntyJ.P. and KleineP.E. (1988) Innovation and Change in Schooling. London: Falmer Press.
    SolomonJ. (1991) School laboratory life. In WoolnoughB.E. (ed.) Practical Science. Milton Keynes: Open University Press, pp. 101111.
    SparkesA. (1996) The fatal flaw. Qualitative Inquiry, 2, 463494.
    SpencerJ. (1989) Anthropology as a kind of writing. Man, 24, 145164.
    SpencerJ. (2001) Ethnography after postmodernism. In AtkinsonP., CoffeyA., DelamontS., LoflandJ., and LoflandL. (eds). Handbook of Ethnography. London: Sage, pp. 443452.
    SpindlerG. (1955) Education and Anthropology. Stanford: Stanford University Press.
    SpindlerG. (1967) Education and Culture. New York: Holt, Rinehart and Winston.
    SpindlerG. (ed.) (1982) Doing the Ethnography of Education. New York: Holt, Rinehart and Winston.
    SpindlerG. (ed.) (2000) Fifty Years of Anthropology and Education. Mahwah, NJ: Erlbaum.
    SpindlerG., and HammondL. (eds) (2006) Innovations in Educational Ethnography. Mahwah, NJ: Erlbaum.
    SpindlerG. and SpindlerL. (1982) Roger Harker and Schonhausen. In SpindlerG. (ed.) Doing the Ethnography of Schooling. New York: Holt, Rinehart and Winston, pp. 2047. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, volume I, pp. 295-318.
    SpindlerG., and SpindlerL. (eds) (1987) Interpretive Ethnography of Education. Hillside, NJ: Erlbaum.
    SpradleyJ. (1969) Guests Never Leave Hungry. London: Yale University Press.
    SpradleyJ. (1979) Ethnographic Interviewing. New York: Holt, Rinehart and Winston.
    SpradleyJ. and MannB. (1975) The Cocktail Waitress. New York: Wiley.
    StarS.L. (1989) The structure of ill-structured solutions: Boundary objects and heterogeneous distributed problem solving. In GasserL., and HuhnsM. (eds) Distributed Artificial Intelligence. San Mateo, CA: Morgan Kaufman, pp. 3754.
    StarS.L. (2010) This is not a boundary object: reflections on the origin of a concept. Science, Technology and Human Values, 35, 6, 600617.
    StarS.L. and GriesemerJ.R. (1989) Institutional ecology, ‘translations’ and boundary objects. Social Studies of Science, 19, 4, 387420.
    StephensN., AtkinsonP.A., and GlasnerP. (2008) The UK Stem Cell Bank as performative architecture, New Genetics and Society,, 27, 2, 8795.
    StephensN. and DelamontS. (2006a) Balancing the berimbau. Qualitative Inquiry, 12, 1, 316339.
    StephensN. and DelamontS. (2006b) Samba no mar. In VanniniP., and WaskulD. (eds) Body/Embodiment. Aldershot: Ashgate, pp. 109122.
    StephensN. and DelamontS. (2009) They start to get malicia. British Journal of Sociology of Education, 30, 5, 537548.
    StephensN. and DelamontS. (2010) Vim de Bahia pra lhe ver. In FinchamB. et.al. (eds) (2010) Mobile Methodologies. Basingstoke: Palgrave, pp. 85102.
    StinchcombeA. (1964) Rebellion in a High School. Chicago: Quadrangle.
    StollerP. (1989) The Taste of Ethnographic Things. Philadelphia: University of Pennsylvania Press.
    StollerP. (1997) Sensuous Scholarship. Philadelphia: University of Pennsylvania Press.
    SuchmanL. (1994) Working relations of technology production and use. Computer Supported Cooperative Work, 2, 1, 2139. Reprinted in D. Mackenzie and J. Wajcman (eds) (1999) The Social Shaping of Technology. Buckingham: Open University Press.
    SussmanL. (1977) Tales out of School. Philadelphia, PA: Temple University Press.
    SwainJ. (2003) How young schoolboys became somebody, British Journal of Sociology of Education,, 24, 3, 299314.
    TesterK. (ed.) (1994a) The Flâneur. London: Routledge.
    TesterK. (1994b) Introduction. In TesterK. (ed.) The Flâneur. London: Routledge, pp. 121.
    ThomasC. (2010) Negotiating the contested terrain of narrative methods in illness contexts. Sociology of Health and Illness, 32, 4, 647661.
    ThompsonF. (1937/2007) Thompson's Cricket Verses (ed. LucasE.V.) Oxford: Oxford University Press. Reprinted in In D.R. Allen (ed.) (2000) A Breathless Hush: The MCC Anthology of Cricket Verse. London: Methuen, p. 154.
    ThriftN. (2006) Reinventing invention. Economy and Society, 35, 3, 279306.
    TightM. (2002) Editorial. Studies in Higher Education, 27, 3, 261262.
    Tillman-HealyL. (1996) A secret life in a culture of thinness. In EllisC., and BochnerA. (eds) Composing Ethnography. Walnut Creek, CA: Alta Mira Press, pp. 76108.
    Timmons-FloresM. (2009) Navigating contradictory communities of practice in learning to teach for social justice. Anthropology and Education Quarterly, 38, 4, 380404.
    TinklerP. and JacksonC. (2004) The Doctoral Examination Process. Maidenhead: Open University Press.
    TobinJ. (1998) Tango and the scandal of homosocial desire. In WashabaughW. (ed.) The Passion of Music and Dance. Oxford: Berg, pp. 79102.
    TooleyJ. (1998) Educational Research. London: OFSTED.
    TrixF. (1993) Spiritual Discourse. Philadelphia: University of Pennsylvania Press.
    TurnerR.H. (1960) Modes of social ascent through education: sponsored and contest mobility. In HalseyA.H., FloudJ., and AndersonC.A. (eds) Education, Economy and Society. New York: The Free Press, pp. 121139.
    TwiggerR. (1989) Angry White Pyjamas. London: Phoenix.
    UrryJ. (2007) Mobilities. Cambridge: Polity.
    ValleI. and WeissE. (2010) Participation in the figured world of graffiti. Teaching and Teacher Education, 26, 1, 128135.
    ValliL. (1986) Becoming Clerical Workers. London: Routledge.
    Van GennepA. (1909) The Rites of Passage. English edition published 1960, Chicago: The University of Chicago Press.
    VarenneH. (2007a) Alternative anthropological perspectives on education. Teachers College Record, 109, 7, 15391544.
    VarenneH. (2007b) Difficult collective deliberations. Teachers College Record, 109, 7, 15591588. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, Volume I, pp. 347-356.
    VieraA.L.B.M. (2004) Capoeira and the Game of Life. Lisbon: Privately Printed.
    VollenL., and YingC. (eds) (2008) Voices From the Storm. San Francisco: McSweeney's Books.
    VulliamyG. (1976) What counts as school music? In WhittyG., and YoungM. (eds) Explorations in the Politics of School Knowledge. Driffield: Nafferton, pp. 1934.
    de VosG. (2011) A meeting with the devil at the crossroads. Contemporary Legend Series, 3, 1, 119159.
    WacquantL. (2004) Body and Soul. London: Oxford University Press.
    WaferJ. (1991) The Taste of Blood. Philadelphia: University of Pennsylvania Press.
    WainwrightS. and TurnerB. (2004) Epiphanies of embodiment. Qualitative Research, 4, 3, 311337.
    WalfordG. (1984) (ed.) British Public Schools. Lewes: Falmer.
    WalfordG. (1986) Life in Public Schools. London: Methuen.
    WalfordG. (1991) (ed.) Doing Educational Research. London: Routledge.
    WalfordG. (1994) (ed.) Researching the Powerful in Education. London: UCL Press.
    WalkerJ.C. (1988) Louts and Legends. Sydney: Allen and Unwin.
    WalkerR. and AdelmanC. (1976) Strawberries. In StubbsM., and DelamontS. (eds) Explorations in Classroom Observation. Chichester: Wiley. pp. 133150.
    WalshD. (1998) Incomplete stories. In Bennett de MarraisK. (ed.) Inside Stories. Mahwah, NJ: Erlbaum, pp. 185196.
    WardM. (1999) Managing student culture and culture shock. Anthropology and Education Quarterly, 30, 2, 228237.
    WardM. (2004) Voodoo Queen. Jackson, MS: University Press of Mississippi.
    WatsonC. (2012) Analysing narratives. In DelamontS. (ed.) Handbook of Qualitative Research in Education. Cheltenham: Elgar, pp. 460473.
    WaxM. and WaxR. (1971) Great tradition, little tradition and formal education. In WaxM., DiamondS., and GearingF. (eds) Anthropological Perspectives on Education. New York, Basic Books, pp. 327.
    Weaver-HightowerM. (2003) The ‘boy turn’ in research on gender and education. Review of Educational Research, 73, 4, 471498.
    WeilerK. (1988) Women Teaching for Change. New York: Bergin and Garvey.
    WeisL. (1990) Working Class Without Work. New York: Routledge.
    WeisL. (2004) Class Reunion. New York: Routledge.
    WhitesideT. and MathiesonM. (1971) The secondary modern school in fiction. British Journal of Educational Studies. xix, 3, 28329.
    WilliamsM. (2006) Virtually Criminal. London: Routledge.
    WillisP. (1977) Learning to Labour. Farnborough: Gower.
    WillsonM. (2010) Dance Lest We All Fall Down. Seattle: University of Washington Press.
    WilsonE. (1991) The Sphinx in the City. London: Sage.
    WilsonE. (2001) The Contradictions of Culture. London: Sage.
    Winkle-WagnerR. (2009) The Unchosen Me. Baltimore: The Johns Hopkins University Press.
    WolcottH.F. (1967) A Kwakiutl Village and School. New York: Holt, Rinehart and Winston.
    WolcottH.F. (1977 [2005]) Teachers versus Technocrats. Eugene, OR: Centre for Educational Policy and Management, University of Oregon. (Reprinted, 2005, by Walnut Creek, CA: Alta Mira Press).
    WolcottH.F. (1981) Confessions of a ‘trained’ observer. In PopkewitzT.S., and TabachnikB.R. (eds) The Study of Schooling. New York: Praeger, pp. 247263. Reprinted in S. Delamont (ed.) (2012) Ethnographic Methods in Education. London: Sage. Four volumes, volume I, pp. 263-278.
    WolcottH.F. (1983) Adequate schools and inadequate education: The life history of a sneaky kid. Anthropology and Education Quarterly, 14, 1, 332.
    WolcottH.F. (2002a) Sneaky Kid and its Aftermath. Walnut Creek, CA: Alta Mira Press.
    WolcottH.F. (2002b) Ethnography? Or Educational Travel Writing? In ZouY., and TruebaE.T. (eds) Ethnography and Schools. Lanham, MA: Rowman and Little-field, pp. 2748.
    WoodheadC. (1998) Academia gone to seed. New Statesman (20 March), pp. 5152.
    WoodruffE.A.and Curtner-SmithM.D. (2007) Transitionary from elementary to secondary school: American pupils’ scary stories and physical education folklore. Sport, Education and Society, 12, 4, 415430.
    WoodwardK. (2008) Hanging out and hanging about. Ethnography, 9, 4, 536560.
    WrightC. (1996) School processes - an ethnographic study. In EgglestonJ., DunnDavid, and AnjaliMahdu (eds) Education for Some. Stoke on Trent: Trentham Books, pp. 127180.
    WulffH. (1998) Ballet Across Borders. Oxford: Berg.
    WylieW. (1951) Village in the Vaucluse. Cambridge, MA: Harvard University Press.
    YeoWee Loon (2010) Belonging to ‘Chinatown’. International Studies in Sociology of Education, 20, 1, 5364.
    YoungM.F.D. (1971) Introduction. In YoungM.F.D. (ed.) Knowledge and Control. London: Collier-Macmillan, pp. 117.
    YoungM.F.D. (1976) The schooling of science. In WhittyG., and YoungM. (eds) Explorations in the Politics of School Knowlege. Driffield: Nafferton, pp. 4762.
    ZerubavelE. (1979) Patterns of Time in Hospital Life. Chicago: The University of Chicago Press.
    ZerubavelE. (1981) Hidden Rhythms. Chicago: The University of Chicago Press.
    ZerubavelE. (2003) Time Maps. Chicago: The University of Chicago Press.

    • Loading...
Back to Top

Copy and paste the following HTML into your website