The Wiley Handbook of Ethnography of Education.

Intro -- Title Page -- Table of Contents -- Notes on Contributors -- Introduction -- Structure and Chapter Disposition -- Chapter Contents and Main Messages -- Note on Terminology -- References -- Part One -- 1 Recognizable Continuity -- The Nature of Ethnography -- The Pervasiveness of Interviewing -- The Nature of Interviews -- The Validity of Interviews -- How Is High Status Given to the Accounts of Participants' Perspectives and Understandings? -- Conclusion -- Acknowledgments -- References -- 2 Lived Forms of Schooling -- Education as Schooling -- Ethnography -- Ethnography and Its Four Elementary Forms -- The Ethnographic Imagination -- References -- 3 Tales of Working Without/Against a Compass -- Introduction -- Ethics and Methodological Theory -- Doing Educational Ethnography Ethically or Thinking "Ethics" through Educational Ethnography -- (Re)thinking Ethnographic Ethics Aloud -- References -- 4 Communities of Practice and Pedagogy -- All Too Familiar -- Apprenticeship -- Situated Learning -- Modes of Enculturation -- Some Key Examples -- Higher Levels of Learning and Teaching -- Studying the Tacit -- Conclusion -- References -- 5 Critical Bifocality -- Studying Privilege: Middle‐/Upper‐middle‐class Parents, Schools, and Students Working inside the Press of Economic and Social Restructuration -- Situated Class Analysis: Insights Gained through the Lens of Critical Bifocality -- Dispossession Stories: How Public Space Becomes a Private Commodity -- Critical Bifocality and Circuits of Privilege: Concluding Thoughts -- References -- 6 Ethnographic Writing -- Writing - Field Notes, Memos, and Main Narratives -- Conclusion -- References -- 7 What Can Be Learnt? -- Introduction: Educational Ethnography as a Complex Array of Things -- A Sociology of Knowledge Framework of Educational Ethnography.

Ethnomethodology: Interaction and the IRE Sequence in Research on Instruction -- Conclusion -- References -- Part Two -- 8 Changing Conceptions of Culture and Ethnography in Anthropology of Education in the United States -- The Centrality of Culture in American Cultural Anthropology -- The Tradition of Educational Ethnography in the United States -- Changes in Conceptualizing Culture and Ethnography -- The Turn to Interpretive Logics -- The Turn to Culture as Empowering and Disempowering -- Discussion/Conclusion -- References -- 9 Ethnography of Schooling in England -- Feminist and Anti‐racist Interventions -- The Shift to Policy Scholarship -- The Influence of Postmodernism -- Conclusion -- References -- 10 Latin American Educational Ethnography -- Introduction -- The Beginning: The First 30 Years -- Most Visited Topics and Issues -- Conclusion: Looking Critically at the Present and Foreseeing the Future -- References -- 11 Curriculum, Ethnography, and the Context of Practice in the Field of Curriculum Policies in Brazil -- Introduction -- Ethnography in Stephen Ball's Studies: Introducing the Practice in the Policy -- Ethnographic Research about Curriculum Policies in Brazil: The Risk of Realism -- For a Discursive Comprehension of Context in Ethnographic Research -- Final Words -- References -- 12 Ethnographic Research in Schools -- Developments in Educational Ethnography in the USA and UK: An Overview -- The German Sonderweg and Its Connections to the Anglo‐Saxon Debate -- Switzerland: A Multidisciplinary Position Betwixt and Between -- Conclusion -- References -- 13 Ethnography and Education in an African Context -- Introduction -- Defining Meta‐Ethnography -- The Ethnography of Education: Studies in an African Context -- The Value Provided by Ethnography to Understanding the Education Processes Studied.

Conclusion: Contribution of Meta‐ethnography to Ethnography and Education as a Combined Research Area -- Appendix -- References -- Part Three -- 14 Visual Ethnography in Education -- Participatory Photography in Education -- Examples of Different Ways of Using Participatory Photography in Ethnographic Research in Education -- Existing Photographs as Part of Visual Ethnographies -- Participatory Video Research in "Education" -- Some General Methodological Questions -- Analysis of Visual Ethnographic Studies -- Ways of Communicating Visual Ethnographic Studies in Education with Audiences -- Ethical Issues in Visual Ethnographies -- Concluding Thoughts on Visual Ethnographies in Education -- References -- 15 Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography -- Drama Not Theatre -- Audit Culture -- The Research Act -- "This Is My Ethnodrama!" -- Unnatural Representation -- Conclusion -- References -- 16 Staging Resistance -- References -- 17 Agential Realism and Educational Ethnography -- The Return to Ontology -- New Materialism's Rejection of the Linguistic Turn -- Agential Realism beyond (before) the New Materialism -- School Resegregation: An Illustrative Example -- Methodological Implications -- References -- 18 Multi‐sited Global Ethnography and Elite Schools -- Introduction -- Multi‐sited Global Ethnography -- Global Forces -- Global Connections -- Global Imaginations -- Concluding Comments -- References -- Further Reading -- 19 Educational Ethnography In and For a Mobile Modernity -- Responding to the Mobility Turn -- Ethnography in a Mobile Modernity -- Ethnography as Travel Encounter (and Other Unsettling Metaphors) -- Educational Ethnography In and For a Mobile Modernity -- References -- 20 On Network(ed) Ethnography in the Global Education Policyscape -- Introduction.

Policy Networks and Policy Mobilities -- Globalizing Networks and Ethnography -- Researching Conferences -- Concluding Comments -- References -- 21 Autoethnography Comes of Age -- Introduction -- Consequences and Comforts of Autoethnography Coming of Age -- Differentiating "Good" from "Bad" Autoethnography -- Ethical Issues in Autoethnography -- Autoethnography as a Risky Business and Causes for Concern -- Stories from inside the Academy -- Closing Thoughts -- Acknowledgments -- References -- 22 Positionality and Standpoint -- Stances of Insiderness/Outsiderness -- Multiple and Overlapping "Situated" Identities -- Situated Knowledges, Power, and Positionalities -- Examining Positionalities through Reflexivity -- Positionalities and Reflexivities in the On‐ and Offline Field(s) -- Concluding Remarks -- References -- Part Four -- 23 Ethnography of Education -- Introduction -- Thinking Forward, Looking Back -- Legacies and Developments -- Postmodernism: Literary and Cultural Turns in (Relation to) Ethnography of Education -- Changing Ideas, Changing Practices: New Technologies in the Ethnography of Education -- Summing Up and/or Rounding Down -- References -- Further Reading -- Index -- End User License Agreement.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.