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Ethnography in Higher Education by Clemens Wieser,Angela Pilch Ortega Pdf
Ethnographic research in higher education is gaining momentum. In the last 10 years, we saw a great increase in publications, and more and more researchers endorse ethnography because of its distinctive qualities and its productivity for research in higher education: Ethnography is commended for its unique approach to social practices through continuous and immediate experience in field work, and its unfragmented methodical attention to situations, interactions, and experiences. This unique approach is explored in the present book, which brings together researchers from Europe, America, and Australia, and includes current ethnographic studies on higher education, reflections on teaching ethnography, and innovative approaches in ethnographic methods.
The Wiley Handbook of Ethnography of Education by Dennis Beach,Carl Bagley,Sofia Marques da Silva Pdf
A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology.
Ethnography in Education by David Mills,Missy Morton Pdf
'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 disciplines seeking to use an ethnographic approach in their Masters and Doctoral theses. David Mills is a University Lecturer in Education, University of Oxford. Missy Morton is Associate Professor and Head of School of Educational Studies and Leadership, College of Education, University of Canterbury Research Methods in Education series: 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. Other books in the series: - Using Case Study in Education Research, Hamilton and Corbett-Whittier - Qualitative Research in Education, Atkins and Wallace - Action Research in Education, McAteer For more about the series and additional resources visit the BERA/SAGE series page here.
Ethnography For Education by Pole, Christopher,Morrison, Marlene Pdf
Ethnography is a distinctive approach for educational research. The authors argue that the last decade has seen ethnography come of age, not only as a way of doing research, but also as a way of theorizing and making sense of the world. Their approach is concerned with ethnography as process and ethnography as product. This critical celebration of ethnography explores what it can achieve in educational research. The book features: Thorough discussion of definitions of ethnography and its potential for use within educational research Critical introductions to the principal approaches to ethnography Discussions of data analysis and representation and of the challenges facing ethnography Use of educational examples from real research projects throughout. The book offers a distinctive contribution to the literature of ethnography, taking readers beyond a simplistic "how to" approach towards an understanding of the wider contribution ethnography can make to our understanding of educational processes. Ethnography for Education is of value to final-year undergraduates and postgraduates in education and social science disciplines as well as education professionals engaged in practice-based research. Christopher Pole is Senior Lecturer at the Department of Sociology, University of Leicester. His research interests are in the areas of the sociology of education, sociology of childhood and the development of qualitative research methods. Recent publications include Practical Social Investigation: Qualitative and Quantitative Methods in Social Research and Hidden Hands: International Perspectives on Children's Work and Labour. Marlene Morrison is Reader in Education Leadership and Director of the Doctorate of Education programme at the University of Lincoln. Her academic background is in the sociology of education and includes research on race equality, health education, perspectives on educational policy and practice, and the ethnography of educational settings. She has researched widely in the education that has included school, further and higher education sectors, and other public services.
How to Do Educational Ethnography by Geoffrey Walford Pdf
Following a brief introduction to the nature and history of ethnography, Walford considers questions of site selection, access, and ethics in research. Each chapter is illustrated with practical examples for the authors' own works.
Innovations in Educational Ethnography by George Spindler,Lorie Hammond Pdf
This volume focuses on and exemplifies how ethnography--a research tool devoted to looking at human interaction as a cultural process rather than individual psychology--can shed light on educational processes framed by the complex, internationalized societies in which we live today. Part I offers theoretical chapters about ethnography and examples of innovative ethnography from particular perspectives. In Part II, the emphasis is on the application of ethnographic approaches to educational settings. Each contribution not only takes the reader on a thoughtful and enlightening journey, but raises issues that are important to both educators and ethnographers, including the relationship of researcher to subject, the meaning of "participant" in participant observation, and ways to give voice to disenfranchised players, and on the complex ways in which all parties experience identities such as "race" in the modern world. Innovations in Educational Ethnography: Theory, Methods, and Results is a product of both continuity and change. It presents current writings from mentors in the field of ethnography and education, as well of the work of their students, and of educators engaged in cultural studies of their work. In many ways it provides fresh, new vistas on the old questions that have always guided ethnographic research, and can be used as a survey both of what ethnography has been and what it is becoming. This book is the work of many hands, and provides excellent examples of trends in both basic and applied ethnography of education. These two kinds of work augment and reinforce each other, and also represent important current research directions--in-depth reflection on the process of ethnography itself, and an application of its insights to teaching and learning in schools, universities, and communities. No one philosophy guides the contributions to this volume, nor were they chosen as exemplary of a particular approach, yet foundational understandings and principles of ethnography shine through the work, in both predictable and unexpected ways.
A Critical Ethnography of an Outdoor School by Tristan Gleason Pdf
By using critical ethnographic research to explore the practices and policies that sustain a residential outdoor school in the United States, this book problematizes the relationship between science education and climate change politics in the United States. Weaving together empirical data from fieldwork with theoretical resources spanning the sciences and humanities, this book demonstrates how community activism, political alliances, and policy changes have guaranteed the survival of an outdoor school in Oregon. This example enables artful reexamination of the relationship between science education, politics, and policy more broadly, as well as the relation of science education to climate change politics in particular. Gleason ultimately reconstructs science education towards epistemic and ontological pluralism, and illustrates how critical ethnographic research can instigate a reimagining of the relationship between curriculum and how we relate to the world. This book will benefit researchers, academics, and educators in higher education with an interest in the philosophical underpinnings and implications of science education, environmental education, and educational policy more broadly. Those specifically interested in critical ethnographic research will also benefit from this book.
Becoming an Educational Ethnographer by Juana M. Sancho-Gil,Fernando Hernández-Hernández Pdf
This book provides practical advice on the learning and teaching perspectives of ethnography, including what undertaking research looks like and the experiences it will bring. It considers what it means to be and become an educational ethnographer and builds on an inextricable entanglement between the researchers’ field of study and their research trajectories. With a range of carefully chosen international contributions, this book uses a variety of practical case studies to provide further information about the pros and cons of this research perspective. Chapter authors share the knowledge and experience gained from the research and how it has affected their approach to social phenomena. This book is an ideal introduction for anyone considering research approach or becoming an educational ethnographer and will be of interest to researchers already working in this field.
Enacting the University: Danish University Reform in an Ethnographic Perspective by Susan Wright,Stephen Carney,John Benedicto Krejsler,Gritt Bykærholm Nielsen,Jakob Williams Ørberg Pdf
This book examines the transformative power and the limitations of one of Europe’s most significant university reforms from an ethnographic and historical perspective. It incorporates voices positioned across university and policy-making hierarchies in its analysis of how Danish universities have been transformed. To do this, the book continually juxtaposes two meanings of ‘enactment’: a top-down view based on laws and institutional power, and a bottom-up view of multiple actors shaping their institution in day-to-day life and in actively contested changes. By conceiving of the university as ‘enacted’ in both ways at once, the book explores how and why the university comes to be imagined and instantiated in new ways. The book traces the arguments for reform through a two-decade long, dynamic struggle between international forums and national industrial, political and academic interests over the definition of the university. It discusses which ideas finally became dominant and how this happened. It looks at government reforms from 2003 onwards, and, by means of notable ‘telling moments’, explains how the governance and management of the university were transformed. It examines how academics found room to manoeuvre between contesting discourses that affect their identity and work. Finally, it shows how students engaged with new versions of historical debates about their participation in shaping their own education, their institution and society.
Institutional Ethnography by Michelle LaFrance Pdf
A form of critical ethnography introduced to the social sciences in the late 1990s, institutional ethnography uncovers how things happen within institutional sites, providing a new and flexible tool for the study of how “work” is co-constituted within sites of writing and writing instruction. The study of work and work processes reveals how institutional discourse, social relations, and norms of professional practice coordinate what people do across time and sites of writing. Adoption of IE offers finely grained understandings of how our participation in the work of writing, writing instruction, and sites of writing gives material face to the institutions that govern the social world. In this book, Michelle LaFrance introduces the theories, rhetorical frames, and methods that ground and animate institutional ethnography. Three case studies illustrate key aspects of the methodology in action, tracing the work of writing assignment design in a linked gateway course, the ways annual reviews coordinate the work of faculty and writing center administrators and staff, and how the key term “information literacy” socially organizes teaching in a first-year English program. Through these explorations of the practice of ethnography within sites of writing and writing instruction, LaFrance shows that IE is a methodology keenly attuned to the material relations and conditions of work in twenty-first-century writing studies contexts, ideal for both practiced and novice ethnographers who seek to understand the actualities of social organization and lived experience in the sites they study. Institutional Ethnography expands the field’s repertoire of research methodologies and offers the grounding necessary for work with the IE framework. It will be invaluable to writing researchers and students and scholars of writing studies across the spectrum—composition and rhetoric, literacy studies, and education—as well as those working in fields such as sociology and cultural studies.
Key Themes in the Ethnography of Education by Sara Delamont Pdf
"This is a beautifully written book that takes the reader to the heart of ethnography as experience. Readers can walk in the shoes of ethnographers who have travelled before them, and learn as they learned. Sara Delamont is an undisputed expert in both ethnography and education, and here illustrates she is also a tour de force in writing style. All the important ingredients for a recipe to make a good quality ethnography are here, and they are served up with relish!" - Karen O’Reilly, Loughborough University "This is a powerful, richly nuanced, evocative work; a stunning and brilliantly innovative intervention. It provides ground zero - the starting place for the next generation of social scholars of education. A major accomplishment." - Norman K. Denzin, University of Illinois at Urbana-Champaign The ethnography of education has been conducted by sociologists and anthropologists, largely in self-contained and self-referential ways. This book celebrates the continuities and the strengths of ethnographic research on education in formal and non-formal settings, deliberately transgressing the sociology/anthropology divide. Education is broadly defined to cover many settings other than schools, in many countries, for many age-groups. The book is structured thematically, including chapters on movement and mobilities, memorials and memories, time and timescapes, bodies, and performativities, multi-sensory research, and narratives. Strategies for designing innovative ethnographic projects, and for fighting familiarity are provided.
This case provides an account of conducting an institutional ethnographic study, as part of doctoral study, to explore the experiences of students in higher education, who have caring responsibilities for children under 18 years of age. This case study provides an account of the thought behind designing an institutional ethnography, within the field of the researcher's professional practice. It considers the practical implications of applying the institutional ethnographic approach and discusses the utility of institutional ethnography to professional practice research, but also considers the implications for validity of conducting ethnographic research in this context.
Ethnographies of Science Education by Carol Brandt,Heidi B Carlone Pdf
Researchers who conduct ethnography in science education tend to have a deep commitment for transforming science to improve the lives of people in underserved communities. This edited volume explores how contemporary ethnographers in science education bring to light the local production of scientific knowledge and the ways it is implicated in larger social and political struggles. Ethnographies in science education contribute to understanding the experiences of linguistically, racially, and economically diverse populations who have been historically excluded from participation in science. An anthropological approach has also been instrumental in explicating the situated practices by which students enact science in the classroom and in their lives beyond schools. This edited volume brings together ethnographers in science education to contribute a global perspective on science teaching and learning in school and university classrooms, at home, and after school programs. Included are examples of ethnography in science education from the UK, Argentina, Canada, and the USA in which contributors point to promising directions for theorizing the ‘culture’ of science education as we undertake educational reform. The authors in this volume argue that ethnography is not only a valid approach for the study of science education, but also they contend that it is essential to the development of more equitable practices for instruction and learning. This book was originally published as a special issue of Ethnography and Education.
Qualitative Inquiry in Higher Education Organization and Policy Research by Penny A. Pasque,Vicente M. Lechuga Pdf
Qualitative Inquiry in Higher Education Organization and Policy Research provides readers with the theoretical foundations and innovative perspectives for undertaking qualitative research to influence policy and practice discussions. Well-known chapter authors discuss innovative strategies for investigating complex problems, helping readers understand how research can consider the culture of the institution, administrative hierarchy, students, faculty, and external constituencies. From both an organizational and policy perspective, chapter pairings explore a range of methodologies, including ethnography, case study, critical qualitative inquiry, and the notion of "grit." This volume explores how qualitative inquiry can advance understanding of organizational inequities in higher education, and it offers graduate students and educational researchers the tools to improve the organizational function of institutions while contributing to meaningful change.
Implementing Ethics in Educational Ethnography by Hugh Busher,Alison Fox Pdf
Providing theoretical grounding, case studies and practical solutions, Implementing Ethics in Educational Ethnography examines how researchers can overcome ethical dilemmas associated with and encountered during ethnographic research. From the initial stages of research design such as consideration from regulatory bodies, through research occurring in the field to project completion and reporting, it explores many of the factors associated with ensuring culturally sensitive and ethical studies. The book covers key questions including: What can researchers expect of ethical review boards? Where and with whom should dialogue take place about ethicality within research? What effect does a research focus have on regulation and research practice? What is the effect of context on ethical practices? Does the positionality of a researcher have an effect on ethical practices? How do we ensure that ethicality supports the trustworthiness of research projects? Using a range of international case studies, Implementing Ethics in Educational Ethnography provides researchers and students with invaluable details about how to navigate the field, ensuring that they can sustain good ethical practice throughout the life of a research project.
