Methodological Developments in Ethnography

cover.jpg......Page 1
Preface......Page 2
Introduction......Page 3
Introduction......Page 7
Setting......Page 10
Participants......Page 11
Playing a Part in the NGO......Page 12
Becoming a ’Brother’......Page 16
A Friendship with Baba......Page 20
Discussion......Page 26
Conclusion......Page 29
References......Page 30
The Question of Intimacy in Ethnography......Page 32
A Test of the Attributes List......Page 34
References......Page 38
Introduction......Page 39
The Context......Page 40
The Decision-Making Process......Page 41
The Pilot Study......Page 42
Identity......Page 46
Language......Page 48
Acceptance......Page 49
To Cook or Not to Cook?......Page 51
References......Page 52
Introduction......Page 55
Context......Page 56
Researcher Roles in Ethnography......Page 57
The Territories of Research in Schools......Page 59
Territory 1 - Interactions with Teachers in the Geography Office......Page 60
Territory 2 - Interactions with Teachers in the Classroom During Formal Lesson Time......Page 63
Territory 3 - Interactions with Pupils in the Classroom During Formal Lesson Time......Page 65
Territory 4 - Interactions with Pupils in the Classroom Curing Fringe Time......Page 67
Territory 5 - Formal researcher-initiated structured interactions with pupils......Page 68
Conclusions......Page 69
References......Page 71
The Strange Case of the Disappearing Teachers: Critical Ethnography and the Importance of Studying In-between......Page 73
Critical Ethnography and Educational Anthropology......Page 75
The Subaltern Gaze and Disappearing Teachers......Page 76
Ethnographic Refusals in Schools......Page 78
Ethnographic Distancing......Page 80
The Subaltern Gaze in Critical Ethnography......Page 82
The Problems with Reproduction and Resistance......Page 84
Studying up, Studying Through......Page 86
Cultural Relativism, Critical Appreciation and the Importance of Studying ’In between’......Page 87
References......Page 90
’Case Study’ or ’Ethnography’? Defining Terms, Making Choices and Defending the Worth of a Case......Page 93
Research Literature: Definitions and Discussions1......Page 94
Making a Choice......Page 97
Ethnographic Case Study and Moving Beyond Notions of ’Boundedness’......Page 99
Exploratory......Page 101
’Naturalistic Generalization’......Page 102
Analytical Generalization......Page 103
’Holographic Generalization’......Page 104
Defending the Worth of Case Study: An Example......Page 105
Conclusion......Page 109
References......Page 110
Introduction......Page 113
The Challenges Arising from the Contexts of Measurement......Page 114
The Demand for High Quality Indicators: Understanding and Minimising Measurement Error by Securing Validity and Reliability......Page 116
The Gap between Established Measurement Instruments and the Social World......Page 118
Research Focused on the Generation and Modification of Indicators......Page 119
Conducting Research to Design and Improve Indicators......Page 120
My Research as an Exemplary Instance of Ethnographic Research that Aims to Develop and Improve Indicators......Page 121
My Research Strategy and Design......Page 122
The Nature of Ethnographic Enquiry......Page 123
The Lens of Empirical Phenomenological Research......Page 125
My Approach to Sampling and Case Selection......Page 127
Data Collection Phase One: Innovative and Essential Practice Evaluation......Page 129
Data-Collection Phase Two: In-depth Interviews......Page 130
Three Tiers of Data Analysis......Page 132
Conclusion: Towards a Grounded-Indicator Approach......Page 134
References......Page 135
’I Want the World to Know’: The Ethics of Anonymity in Ethnographic Literacy Research......Page 140
The Tradition of Anonymity in Research......Page 141
Challenging the Tradition......Page 142
Practical Considerations: The Digital Revolution......Page 143
Power and Research......Page 144
Cases from Etnographic Studies......Page 146
Historical and Cultural Context......Page 147
The Research Projects......Page 149
Anonymity Decisions......Page 150
Conclusion: Need to Challenge Standard Practice......Page 152
Notes......Page 155
References......Page 156
Everyone Generalizes, but Ethnographers need to Resist Doing So......Page 158
The Dilemma of Generalization......Page 161
Some Personal Examples......Page 163
The Importance of Naming......Page 165
Conclusion......Page 167
References......Page 168
Extending Video Ethnographic Approaches......Page 171
Part I......Page 172
Part II......Page 176
Part III......Page 179
Part IV......Page 181
References......Page 185
Ethnography of One School......Page 187
The Case of Mossy Mount School......Page 190
Studying the Social Construction of Pupil Diversity......Page 192
Doing Ethnography......Page 194
The Ambivalence of the Observer......Page 195
Walking a Tightrope by Qualitative Interviewing......Page 197
Making Sense of the Data......Page 199
How did the School Respond to Diversity?......Page 201
Why did the School Respond to Diversity as it did?......Page 202
Does the Ocean Merge into the Drop?......Page 204
Acknowledgments......Page 205
References......Page 206
What is Autoethnography?......Page 209
Methodology of Autoethnography......Page 210
Composing Autobiographical Field Texts......Page 211
Turning Autobiographical Field Texts into Autoethnography......Page 213
Benefits of Autoethnography......Page 215
Pitfalls to Avoid in Doing Autoethnography......Page 218
Conclusion......Page 220
References......Page 221
About the authors......Page 224