The Wiley handbook of ethnography of education

Title Page......Page 10
Table of Contents......Page 2
Notes on Contributors......Page 12
Introduction......Page 21
Structure and Chapter Disposition......Page 24
Chapter Contents and Main Messages......Page 25
References......Page 34
Part One......Page 35
The Nature of Ethnography......Page 36
The Pervasiveness of Interviewing......Page 39
The Nature of Interviews......Page 41
The Validity of Interviews......Page 43
How Is High Status Given to the Accounts of Participants’ Perspectives and Understandings?......Page 45
References......Page 47
Education as Schooling......Page 50
Ethnography......Page 54
Ethnography and Its Four Elementary Forms......Page 55
References......Page 66
Introduction......Page 72
Ethics and Methodological Theory......Page 75
Doing Educational Ethnography Ethically or Thinking “Ethics” through Educational Ethnography......Page 81
(Re)thinking Ethnographic Ethics Aloud......Page 88
References......Page 89
All Too Familiar......Page 95
Apprenticeship......Page 97
Situated Learning......Page 98
Modes of Enculturation......Page 99
Some Key Examples......Page 102
Higher Levels of Learning and Teaching......Page 104
Studying the Tacit......Page 107
Conclusion......Page 108
References......Page 110
5 Critical Bifocality......Page 116
Studying Privilege: Middle‐/Upper‐middle‐class Parents, Schools, and Students Working inside the Press of Economic and Social Restructuration......Page 118
Situated Class Analysis: Insights Gained through the Lens of Critical Bifocality......Page 121
Dispossession Stories: How Public Space Becomes a Private Commodity......Page 127
Critical Bifocality and Circuits of Privilege: Concluding Thoughts......Page 134
References......Page 135
6 Ethnographic Writing......Page 142
Writing – Field Notes, Memos, and Main Narratives......Page 145
Conclusion......Page 165
References......Page 166
Introduction: Educational Ethnography as a Complex Array of Things......Page 168
A Sociology of Knowledge Framework of Educational Ethnography......Page 171
Ethnomethodology: Interaction and the IRE Sequence in Research on Instruction......Page 176
Conclusion......Page 180
References......Page 181
Part Two......Page 188
The Centrality of Culture in American Cultural Anthropology......Page 189
The Tradition of Educational Ethnography in the United States......Page 190
Changes in Conceptualizing Culture and Ethnography......Page 192
The Turn to Interpretive Logics......Page 193
The Turn to Culture as Empowering and Disempowering......Page 199
Discussion/Conclusion......Page 204
References......Page 206
9 Ethnography of Schooling in England......Page 212
Feminist and Anti‐racist Interventions......Page 218
The Shift to Policy Scholarship......Page 220
The Influence of Postmodernism......Page 221
Conclusion......Page 223
References......Page 227
Introduction......Page 240
The Beginning: The First 30 Years......Page 241
Most Visited Topics and Issues......Page 244
Conclusion: Looking Critically at the Present and Foreseeing the Future......Page 251
References......Page 254
Introduction......Page 262
Ethnography in Stephen Ball’s Studies: Introducing the Practice in the Policy......Page 265
Ethnographic Research about Curriculum Policies in Brazil: The Risk of Realism......Page 270
For a Discursive Comprehension of Context in Ethnographic Research......Page 273
Final Words......Page 277
References......Page 278
12 Ethnographic Research in Schools......Page 281
Developments in Educational Ethnography in the USA and UK: An Overview......Page 282
The German Sonderweg and Its Connections to the Anglo‐Saxon Debate......Page 286
Switzerland: A Multidisciplinary Position Betwixt and Between......Page 291
Conclusion......Page 295
References......Page 296
Introduction......Page 309
Defining Meta‐Ethnography......Page 312
The Ethnography of Education: Studies in an African Context......Page 313
The Value Provided by Ethnography to Understanding the Education Processes Studied......Page 322
Conclusion: Contribution of Meta‐ethnography to Ethnography and Education as a Combined Research Area......Page 326
Appendix......Page 327
References......Page 435
Part Three......Page 440
Participatory Photography in Education......Page 441
Examples of Different Ways of Using Participatory Photography in Ethnographic Research in Education......Page 444
Participatory Video Research in “Education”......Page 463
Some General Methodological Questions......Page 465
Analysis of Visual Ethnographic Studies......Page 468
Ways of Communicating Visual Ethnographic Studies in Education with Audiences......Page 470
Ethical Issues in Visual Ethnographies......Page 473
Concluding Thoughts on Visual Ethnographies in Education......Page 475
References......Page 476
15 Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography......Page 481
Drama Not Theatre......Page 483
Audit Culture......Page 487
The Research Act......Page 488
“This Is My Ethnodrama!”......Page 492
Unnatural Representation......Page 493
Conclusion......Page 497
References......Page 498
16 Staging Resistance......Page 503
References......Page 540
17 Agential Realism and Educational Ethnography......Page 547
The Return to Ontology......Page 548
New Materialism’s Rejection of the Linguistic Turn......Page 550
Agential Realism beyond (before) the New Materialism......Page 553
School Resegregation: An Illustrative Example......Page 555
Methodological Implications......Page 560
References......Page 563
Introduction......Page 569
Multi‐sited Global Ethnography......Page 570
Global Forces......Page 572
Global Connections......Page 576
Global Imaginations......Page 581
Concluding Comments......Page 585
References......Page 586
Further Reading......Page 589
Responding to the Mobility Turn......Page 591
Ethnography in a Mobile Modernity......Page 593
Ethnography as Travel Encounter (and Other Unsettling Metaphors)......Page 595
Educational Ethnography In and For a Mobile Modernity......Page 598
References......Page 600
Introduction......Page 604
Policy Networks and Policy Mobilities......Page 605
Globalizing Networks and Ethnography......Page 607
Researching Conferences......Page 610
References......Page 626
Introduction......Page 632
Consequences and Comforts of Autoethnography Coming of Age......Page 633
Differentiating “Good” from “Bad” Autoethnography......Page 636
Ethical Issues in Autoethnography......Page 638
Autoethnography as a Risky Business and Causes for Concern......Page 642
Stories from inside the Academy......Page 643
Closing Thoughts......Page 650
References......Page 651
22 Positionality and Standpoint......Page 656
Multiple and Overlapping “Situated” Identities......Page 658
Situated Knowledges, Power, and Positionalities......Page 659
Examining Positionalities through Reflexivity......Page 661
Positionalities and Reflexivities in the On‐ and Offline Field(s)......Page 662
Concluding Remarks......Page 664
References......Page 665
Part Four......Page 670
Thinking Forward, Looking Back......Page 671
Legacies and Developments......Page 673
Postmodernism: Literary and Cultural Turns in (Relation to) Ethnography of Education......Page 677
Changing Ideas, Changing Practices: New Technologies in the Ethnography of Education......Page 680
Summing Up and/or Rounding Down......Page 684
References......Page 687
Further Reading......Page 690
Index......Page 691
End User License Agreement......Page 762