Bøger i Studies in Educational Ethnography serien

This text emphasises the central place that ethnographic work should have in the formulation and evaluation of education policy. Ethnographic studies contribute to a greater understanding of the process formulation, evaluation and critique.

Focuses on identity and agency in a variety of social institutions in educational ethnography. The contributors explore these themes in a range of international contexts. They demonstrate the capacity of educational ethnography to provide accounts of participants' perspectives and understandings to highlight the agency of educational subjects.

The study of the nature and construction of gender and sexuality is a recognized and highly productive research area, and one that is highly suited to ethnographic methods. This book contains chapters that illustrate some of the range of work in the area and the power of ethnography to uncover the complex and contested processes of construction.

This volume brings together chapters presenting a diversity of views on some of the current debates and developments in the field of ethnography. Topics discussed include: participant observation; research roles in fieldwork; access to places and people in research; ethical issues concerning anonymity and intimacy in research; and the use of video.

Volume 6 of this series draws together chapters presenting diverse views on developments in ethnographic methodology. It covers topics such as validity in ethnographic work, feminist research, comparison within research, public identification of research sites and research involving children.

Ethnography has become a major method of researching educational settings. Its key strength is its emphasis on understanding the perceptions and cultures of the people and organizations under scrutiny. This volume addresses the task of undertaking a doctorate in educational ethnography.

Contains articles that exemplify the conflicts, the coping strategies and resolutions adopted by those at the policy implementation interface. Examination of these processes using ethnographic methods identifies and characterises these tensions and provides research findings that can be used to construct solutions.

What counts as ethnography and what counts as good ethnography are both highly contested. This volume presents a diversity of views on the issues and practices in ethnographic methodology. It does not try to present a single coherent view but, through its heterogeneity, illustrates the strengths and impact of the debate.

This text firstly attempts to deal with challenges about the validity of qualitative research. Then, after outlining the theory and methodology adopted, seven case studies are presented, covering such topics as multicultural literature, school restructuring, and standardized testing.

Focuses on debates and developments in methodology and the ways in which ethnographic work interacts with education. Particular chapters in this volume are concerned with access to research sites, critical ethnography, text construction, dilemmas of researching different ethnic groups and or researching children, and more.

Ethnographic methodology can be used to identify how educational policy is formulated and implemented through a process of enculturation. The object of these papers is to show how such a task can be carried out and to reveal the benefits it can yield.

The primary objective of Studies in Educational Ethnography is to present original research monographs based on ethnographic perspectives, and methodologies.

Real and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In Black Boys' Lived and Everyday Experiences in STEM, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces.

Charter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? This book answers these questions by focusing on the topics of neoliberalism and inclusive education.

Drawing on a diverse range of studies conducted in England, Scotland, South America, India, and the Basque Country, this volume argues that administrative and conceptual change is needed to ensure that ethnographers commit fully to conscientiously managing ethics in-situ.