As qualitative methods have gained acceptance, ethnography has become rather 'overshadowed' by interviewing, narrative, focus groups, life history, and autobiography. These volumes focus only on ethnography.



Ethnography has been recognised as an important research method in educational research for over 40 years, but has a longer history than that which is often ignored. This collection demonstrates the long and fascinating history of the use of ethnographic research methods to study educational settings and issues; maps the strengths and weaknesses of ethnography in contemporary educational research; and explores the major controversies surrounding educational ethnography. The theoretical roots of and key figures in ethnographic research done by anthropologists, sociologists and others, are central to the volumes, which brings together often isolated and disparate research traditions so that readers can compare and contrast their strengths and weaknesses.





Volume One: Contexts and Theories


Volume Two: Educational Settings


Volume Three: Educational Contents - Knowledge and Power


Volume Four: Participants in Education - Pupils, Students, Teachers, Lecturers