Description
Book SynopsisThis 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.
Table of ContentsChapter 1. Researching -and being ethnographic researcher- as a process of becoming Part I: Becoming as moving researcher positionality Chapter 2. Roots and Routes to Reading the World as an Ethnographer Chapter 3. Becoming an Educational Ethnographer by Organized Representations of Educational Realities and ‘Researching Through’ Chapter 4. Becoming Educational Ethnographer through Time and Ontological Displacements Chapter 5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer Part II. Becoming as an onto-epistemological framework Chapter 7. What-comes after Becoming. Virtualities at the End of a Doctoral Research. Chapter 8. Chapter 8- An ethnographic research based on an ontology of becoming Chapter 9. Openness to the Unforeseen in a Nomadic Research Process on Teachers’ Learning Experiences Part III. Becoming as a concept that allows to re-signify the subjectivity Chapter 10. An Accidental Institutional Ethnographer: Reflections on Paradoxes and Positionality Chapter 11. Researchers and risk: exploring vulnerability, subjectivity, and identity in ethnographic research through collage making Chapter 12. Ethnographic Educational Research as Assemblages of Teachers’ and Researcher’s Movements and their Learning Environments
