Description

Book Synopsis
Scholars have long recognized that ethnographic method is bound up with the construction of theory in ways that are difficult to teach. This work argues that the reason for this is that ethnographic theorization is essentially improvisational in nature, conducted in real time and in necessarily unpredictable social situations.

Trade Review
"Improvising Theory represents the stupendous outcome of what should be an ordinary procedure - the interaction between a faculty member and her advisee in the field. What makes this book so remarkable is that both sides of this correspondence maintain a tone that is richly literary. Moreover, the exchange is a model for the kind of pedagogical relationship we should all aim to have with our students." - Michael Herzfeld, Harvard University"

Improvising Theory Process and Temporality in

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    Order before 4pm tomorrow for delivery by Fri 3 Jul 2026.

    A Hardback by Allaine Cerwonka, Liisa H Malkki, Liisa H. Malkki

    10 in stock


      View other formats and editions of Improvising Theory Process and Temporality in by Allaine Cerwonka

      Publisher: The University of Chicago Press
      Publication Date: 7/15/2007 12:00:00 AM
      ISBN13: 9780226100302, 978-0226100302
      ISBN10: 0226100308
      Also in:
      Social research and statistics

      Description

      Book Synopsis
      Scholars have long recognized that ethnographic method is bound up with the construction of theory in ways that are difficult to teach. This work argues that the reason for this is that ethnographic theorization is essentially improvisational in nature, conducted in real time and in necessarily unpredictable social situations.

      Trade Review
      "Improvising Theory represents the stupendous outcome of what should be an ordinary procedure - the interaction between a faculty member and her advisee in the field. What makes this book so remarkable is that both sides of this correspondence maintain a tone that is richly literary. Moreover, the exchange is a model for the kind of pedagogical relationship we should all aim to have with our students." - Michael Herzfeld, Harvard University"

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