Ethnographic Methods in Education

Four-Volume Set Auflage
ISBN: 978-1-84920-732-4
Verlag: Sage Publications

Buch, Englisch, 1504 Seiten, Format (B × H): 165 mm x 239 mm, Gewicht: 2835 g

Reihe: SAGE Benchmarks in Social Research Methods

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

Autoren/Hrsg.

Delamont, Sara

Fachgebiete

• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Forschungsmethodik, Wissenschaftliche Ausstattung
• Sozialwissenschaften Pädagogik Pädagogik
• Sozialwissenschaften Ethnologie | Volkskunde Ethnologie Ethnographie

Inhaltsverzeichnis

VOLUME ONE
PART ONE: HISTORICAL CONTEXT
Our Educational Emphases in Primitive Perspective - Margaret Mead
Anthropology and Education - Theodore Brameld and Edward Sullivan
Anthropological Approaches to the Study of Education - Peter Sindell
The Two Traditions in Educational Ethnography - Sara Delamont and Paul Atkinson
Sociology and Anthropology Compared
Rethinking School Ethnographies of Colonial Settings - Douglas Foley
A Performance Perspective of Reproduction and Resistance
Classroom Ethnography - Martyn Hammersley
PART TWO: THEORETICAL CONTEXTS
On the Analogy between Culture Acquisition and the Ethnographic Method - Jacquetta Hill Burnett
Where We Are and Where We Might Go - Fred Gearing
Steps toward a General Theory of Cultural Transmissions
An Anthropological Framework for Studying Education - Thomas LaBelle
PART THREE: METHODOLOGICAL DIVERSITY
The Use of Ethnographic Techniques in Educational Research - Stephen Wilson
Ethnographic Techniques and the Study of an Urban School - Ray Rist
Criteria for an Ethnographic Approach to Research in Schools - Harry Wolcott
CCCS Gas! - Andy Hargreaves and Martyn Hammersley
Politics and Science in the Work of the Centre of Contemporary Cultural Studies
Ethnographic and Qualitative Research Design and Why It Doesn't Work - Kathryn Borman, Margaret LeCompte and Judith Goetz
PART FOUR: THE FAMILIARITY PROBLEM
First Days in the Field - Blanche Geer
Confessions of a 'Trained' Observer - Harry Wolcott
All too Familiar? A Decade of Classroom Research - Sara Delamont
Roger Harker and Schönhausen - George Spindler and Louise Spindler
From Familiar to Strange and Back again
Making the Familiar Strange - Susan Parman
The Anthropological Dialogue of George and Louise Spindler
Reflecting on the Reflections - John Singleton
Where Did We Come from? Where Are We Going?
Difficult Collective Deliberations - Hervé Varenne
Anthropological Notes toward a Theory of Education
VOLUME TWO
PART ONE: EDUCATIONAL SETTINGS
Social Control and Schooling - Kathryn Borman
Power and Process in Two Kindergarten Settings
Ceremony, Rites and Economy in the Student System of an American High School - Jacquetta Hill Burnett
Backward Countryside, Troubled City - Deborah Reed-Danahay and Kathryn Anderson-Levitt
'Burned Like a Tattoo' - Sherry Ortner
High School Social Categories and 'American Culture'
Understanding Inequality in Schools - Hugh Mehan
The Contribution of Interpretive Studies
Accessing, Waiting, Plunging in, Wondering and Writing - Peter Magolda
Retrospective Sense-Making of Fieldwork
Constructing Ethnographic Relationships - Tom Cavanagh
Reflections on Key Issues and Struggles in the Field
Teachers, Teaching and Educational Exclusion - Analía Meo and Andrew Parker
Pupil Referral Units and Pedagogic Practice
Teaching Lies - Colin Samson
The Innu Experience of Schooling London
The Teachers They All Had Their Pets - Wendy Luttrell
Concepts of Gender, Knowledge and Power
In Cold Blood - Paul Atkinson
Bedside Teaching in a Medical School
Learning through the Breach - Lanita Jacobs-Huey
Language Socialization among African American Cosmetologists
Becoming a Firefighter - Matthew Desmond
You Have to Get Hit a Couple of Times - Robert Petrone
The Role of Conflict in Learning How to 'Be' a Skateboarder
The Military Academy as an Assimilating Institution - Sanford Dornbusch
VOLUME THREE
PART ONE: EDUCATIONAL CONTENT
'Creative Solutions' and 'Fibbing Results' - Wolff-Michael Roth and G Michael Bowen
Enculturation in Field Ecology
Social Class and School Knowledge - Jean Anyon
Pupils, Recipe Knowledge, Curriculum and the Cultural Production of Class, Ethnicity and Patriarchy - George Riseborough
A Critique of One Teacher's Practices
In the Beginning Was the Bunsen - Sara Delamont,

Über Autor(innen)

Delamont, Sara
Dr Sara Delamont, DSc Econ, AcSS. read Social Anthropology at Girton College Cambridge, did her PhD at Edinburgh, and lectured at Leicester before moving to Cardiff in 1976. She was the first woman to be President of BERA (the British Education Research Association) and the first woman Dean of Social Sciences at Cardiff. She has done ethnographies in schools, and other settings where teaching and learning take place such as operatic master classes and martial arts studios. With Paul Atkinson she is the Founding Editor of Qualitative Research, and is the author of fourteen books.