1st Edition

Becoming an Educational Ethnographer The Challenges and Opportunities of Undertaking Research

    168 Pages 1 B/W Illustrations
    by Routledge

    168 Pages 1 B/W Illustrations
    by Routledge

    This 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.

    Chapter 1. Researching – and being ethnographic researcher – as a process of becoming

    Juana M. Sancho-Gil and Fernando Hernández-Hernández

    Part I: Becoming as moving researcher positionality

    Chapter 2. Roots and Routes to Reading the World as an Ethnographer

    Stephanie Couch

    Chapter 3. Becoming an Educational Ethnographer by Organized Representations of Educational Realities and ‘Researching Through’

    Christoph Maeder

    Chapter 4. Becoming Educational Ethnographer through Time and Ontological Displacements

    Juana M. Sancho-Gil

    Chapter 5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically

    Audra Skukauskaite

    Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer

    Richard Bacon

    Part II. Becoming as an onto-epistemological framework

    Chapter 7. What-comes after Becoming: Virtualities at the End of a Doctoral Research

    Aurelio Castro-Varela

    Chapter 8. Chapter 8- An ethnographic research based on an ontology of becoming

    Judit Onsès-Segarra

    Chapter 9. Openness to the Unforeseen in a Nomadic Research Process on Teachers’ Learning Experiences

    Fernando Hernández-Hernández

    Part III. Becoming as a concept that allows to re-signify the subjectivity

    Chapter 10. An Accidental Institutional Ethnographer: Reflections on Paradoxes and Positionality

    Garth Stahl

    Chapter 11. Researchers and risk: exploring vulnerability, subjectivity, and identity in ethnographic research through collage making

    Corinne McKamey, Cleti Cervoni and Rhoda Bernard

    Charter 12. Ethnographic Educational Research as Assemblages of Teachers’ and Researchers' Movements and their Learning Environments

    Juliane Corrêa


    Juana M. Sancho-Gil is Emeritus Professor of Educational Technologies in the Faculty of Education, University of Barcelona, Spain.

    Fernando Hernández-Hernández is Professor of Contemporary Visualities, Psychology of Art and Arts-based Research in the Unit of Cultural Pedagogies at the Fine Arts Faculty, University of Barcelona, Spain.