Becoming an Educational Ethnographer
The Challenges and Opportunities of Undertaking Research
- Available for pre-order. Item will ship after December 28, 2020
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.
Table of Contents
Chapter 1. Researching -and being ethnographic researcher- as a process of becoming
Juana M. Sancho-Gil & Fernando Hernández-Hernández, University of Barcelona
Part I: Becoming as moving researcher positionality
Chapter 2. Roots and Routes to Reading the World as an Ethnographer
Stephanie Couch, Massachusetts Institute of Technology, United States.
Chapter 3. Becoming an Educational Ethnographer by Organized Representations of Educational Realities and ‘Researching Through’
Christoph Maeder, University of Teacher Education Zurich, Switzerland.
Chapter 4. Becoming Educational Ethnographer through Time and Ontological Displacements
Juana M. Sancho-Gil, University of Barcelona, Spain.
Chapter 5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically
Audra Skukauskaite, University of Central Florida, United States.
Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer
Richard Bacon, University of Santa Barbara. California, United States.
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. University of Barcelona, Spain.
Chapter 8. Chapter 8- An ethnographic research based on an ontology of becoming
Judit Onsès-Segarra, University of Barcelona, Spain
Chapter 9. Openness to the Unforeseen in a Nomadic Research Process on Teachers’ Learning Experiences
Fernando Hernández-Hernández, University of Barcelona, Spain.
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. University of Queensland, Australia
Chapter 11. Researchers and risk: exploring vulnerability, subjectivity, and identity in ethnographic research through collage making
Corinne McKamey, Rhode Island College; Cleti Cervoni, Salem State University; Rhoda Bernard, Berklee College of Music, United States.
Charter 12. Ethnographic Educational Research as Assemblages of Teachers’ and Researcher’s Movements and their Learning Environments
Juliane Corrêa, Universidade Federal de Minas Gerais, Brazil.
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.