Becoming an Educational Ethnographer
The Challenges and Opportunities of Undertaking Research
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 and Fernando Hernández-Hernández
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
Juana M. Sancho-Gil
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
Fernando Hernández-HernándezPart 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
Corinne McKamey, Cleti Cervoni and Rhoda Bernard
Charter 12. Ethnographic Educational Research as Assemblages of Teachers’ and Researchers' Movements and their Learning Environments
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.