1st Edition
Ethnographies of Education for Social Justice
Introduction: ethnographies of education for social justice
Begoña Vigo-Arrazola and Jonathan Tummons
1. Illustrations of ethical dilemmas during ethnographic fieldwork: when social justice meets neoliberalism in adult education.
Virginie Thériault amd Jean-Pierre Mercier
2. Socio-educational support in exercising citizenship: analysis of an out-of-school programme with adolescents.
Janire Fonseca Peso, Concepción Maiztegui-Oñate and Rosa María Santibáñez Grüber
3. Feminist ethnography as ‘Troublemaker’ in educational research: analysing barriers of social justice.
Sirpa Lappalainen, Katariina Hakala, Elina Lahelma, Reetta Mietola, Anna-Maija Niemi, Ulla-Maija Salo and Tarja Tolonen
4. Social inequality as exclusion in a rural school.
Laura Rayón, Ana María de las Heras and Elena Bañares
5. Dialogues, actions and discourses of a rural head teacher and an ethnographer in search of a fairer and more inclusive school.
Katherine Gajardo Espinoza and Luis Torrego-Egido
6. Collaboration between ethnographers and the educational community of a school in the development of inclusive education.
Jesús Soldevila-Pérez, Joan Jordi Muntaner-Guasp and Mila Naranjo-Llanos
7. Practices and intellectual requirements for attaining inclusive education and social justice in Initial Teacher Education: ethnography
David Pérez-Castejón
Biography
Begoña Vigo Arrazola is Associate Professor in the Faculty of Education at Zaragoza University, Spain. She is on the organizing committee of the Oxford Ethnography and Education Conference and is convenor of the network 19 of ethnography in the European Educational Research Association. She is a member of the board of the journal Ethnography and Education. Her research focusses on social justice, inclusive education, disadvantage spaces,
teacher education, and ethnography.
Jonathan Tummons is Professor in the School of Education at Durham University, UK. He sits on the organizing committee of the Oxford Ethnography and Education Conference and is deputy editor of the journal Ethnography and Education. His research explores a variety of contexts including workplaces, technical colleges, and universities, not only describing processes of learning and education but also challenging discriminatory attitudes towards particular forms of provision. To do this, he draws on the work of Bruno Latour alongside sociocultural theories of cognition. His new book Communities of Practice in Higher Education: Learning, Teaching, and Research is published by Routledge.
