1st Edition
Novelty, Innovation and Transformation in Educational Ethnographic Research European Perspectives
This edited volume tackles the theoretical, empirical and methodological questions of how novelty can be determined in and through educational ethnographic research.
Responding to the increasing need for new and innovative methodological and theoretical foundations for the field, chapters draw on a variety of empirical, critically examined data sets such as observation protocols of pedagogical practice, digital communication, and visual representations to bridge the gap between empirical and theoretical approaches, ultimately combining different traditions and discourses within educational ethnography. Collating perspectives and accounts from over 30 authors based in European centers of excellence such as Germany, the Czech Republic, Switzerland, Italy, Austria, and Denmark, the book provides an epistemological reflection on what we can understand as ‘new’ in theoretical and methodological research.
This volume will be of use to researchers, academics, and postgraduate students involved with research methods in education, ethnography, and the theory of education more broadly. Those involved with research design, innovation, and European research methods will also find the volume of use.
Introduction: Novelty, Innovation and Transformation in Educational Ethnographic Research: European Perspectives
Jürgen Budde, Michael Meier-Sternberg, Georg Rißler, Anke Wischnmann
Part I: Theoretical Perspectives
1 Introductory reflections on new educational theory through ethnography
Jürgen Budde
2 Educational Ethnography in an Age of Technoculture: Exploring Noise and Glitch Instead of Fetishizing the New
Felicitas Macilchrist
3 Using Netnography for Educational Research in an Age of Technoculture: Rich, Intimate and Immersive
Rosetta Gambetti, Rob Kozinets
4 Old and New Varieties of Materialism in Ethnographic Research: Ethnography Matters
Tobias Röhl
5 Multispecies Ethnography in Educational Research: Changing Perspective in Animal-Assisted Education
Katharina Ameli
6 Overcoming “intellectual aristocracy” through Bildung: A New Look at the Work of Wilhelm von Humboldt by Bringing Together the History of Education and the History of Ethnography
Ruprecht Mattig
7 Improvisational Action, Creativity and Art in Times of Crisis (or Crisis of Time): Is Necessity the Mother of Invention?
Margit Schild
Part II: Methodological Perspectives
8 Introductory Reflections on New Challenges for Ethnographical Research in Educational Practices
Georg Rißler
9 Outline of a New Practice-Theoretical Conception for Ethnographic Research of Larger Nexuses: Constellations Ethnography
Jürgen Budde, Georg Rißler, Johanna Geßner
10 Addressing the Unseen, Challenging Visual Difference: New Perspectives in Ethnographic Research
Anke Wischmann, Valerie Riepe
11 Elaborating New Insights in Transnational Ethnographic Collaborations: Opportunities and Challenges
Magnus Frank, Anja Sieber Egger, Gisela Unterweger, Florian Weitkämper, Clemens Wieser, Susan Wright
12 On the Vulnerability of Epistemological Processes: How Does ‘the New’ Enter Ethnography?
Juliane Engel, Anke Wischmann, Serafina Morrin, Mirja Silkenbeumer, Saskia Terstegen
13 Process Ontologies and the Many Potential Ethnographies: New Materialisms and Shifting Boundaries between Humans, Animals and Things
Grit Höppner, Cornelia Schadler, Anna Wanka
Part III: Empirical Perspectives
14 Introductory Reflections on the New in Empirical Analyses
Anke Wischmann
15 Autoethnographic Explorations of (Post-) Socialist Childhood Memories through Storytelling: Migrating as and with Children
Irena Kašparová, Susanne Ress
16 Children, Belonging and the New: Methodological Perspectives on the Relationship between Construction and Reconstruction
Anja Tervooren, Nicolle Pfaff
Conclusion: The ‘New’ in Ethnography in Times of Crises
Jürgen Budde, Michael Meier-Sternberg, Georg Rißler, Anke Wischnmann
Biography
Jürgen Budde is Professor of Educational Science, Institute of Educational Science, Europa-Universität Flensburg, Germany.
Anke Wischmann is Professor of Educational Science, Institute of Educational Science, Europa-Universität Flensburg, Germany.
Georg Rißler is a scientific assistant, Centre for Childhood in Education and Society, University of Teacher Education, Zurich, Switzerland.
Michael Meier-Sternberg is Lecturer in Education, Institute of Educational Science, Europa-Universität Flensburg, Germany.
