The limitations of this work are that it is only presented in its conceptual form and has not been implemented nor tested in the field. As such, the implications of this work are that it be further developed and operationalized in the field of ethnography. Upon implementation and in depth testing, CPE may have the potential to positively impact the way in which education ethnographers manage researcher identity, conceptions of the self, and researcher bias within a given context. This chapter builds upon a strong body of literature concerning ethnography and critical ethnography in education. Using these processes of ethnography and the ways in which the positionality of the ethnographic researcher have been conceptualized and operationalized in the extant ethnographic literature, our work seeks to provide a way in which the ethnographer can measure his or her impact on the given context. Although infant in our conceptualization, we aspire to contribute to the conversation about ethnography, researcher positionality, and context.
Allen, A. and Hancock, S.D. (2016), "The Emergence of Critical Presence Ethnography: Capturing the Ripples of Self in Educational Contexts", New Directions in Educational Ethnography (Studies in Educational Ethnography, Vol. 13), Emerald Group Publishing Limited, pp. 121-139. https://doi.org/10.1108/S1529-210X20150000013005Download as .RIS
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