In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).
Howard, L.C. and Ali, A.I. (2016), "(Critical) Educational Ethnography: Methodological Premise and Pedagogical Objectives", New Directions in Educational Ethnography (Studies in Educational Ethnography, Vol. 13), Emerald Group Publishing Limited, pp. 141-163. https://doi.org/10.1108/S1529-210X20150000013010Download as .RIS
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