TY  - CHAP
AB  - Abstract 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).
VL  - 13
SN  - 978-1-78441-623-2, 978-1-78441-624-9/1529-210X
DO  - 10.1108/S1529-210X20150000013010
UR  - https://doi.org/10.1108/S1529-210X20150000013010
AU  - Howard Lionel C.
AU  - Ali Arshad I.
PY  - 2016
Y1  - 2016/01/01
TI  - (Critical) Educational Ethnography: Methodological Premise and Pedagogical Objectives
T2  - New Directions in Educational Ethnography
T3  - Studies in Educational Ethnography
PB  - Emerald Group Publishing Limited
SP  - 141
EP  - 163
Y2  - 2024/09/21
ER  -