Source: http://sk.sagepub.com/books/ethnography-in-education
Timestamp: 2019-04-22 04:14:22+00:00

Document:
is an accessible guidebook to the different approaches taken by ethnographers studying education. Drawing on their own experience of teaching and using these methods, the authors help you cultivate an ‘ethnographic imagination’ in your own research and writing.
With extended examples of ethnographic analysis, the book will introduce you to: ethnographic ‘classics’; the best existing textbooks; debates about new approaches and innovations.
Mills, David and Missy Morton. Ethnography in Education. Research Methods in Education. London: SAGE Publications Ltd, 2013. doi: 10.4135/9781446251201.
Mills, D & Morton, M 2013, Ethnography in education, Research methods in education, SAGE Publications Ltd, London, viewed 22 April 2019, doi: 10.4135/9781446251201.
Mills, David and Missy Morton. Ethnography in Education. London: SAGE Publications Ltd, 2013. SAGE Knowledge. Web. Research Methods in Education. 22 Apr. 2019, doi: 10.4135/9781446251201.
Chapter 5: New Times, New Ethnographies?
All material on the accompanying website can be printed off and photocopied by the purchaser/user of the book. The web material itself may not be reproduced in its entirety for use by others without prior written permission from SAGE. The web material may not be distributed or sold separately from the book without the prior written permission of SAGE. Should anyone wish to use the materials from the website for conference purposes, they would require separate permission from us. All material is © David Mills and Missy Morton 2013.
This book began life as a conversation about the demands and rewards of teaching ethnographic methods within Education. As we compared notes, we realised that we had rather different approaches to ethnographic research, and that these were grounded in our own training and apprenticeship.
Teachers of research methods take for granted their local academic cultures and disciplinary world-views. Whilst both of us are committed to the value of ethnographic approaches for studying education, we agreed that our students would benefit from a book that helped them understand, appreciate and respect these epistemological differences.
In 2011 a series of devastating earthquakes hit Christchurch in New Zealand, causing huge disruptions to university life. Amidst the many aftershocks and slow reconstruction, Missy was unable to contribute to the writing of this book as she had originally intended. Instead she drew on her work with professional educators in New Zealand to offer the two teaching case studies discussed in the Conclusion. The book remains inspired by our original conversation and our commitment to methodological empathy between academic cultures and ethnographic traditions.
We wish to thank students and colleagues at the Department of Education in Oxford and the School of Educational Studies and Leadership in New Zealand. Particular thanks go to Patrick Alexander, Richard Ratcliffe, Nick Hopwood, Ingrid Lunt, Bernadette Macartney, Annie Guerin, Alis Oancea and Amy Stambach.
This book has been stimulated by friendly disagreements with Geoffrey Walford, Sara Delamont and Paul Atkinson, and we are grateful for their forbearance!
Dr David Mills is a University Lecturer in the Department of Education, University of Oxford. He also holds a Fellowship at Kellogg College. Trained in Anthropology, he is the author of Difficult Folk: A political history of Social Anthropology (Berghahn, 2008).
Dr Missy Morton is Associate Professor and Head of School of Educational Studies and Leadership, College of Education, University of Canterbury. Her research and teaching areas include qualitative research and Disability Studies in Education. She is particularly interested in using ethnography to understand curriculum, pedagogy and assessment.
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