Prelims
New Directions in Educational Ethnography
ISBN: 978-1-78441-624-9, eISBN: 978-1-78441-623-2
ISSN: 1529-210X
Publication date: 17 December 2016
Citation
(2016), "Prelims", Hopson, R., Rodick, W. and Kaul, A. (Ed.) New Directions in Educational Ethnography (Studies in Educational Ethnography, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. i-xii. https://doi.org/10.1108/S1529-210X20150000013011
Publisher
:Emerald Group Publishing Limited
Copyright © 2017 by Emerald Group Publishing Limited
Half Title
NEW DIRECTIONS IN EDUCATIONAL ETHNOGRAPHY: SHIFTS, PROBLEMS, AND RECONSTRUCTION
Series Page
STUDIES IN EDUCATIONAL ETHNOGRAPHY
Series Editors: Rodney Hopson, William Rodick and Akashi Kaul
Recent Volumes:
Volume 3: | Genders and Sexualities in Educational Ethnography – Editors: Geoffrey Walford and Caroline Hudson |
Volume 4: | Ethnography and Educational Policy – Editor: Geoffrey Walford |
Volume 5: | Critical Ethnography and Education – Editors: Phil Francis Carspecken and Geoffrey Walford |
Volume 6: | Debates and Developments in Ethnographic Methodology – Editor: Geoffrey Walford |
Volume 7: | Doing a Doctorate in Educational Ethnography – Editor: Geoffrey Walford |
Volume 8: | Investigating Educational Policy through Ethnography – Editor: Geoffrey Walford |
Volume 9: | Ethnographies of Educational and Cultural Conflicts: Strategies and Resolutions – Editors: Bob Jeffrey and Geoffrey Walford |
Volume 10: | Identity, Agency and Social Institutions in Educational Ethnography – Editors: Geoff Troman, Bob Jeffrey and Geoffrey Walford |
Volume 11: | Methodological Issues and Practices in Ethnography – Editors: Geoff Troman, Bob Jeffrey and Geoffrey Walford |
Volume 12: | Methodological Developments in Ethnography – Editor: Geoffrey Walford |
Title Page
STUDIES IN EDUCATIONAL ETHNOGRAPHY VOLUME 13
NEW DIRECTIONS IN EDUCATIONAL ETHNOGRAPHY: SHIFTS, PROBLEMS, AND RECONSTRUCTION
EDITED BY
RODNEY HOPSON
George Mason University, Fairfax, VA, USA
WILLIAM RODICK
George Mason University, Fairfax, VA, USA
AKASHI KAUL
George Mason University, Fairfax, VA, USA
United Kingdom – North America – Japan – India – Malaysia – China
Copyright Page
Emerald Group Publishing Limited
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First edition 2017
Copyright © 2017 Emerald Group Publishing Limited
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78441-624-9
ISSN: 1529-210X (Series)
List of Contributors
Arshad I. Ali | George Washington University, Washington, DC, USA |
Ayana Allen | Drexel University, Philadelphia, PA, USA |
Maria Mercedes “Ched” Estigoy Arzadon | University of the Philippines, Quezon City, Philippines |
Aviva Bower | University at Albany, State University of New York, Albany, NY, USA |
Jesse Davie-Kessler | Stanford University, Stanford, CA, USA |
Marguerite Anne Fillion Wilson | Binghamton University, Binghamton, NY, USA |
Stephen D. Hancock | UNC Charlotte, Charlotte, NC, USA |
Diane M. Hoffman | University of Virginia, Charlottesville, VA, USA |
Rodney Hopson | George Mason University, Fairfax VA |
Lionel C. Howard | George Washington University, Washington, DC, USA |
Shameka Powell | Tufts University, Medford, MA, USA |
Anne T. Vo | University of Southern California, Los Angeles, CA, USA |
Denise Gray Yull | Binghamton University, Binghamton, NY, USA |
Acknowledgments
Acknowledgments are due to a number of key catalysts for re-invigorating this book series; namely:
Emerald Group Publishers Mark Moreau, Lizzy Seal, and Kerry Laundon for their steady support of the series editorship during the last two years of redevelopment;
Faculty and staff support from the Division of Educational Psychology, Research Methods, Education Policy at George Mason University;
Editorial Board members of the series who continue to set the best example;
Anonymous ad-hoc reviewers who provided timely and precise suggestions for revisions to all chapters;
Our teachers and mentors whom we learn from most and whom are our most helpful critics; and
Our families for their loving and unwavering support.
Preface
Volume 13 begins the re-launch of the series after a nine-year hiatus.
From 1998 (Volume 1: Children Learning in Context) until 2007 (Volume 12: Methodological Developments in Ethnography), Geoffrey Walford served as Series Editor for Studies in Educational Ethnography. During this initial period, the series served as an extension of several ethnography and education conferences that began in the late 1970s, held at St. Hilda’s College, Oxford University. This series has maintained its focus on particular themes related to the ethnographic investigation of education, from its historic location in the Department of Educational Studies at Oxford University (UK) to its current location in the Division of Educational Psychology, Research Methods, and Education Policy at George Mason University (USA).
Although the series is no longer directly linked to the annual two-day residential Oxford Ethnography Conference (OEC) that continues to take place (now at New College, Oxford University), typically near the European Conference of Educational Research (ECER) and The British Educational Research Association (BERA), the series continues the tradition of welcoming participants from OEC and other conferences to contribute papers. The opportunities to showcase ethnography are now plethora: interest in ethnography expands through professional associations such as the Qualitative Research Special Interest Group of the American Educational Research Association (AERA); through standalone conferences such as the Ethnography Forum at the Graduate School of Education, University of Pennsylvania and the Council on Anthropology and Education/American Anthropological Association; and through journals like Ethnography and Education, Qualitative Inquiry, International Journal of Qualitative Research, and Anthropology and Education Quarterly.
The primary objective of Studies in Educational Ethnography is to present original research monographs or edited volumes based on ethnographic perspectives, theories, and methodologies. Such research will advance the development of theory, practice, policy, and praxis for improving schooling and education in neighborhood, community, and global contexts.
In complex neighborhood, community, and global contexts, educational ethnographies should situate themselves beyond isolated classrooms or single sites and concern themselves with more than narrow methodological pursuits. Rather, the ethnographic research, perspectives, and methodologies featured in this series should extend our understandings of sociocultural educational phenomena and their global and local meanings. Studying classrooms and educational communities without concomitant understanding of the dynamics of broader structural forces renders ethnographic analyses incomplete.
We seek schooling and educational ethnographies from around the world that also concern themselves with larger questions addressing poverty, power, language, race, underachievement, public health, immigration, juvenile in/justice, inequality, homelessness, housing, neighborhood and community re/development, un/employment, and the environment. Volume proposals embracing any of the aforementioned issues, or issues closely related to the core themes of the volume, are welcome.
Further details about the book series are available through the Emerald website or from the Series Editor.
Rodney Hopson
Editor
- Prelims
- Introduction: New Directions in Educational Ethnography: Shifts, Problems, and Reconstruction
- Against all Odds: The Ethnography of Hope among Haitian Youth in Difficult Circumstances
- Using Queer Theory to Read the Hushing of Boys’ Reading: “A Thought of a Method” of Queer Educational Ethnography
- Where Machines Rant, Recite Poems, and Take Outrageous Selfies: An Ethnography of a Teachers' Facebook Group
- Relying on Local Contexts to Foster and Thwart Black Student Academic Success: An Ethnographic Account of Teachers Fostering Academic Success for (Some) Black Students
- The Emergence of Critical Presence Ethnography: Capturing the Ripples of Self in Educational Contexts
- (Critical) Educational Ethnography: Methodological Premise and Pedagogical Objectives
- A Critical Ethnographic Approach to Transforming Norms of Whiteness in Marginalized Parents’ Engagement and Activism in Schools
- Ethnography as Subject, Ethnography as Object: Experimenting with Research in a College Writing Classroom
- Teaching through Discussion: A Mixed Qualitative Methods Study of Educator Facilitation Practices in a Small Group Learning Context Using Ethnographic and Conversation Analytic Approaches
- About the Authors
- Index