Index
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
This content is currently only available as a PDF
Citation
(2016), "Index", New Directions in Educational Ethnography (Studies in Educational Ethnography, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 255-264. https://doi.org/10.1108/S1529-210X20150000013013
Publisher
:Emerald Group Publishing Limited
Copyright © 2017 by Emerald Group Publishing Limited
INDEX
Academic achievement
, 172
Academic outcomes
, 16, 68
Academy
, 8, 98–117, 157, 172, 176, 199, 206, 207, 220
Access, equity, and achievement in educational settings
, 9, 134
Action descriptor
, 226, 227
Action research
, 10, 148, 195, 196, 198, 199, 204, 207, 208
Activism in Schools
, 171–174, 178, 188
Activism
, 9, 10, 167, 173, 178, 179, 183, 187, 188
Activist
, 10, 167, 176, 183, 186, 187, 188
Adult and teacher education
, 67, 87, 245
African-American families
, 49
Agar, M.
, 1
Aguila, A.
, 69
Aikman, S.
, 197
Alterity
, 7, 8, 45–46, 59, 60, 61
American Educational Research Association
, 6, 11
Analysis of a social media group
, 8
Analytic methods
, 11, 220
Anderson, G.
, 124, 126, 127, 129, 130, 131, 135
Anderson-Levitt, K.
, 6
Anthropologist
, 5, 16, 195, 197, 204
Anthropology of education
, 4
Anthropology of literacy
, 195, 197
Appadurai, A.
, 16, 28
Apple, M.
, 91, 144
Aptekar, L.
, 16
Aspirations
, 16, 17, 18–21, 26, 28, 29
Association constructs
, 166
Assumptions related to ethnographic research
, 10
Atkinson, P.
, 123, 124, 126, 128, 130, 143, 149, 153, 200, 222
Auer, P.
, 221
Authenticity
, 45, 133–134, 233, 234
Baker, S
, 69, 70, 86
Barnes & Austin
, 214
Bartlett, L.
, 197
Beach, D.
, 242
Becker, H.
, 200
Bell, D. A.
, 167, 168
Birnbaum, M.
, 69
Black and Hispanic neighborhood
, 102
Black and other minority males
, 125
Black Chicago neighborhood
, 124
Black students
, 8, 9, 167, 170
Black students’ academic success
, 8, 97–117
Blair, H. A.
, 38
Bloomaert
, 11n2
Boas, F.
, 129
Bonilla-Silva, E.
, 101, 167, 172, 189
Bourdieu, P.
, 17, 72, 89, 100
Bowen, G.
, 153
Bowles, S.
, 100
Brandt, C.
, 200
Brandt, D.
, 98, 100, 116
Brayboy, B.
, 116
Britzman, D.
, 39, 42, 44, 45, 46, 48, 59, 60
Brown, R.
, 204
Bruner, J.
, 41, 200
Bryman, A.
, 143, 144
Butler, J.
, 42–43, 44, 46–47, 197
Campbell, E.
, 151
Canadian community
, 110, 236
Carr, W.
, 196, 204
Carspecken, P.
, 145
Case selection
, 224–226
Castagno, A.
, 116, 168, 169, 171, 189
Cazden, C.
, 3, 4
Ceja, M.
, 169
Chamorro-Premuzic, T.
, 69
Chang, H.
, 209
Charmaz, K.
, 104
Child development
, 8, 40–42
Childhood aggression and social maladjustment
, 169, 184
Children
, 7, 8, 17, 18, 19, 20, 21, 25, 38, 39, 41, 42, 44, 49, 50, 51, 52, 53, 55, 56, 57, 58–59, 60, 80, 89, 172, 173, 184, 185, 186, 187
Chilisa, B.
, 147, 148
Chiseri-Strater, E.
, 201
Class
, 10, 17, 28, 102, 111, 117, 143, 157, 172, 181, 187, 202, 204, 206
Classroom
, 2, 3, 5, 6, 8, 10, 36, 38, 39, 40–42, 44–49, 55, 61, 102, 108, 110–111, 134–135, 170–171, 193–209, 239–241
Clifford, J.
, 40, 122, 123, 129–130, 195, 196, 207
Coding
, 104, 227
Coffey, A.
, 122, 124, 128, 129, 130, 131, 200
Cognition and learning
, 220, 233
Collective identity
, 7, 16, 26
College writing classroom
, 10, 193–209
Collins, P.
, 4, 122, 127, 129, 130
Colonialism
, 8, 87, 124, 125, 126
Communities
, 4, 6, 7, 11, 26, 36, 69, 70, 74, 77, 92, 103, 136, 147, 148, 150, 151–152, 157, 173, 178, 187, 217, 221
Complexity of and diversity across youth experiences
, 48, 73
Concentrated-poverty neighborhoods
, 76, 175
Concentration of low-income families
, 18, 169, 170, 176, 180
Concepcion, G.
, 87
Conflict
, 76, 111, 169, 177, 187, 188, 197
Constructs that privilege the researcher
, 130
Context of teaching
, 240
Contextualize participant social realities
, 21
Conversation analysis
, 10, 216, 221, 223, 224, 239, 241, 242, 243
Cooper, C.
, 166, 171, 172, 174, 181
Corsaro, W.
, 41, 52
Cousins, L.
, 197
Crenshaw, K.
, 98, 99, 101, 107, 109, 116, 168
Creswell, J.
, 105, 149
(Critical) educational ethnography
, 141–160
Critical ethnographic approach
, 9, 165–189
Critical ethnography
, 9, 10, 123, 127–129, 131, 136, 137, 142, 144–145, 147, 152, 167, 174, 178, 179, 183, 188
Critical multiplism
, 243
Critical presence ethnography
, 9, 122–136
Critical race theory (CRT)
, 10, 99, 127, 128, 129, 167
Critical whiteness studies (CWS)
, 10, 167
Cultural and ethnic backgrounds
, 127
Cultural aspirations
, 18, 29n2
Cultural capital
, 8, 17
Cultural wealth
, 25
Culture of schooling
, 10, 189
Culture
, 5, 10, 41, 107, 124, 128, 130, 133, 142, 143, 147, 149–150, 154, 156–157, 168, 169, 180, 187, 195
Data collection
, 69, 103, 106, 144, 153, 155, 158, 221–224
Data Reduction and Coding
, 227
Dawson, A.
, 195
D’Cruz, H.
, 146
Delamont
, 4, 5, 11, 124, 200
Delgado-Gaitan, C.
, 166, 174, 178
Demerath, P.
, 98
Demography
, 81
Denzin, N.
, 40, 124, 125, 126, 131, 136
Dilley, P.
, 37, 42
Disciplinary schools of thought
, 178, 184
Discussion facilitation practices
, 10, 11, 216, 220, 221, 224, 227, 239
Discussion facilitation
, 216, 226, 245
Discussion group contexts
, 216
Disparity
, 106, 110, 112
Diversified Facilitation Practices
, 230–234
Dominant assumptions and paradigms
, 7, 16
Dowling, M.
, 146
Dynamic learning
, 240
Dynamics of neighborhoods and communities
, 6
Dyrness, A.
, 166, 174, 179
Eckert, P.
, 41
Eddy, E.M.
, 142
Educational and linguistic anthropology
, 4
Educational ethnographer
, 3, 5, 6, 8, 59, 61, 147, 148, 150, 151, 152, 156, 157, 195
Educational ethnography
, 1–12, 35–62, 136, 141–160, 195
Educational institutions
, 3, 36
Educational policy reform agenda
, 215
Educational problems
, 2
Educational research
, 2, 6, 37, 40, 42, 48, 102, 198, 215, 217
Educator Facilitation Practices
, 10, 213–245
Educator sponsorship
, 8
Eisenhart, M.
, 142
Embedded case study
, 220
Emerson, R.
, 102, 153
Emic and etic perspectives
, 243
Empowering and conscious of race
, 10
Engagement model
, 10, 167, 188
Engagement
, 9, 85, 135, 145, 151, 157, 158, 165–189, 228–230, 231
Epstein, P.
, 143
Erickson, F.
, 151, 215
Ethnographers
, 204, 207, 221, 242
Ethnographic action research
, 10, 199
Ethnographic approach
, 1, 165–189, 208
Ethnographic awareness
, 9, 123
Ethnographic methods
, 10, 153, 174, 178–180, 188, 195, 199, 200, 204, 206, 207, 221, 243
Ethnographic research methods
, 10
Ethnographic tools
, 195
Ethnography
, 2–4, 8, 10, 11, 15–30, 60, 65–92, 98, 121–136, 178, 193–209, 215, 216, 221, 239, 241, 242, 243
Ethnomethodologists
, 221, 223
Evaluation
, 217, 218, 220, 226, 228, 231
Evans-Pritchard, E.
, 204
Facilitating discussion
, 226
Fear and vulnerability
, 8
Feedback
, 194, 201, 202, 203, 205, 241
Feinberg, L.
, 7, 42, 43
Female
, 30n5, 42, 50, 84, 104, 112, 217, 236
Ferguson, A.
, 98, 101, 110
Field notes
, 8, 40, 102, 104, 106, 153, 178, 187, 221, 223, 224, 227
Field of language and ethnographic study
, 3
Fieldsite
, 5
Fieldwork
, 69, 102, 125, 129, 143, 158, 216, 222, 224, 242
Fine, M.
, 143, 150
Fischer, M.
, 136
Foley, D.
, 144, 153, 167, 179, 188
Frank, C.
, 199
Free, T.
, 207
Freire, P.
, 183, 198, 204
Fretz, R. I.
, 102, 153
Gaskins, S.
, 41
Gearing, F.
, 143
Geer, B.
, 40
Geertz, C.
, 40, 195
Gender
, 7, 8, 10, 11, 36–44, 46–48, 50, 51, 59, 61, 72, 104, 123, 124, 144, 147, 168, 173, 189n1, 202
Geography
, 6, 124
Gillborn, D.
, 128
Gillingham, P.
, 146
Gilmore, P.
, 200
Gintis, H.
, 100
Giroux, H.
, 91
Goodall, H.
, 130
Grabowski, M.
, 132
Graduate learning environments
, 215
Graduate-level teaching
, 11, 214, 215
Gregory, A.
, 167, 186, 187
Group discussions
, 216, 218, 233, 240
Guba, E.
, 105, 153, 231, 233
Guinier, L.
, 168
Gumperz
, 4
Gutiérrez, K.
, 150, 215
Haitian youth
, 15–30
Hammersley, M.
, 1, 2, 3, 123, 126, 128, 130, 143, 149, 153, 222
Haraway, D.
, 195
Harrison, F.
, 1, 29n2, 125, 135, 167, 179
Heath, S.
, 6
Hecht, T.
, 16
Higher education
, 10, 59, 128, 174, 195, 196, 199, 200, 205, 206, 214, 215, 245
Historic, social, and political context
, 26, 155
Hockey, J.
, 195
Homogenous collective
, 217
Hopson, R.
, 4, 127, 128
Hornberger, N.
, 4
Howard, T.
, 167, 169
Hurtig, J.
, 151
Hushing
, 7, 35–62
Hymes, D.
, 1, 3, 4, 11, 123, 124, 125, 126, 135, 220
Hymesian school
, 4
Identity
, 7, 18, 45, 46, 48, 130, 176, 196–198
Individual and collective agency
, 7, 20
Informants
, 5, 130, 220, 221, 243
Institutions of higher education
, 214, 215
Institutions
, 6, 36, 67, 78, 90, 148, 167, 168, 173, 189n1, 198, 214, 221
Instructional practices
, 155, 200
Interpretive and ethnographic frameworks
, 8
Intersubjectivity
, 239, 240
Interviews
, 7, 10, 22, 27, 29–30, 102, 105, 135, 136, 153, 178, 204, 205, 206
James, A.
, 195
Jefferson, G.
, 224
Jordan, S.
, 144
K-12 reform
, 8, 68, 73
Kemmis, S.
, 196, 204
King, R.C.
, 144, 145, 154
Knowledge-generating enterprise
, 214
Knowledge-seeking approach
, 241–242
Kumashiro, K.
, 37, 38, 39, 59
Kurylo, A.
, 132
Ladson-Billings, G.
, 98, 99, 101, 102, 106, 128, 167, 168
Language and linguistics
, 3, 204
Language policy research
, 4
Lareau, A.
, 6, 100, 116, 172
Large-group lecture
, 154, 240, 241
Lassiter, L.
, 151, 208
Latino
, 52, 174, 175
Leavy, J.
, 17, 29
Lee, S. J.
, 98, 102
Lenneberg, E.
, 204
Lerner, J.V.
, 29
Lerner, R.
, 29
Lienhardt, R.
, 204
Lincoln, Y.
, 105, 124, 125, 131, 136, 153, 231, 233
Linguistic indices
, 226
Linguistic practice
, 3, 195, 204, 243
Linton, D.
, 132
Lipman, P.
, 91, 92
Lipsitz, G.
, 167, 188
Literature
, 17, 117, 130, 166, 167–168, 196, 198, 200, 215, 216, 239
Logical empiricism
, 221
Lopez, D.
, 197
Lubeck, S.
, 173
Macedo, D.
, 183
MacLeod, J.
, 98
Madison, D.
, 144
Majoritarian or traditional, typically white standard
, 189n1
Male
, 30n5, 111, 124, 236
Malinowski, B.
, 129, 242
Marcus, G.
, 130, 136
Margaret Mead
, 129, 239, 240, 242
Marginalized Parents’ Engagement
, 165–189
Marginalized perspectives
, 17, 18, 39, 166, 168, 170, 173, 185, 187
Martino, W.
, 36
Mayo, C.
, 36
Mcconnell-Ginet, S.
, 41
Mead, G. H.
, 239–240, 242
Meade, M.
, 129
Melendez, S.
, 146
Meta-selfhood
, 9, 123
Methodology
, 142, 143, 146, 149, 154, 159
Micro-avenues of facilitation
, 228, 234–239
Miller, D.
, 105
Miller, P.
, 41
Milner, H.
, 128, 176
Minority communities
, 125
Minority youth
, 125
Mixed methods research
, 215
Mixed methods
, 11, 215, 216, 239
Mobility
, 7, 23–24, 26, 27, 29, 100
Moffatt, M.
, 200
Moje, E.
, 197
Mortari, L.
, 146
Mosely, P.
, 167
Naaeke, A.
, 132
Narratives
, 7, 8, 9, 24, 27, 38, 39–49, 59, 92, 126, 170
Nash, D.
, 122, 129, 130
Navarro, O.
, 167, 169
Neighborhood context and educational outcomes
, 16
Neighborhood demographics
, 81, 169, 217
Neighborhood, cultural, racial, and environmental experiences
, 131, 133
Neighborhoods and educational ethnography
, 6, 18, 20, 52, 109, 149
Neighborhoods and schools
, 114
Nespor, J.
, 200, 205
New Language Policy Studies
, 4
New scholars, practitioners, and practitioner-scholars
, 216
No Child Left Behind Act
, 67, 172, 215
Observation
, 8, 10, 21, 53, 85, 102, 110, 130, 153, 158, 169, 178, 194, 195, 196, 201, 202, 203, 204, 205, 206, 224, 226, 230, 238, 242
Ogbu, J.
, 167, 174
Opportunities for other Black students
, 8, 117
Paechter, C.
, 42, 43
Participant engagement
, 214
Participant observation
, 10, 194, 195, 196, 203, 204, 205, 222
Participant self-identification
, 3, 171
Participants
, 6, 10, 70, 86, 103–104, 105, 150, 151, 152, 153, 157, 176, 178, 180, 194, 195, 196, 203, 204, 205, 206, 218, 224, 228, 230, 231, 235, 238, 239
Patton, M.
, 245
Pedagogy
, 45, 68, 194, 195, 200, 201
People-oriented aspect of a neighborhood
, 188
Performance
, 40, 42, 43, 44, 67, 75, 81–82, 86, 89, 106, 197
Personhood
, 7, 24–26, 29
Peshkin, A.
, 143
Phases of an evaluation
, 244
Philippines
, 8, 66, 67, 68, 69, 70, 73, 74, 76, 85, 87, 88, 90, 92
Pierce, C.
, 169
Places and spaces
, 4, 5
Policy discourse
, 8
Policy makers
, 67, 88, 92, 152
Political status quo
, 2
Pollock, M.
, 5, 168, 169, 185, 189
Positionality
, 9, 10, 122, 128, 129, 130, 134, 136, 154, 158, 167, 174–178, 216–217
Position-take in the context of interaction
, 240
Power
, 28, 38, 45, 47, 86, 91, 92, 126, 127, 128, 132, 144, 157, 159, 167, 168, 173, 174, 178, 180, 181, 197, 198, 208, 244
Practice of teaching. See Pedagogy
Practicum experiences
, 216
Praxis
, 4, 136, 152, 154, 169
Primary facilitator
, 218, 219, 220, 224, 226, 227, 228, 229, 230, 231, 233–239
Primary sites
, 226
Privilege
, 10, 168
Privileged participant identities
, 42
Privileging of researcher
, 144, 178
Process use
, 229, 230, 245n1
Professional development
, 10, 181, 194, 195, 198, 199, 206, 208
Professional practitioner
, 218
Public policy and planning
, 88
Public school classrooms
, 8
Puddephatt, A.J.
, 1, 2, 130
Qualitative inquiry
, 7, 37, 42, 142
Qualitative methods
, 213–245
Queer educational ethnography
, 7, 35, 60, 61
Queer theory in education
, 7, 36
Queer theory
, 7, 8, 35–62
Race
, 6, 9–11, 36, 98–99, 101–102, 123, 124, 127–128, 135, 144, 146, 147, 167, 168–169, 172–174, 176, 177–178, 179, 183–189
Racial inequalities within their schools
, 8
Racial inequalities
, 107
Radford, M.
, 132
Reading
, 7–8, 37–40, 42, 44–59, 61, 70, 71, 77, 180, 183, 194, 197, 201, 218, 224, 228, 231
Reconstruct queer theory
, 8
Reconstruction
, 1–11
Research and policy outcomes
, 17
Research and policy
, 16
Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility
, 6
Research on teaching
, 215, 241
Research question
, 99, 125, 144, 149, 151, 152, 155, 159, 203, 216, 218, 242
Researchers
, 6, 9, 18, 37–38, 40, 44–45, 46, 60, 98, 99, 101, 105, 107, 109, 115, 122–124, 126, 127, 129–136, 142–144, 146, 147, 148, 150–159, 167, 173–179, 183, 189, 194, 195, 196, 198, 199, 200, 204–208, 216, 222, 242
Restavek
, 7, 19, 20, 21, 23, 25, 26, 30
Rist, R.
, 143
Rogoff, B.
, 41, 150
Royster, D.
, 99, 117
Saldaña, J.
, 104
Sanford, K.
, 38
Sangren, P. S.
, 207
Sapir, E.
, 204
Savellano, J.
, 67, 88
Schegloff, E. A.
, 220, 221, 226
Schensul, A.
, 207
Schensul, J.
, 207
School personnel
, 67, 177
School processes, contexts, and perspectives
, 5
Schooling experiences
, 143–144
Schooling process
, 3
Schools
, 2–4, 5, 6, 8, 17, 19, 23–25, 29n5, 37–38, 39, 41, 49, 52, 55–61, 66–67, 69–70, 74, 76–79, 81–82, 85, 87–92, 98–103, 106–115, 122, 124, 127, 128, 129, 134, 135, 136, 142–145, 147, 149, 165–189, 197–200, 207, 217, 241
Schwandt, T.
, 231
Scott, J.
, 72
Self-identified
, 3, 108, 171
Sense of self
, 5, 130
Sense-making
, 222
Shaw, L. L.
, 102, 153
Sheldon, A.
, 41
Sifting for success
, 9, 98, 99
Silverstein, M.
, 204
Single-case study
, 220
Singleton, J.
, 142
Situated learning
, 220
Small group discussion
, 214
Small group learning context
, 213–245
Small group learning
, 11
Smith, D.
, 200
Smith, L.
, 2, 11, 147, 148, 151, 152
Smith, S.
, 17, 29
Social adversity
, 7, 20
Social communication
, 230
Social media group
, 8, 65
Social network
, 8, 65, 68
Social world
, 5, 9, 61, 150, 183
Socio-economic and institutional milieu
, 2
Socio-economic status
, 189n1
Sociology of education
, 2–3, 4
Sociopolitical, racial, and cultural point of view
, 9, 132
Solórzano, D.
, 168, 169, 174
Spaces of alterity
, 8, 60
Spencer, J.
, 207
Spindler, G.
, 3, 205
Spindler, L.
, 205
Spradley, J.
, 102
Springwood, C.
, 144, 145, 154
Stakeholder buy-in
, 241
Stakeholder groups
, 152, 236–237
Stanton-Salazar, R.
, 98
Stenhouse, L.
, 196
Stephen Hancock
, 9
Stoller, P.
, 196
Strategies of resistance
, 10
Street, B.
, 196
Structural analysis
, 227
Structural racism
, 167
Structuring participation
, 234
Student barriers to learning
, 169
Student participation
, 240
Students of color
, 10, 98, 101, 103, 107, 114, 169, 170, 179, 188
Students
, 6, 8, 9, 10, 67, 69, 73, 81, 87, 88, 90, 91, 98, 99, 101–103, 104, 106, 107, 108, 109, 110, 111–117, 134, 135, 143, 155, 167, 169, 170, 187, 188, 189, 196, 197–199, 200, 202–203, 204, 205, 206, 207, 208, 217, 218, 220, 238–239, 241
Study of teaching and learning
, 10, 194, 195, 205, 209n1
Suburban high school
, 8
Sunstein, B.
, 201
Supplementary data source
, 224
Swadener, B.
, 173
Talburt, S.
, 37, 42, 48
Tate, W. F.
, 6, 98, 101, 109, 128, 167, 168
Teacher agency
, 8, 65
Teachers
, 2–3, 5–6, 8–11, 37–38, 44–47, 49, 55, 57, 58, 60, 61, 65–92, 97–117, 128, 134–135, 149, 157, 166, 169, 170, 171, 175, 178, 181, 185–187, 194, 195, 197–201, 206, 207–208, 209n3, 245
Teaching and learning
, 10, 77, 195, 200, 205–206, 209n1, 214, 215, 216, 227, 240, 241, 243, 244
Teaching through Discussion
, 213–245
Technocratic
, 4, 230
Temporal maps
, 7, 27, 28
Theoretical constructs
, 7, 145
Thomas, J.
, 167, 177, 178, 179, 180, 183
Tillman, L.
, 175
Tinberg, H.
, 201
Torres, G.
, 168
Transcription
, 40, 223, 224, 227
Transforming norms of whiteness
, 165–189
Trustworthiness and authenticity in naturalistic evaluation
, 231, 233
Trustworthiness
, 105–106, 231, 233
Turner, R.
, 98, 100, 215, 244
UK and the commonwealth
Ungar, M.
, 16
University setting
, 207, 215, 239
Unsettled repetitions of gender
, 8
Urban
, 8, 11, 21, 88, 108, 124, 125, 134, 169, 217
US
, 107, 110, 143, 144
Valenzuela, A.
, 102, 179
Van Maanen, J.
, 40
Vasudevan, L.
, 197
Verbal language
, 226
Vulnerable and “at risk” youth
, 7
Vygotsky, L.
, 200
Walford, G.
, 123, 124, 142, 143
Warriner, D.
, 197
Watson-Gegeo, K. A.
, 178
Weis, L.
, 144
Wenger, E.
, 73, 220
Wertsch, J.
, 41
Wessen, S.
, 144
West, C.
, 39
White, middle-class, nuclear families
, 168, 172
Whorf, B.
, 204
Willis, Jr, W.
, 125, 135
Willis, P. E.
, 100
Wintrob, R.
, 122, 129, 130
Wong, L.
, 144
Yeakey, C.
, 6
Yeomans, D.
, 144
Yosso, T.
, 169
Youth
, 7–8, 15–30, 48, 60, 69, 87, 101, 145, 177, 188
Zimmerman, D.
, 39
- 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