Ethnography in Education

Ethnography in Education
David Mills, Missy Morton
Our Price:
NZ$ 99.00
Paperback
h242 x 170mm - 200pg
30 Apr 2013 UK
University of Canterbury
EDEM697
9781446203279
Out Of Stock
Out Of Stock
Ethnography in Education 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. This book is ideal for postgraduate students in Education and related disciplines seeking to use an ethnographic approach in their Masters and Doctoral theses. Dr David Mills is a University Lecturer at the University of Oxford. Dr Missy Morton is a Senior Lecturer at the University of Canterbury Christ Church, New Zealand. Research Methods in Education series: Each book in this series maps the territory of a key research approach or topic in order to help readers progress from beginner to advanced researcher. Each book aims to provide a definitive, market-leading overview and to present a blend of theory and practice with a critical edge.All titles in the series are written for Master's-level students anywhere and are intended to be useful to the many diverse constituencies interested in research on education and related areas. Other books in the series: - Using Case Study in Education Research, Hamilton and Corbett-Whittier - Qualitative Research in Education, Atkins and Wallace - Action Research in Education, McAteer For more about the series and additional resources visit the BERA/SAGE series page here.
'Written in a clear, accessible style, this inspirational book is a both a practical guide to the ethnographer's craft and a survey of the different ways of doing ethnography. Drawing on wide-ranging examples and succinct reviews of classic and contemporary ethnographies of education, the authors demonstrate the importance of developing an ethnographic sensibility. This book will be a valuable resource for educationalists' -Cris Shore, University of Auckland

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