The Wiley handbook of ethnography of education

Intro -- Title Page -- Table of Contents -- Notes on Contributors -- Introduction -- Structure and Chapter Disposition -- Chapter Contents and Main Messages -- Note on Terminology -- References -- Part One -- 1 Recognizable Continuity -- The Nature of Ethnography -- The Pervasiveness of Interviewing -- The Nature of Interviews -- The Validity of Interviews -- How Is High Status Given to the Accounts of Participants' Perspectives and Understandings? -- Conclusion -- Acknowledgments -- References -- 2 Lived Forms of Schooling -- Education as Schooling -- Ethnography -- Ethnography and Its Four Elementary Forms -- The Ethnographic Imagination -- References -- 3 Tales of Working Without/Against a Compass -- Introduction -- Ethics and Methodological Theory -- Doing Educational Ethnography Ethically or Thinking "Ethics" through Educational Ethnography -- (Re)thinking Ethnographic Ethics Aloud -- References -- 4 Communities of Practice and Pedagogy -- All Too Familiar -- Apprenticeship -- Situated Learning -- Modes of Enculturation -- Some Key Examples -- Higher Levels of Learning and Teaching -- Studying the Tacit -- Conclusion -- References -- 5 Critical Bifocality -- Studying Privilege: Middle‐/Upper‐middle‐class Parents, Schools, and Students Working inside the Press of Economic and Social Restructuration -- Situated Class Analysis: Insights Gained through the Lens of Critical Bifocality -- Dispossession Stories: How Public Space Becomes a Private Commodity -- Critical Bifocality and Circuits of Privilege: Concluding Thoughts -- References -- 6 Ethnographic Writing -- Writing – Field Notes, Memos, and Main Narratives -- Conclusion -- References -- 7 What Can Be Learnt? -- Introduction: Educational Ethnography as a Complex Array of Things -- A Sociology of Knowledge Framework of Educational Ethnography

9 Ethnography of Schooling in EnglandFeminist and Antiâ#x80;#x90;racist Interventions; The Shift to Policy Scholarship; The Influence of Postmodernism; Conclusion; References; 10 Latin American Educational Ethnography; Introduction; The Beginning: The First 30 Years; Most Visited Topics and Issues; Conclusion: Looking Critically at the Present and Foreseeing the Future; References; 11 Curriculum, Ethnography, and the Context of Practice in the Field of Curriculum Policies in Brazil; Introduction; Ethnography in Stephen Ballâ#x80;#x99;s Studies: Introducing the Practice in the Policy.