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The article methodologically positions and subsequently describes an ethnographic-based performance art piece staged as the author's keynote address at the UK's first international conference on Arts-Based Educational Research held at Queen's University Belfast. The article draws on existing arts-based research literature and a range of participant `voices' — including the voice of the author as `impresario' whose research provided the ethnographic data and facilitated the performance, the voices of the artists as `performers' who created and staged the piece, and the voices of the audience as `spec-actors' who made the journey through the performance — to make its case and hopefully encourage other qualitative researchers to a performative (re)presentational embrace.

The Netherlands currently has one of the most decentralised education systems in Europe, with a high level of school autonomy and no formal governance levels between the national government and the school. Consequently, school principals have gained more freedom in educational policy, but also face more responsibilities in the provision of schooling. The aim of this study is to discover the ways in which principals in Dutch primary schools respond to governmental policy. The policy focus is the Professions in Education Act (BIO-Act), 2004, which aims to assure the quality of education delivered by school principals, teachers and supporting staff in schools. The research employed a mixed method sequential and phased design approach, collecting and analysing quantitative data (N=103) and augmenting these results with in-depth qualitative data analysis (N=5). The tentative findings from this relatively small study cautiously suggest school principals' (i) possess a sense of responsibility in needing to respond to policy; (ii) mediate policy response in relation to the culture and history of the school and other key stakeholders; (iii) are engaged in a complex process of 'creative social action.

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