Full Description
This edited volume tackles the theoretical, empirical and methodological questions of how novelty can be determined in and through educational ethnographic research.
Responding to the increasing need for new and innovative methodological and theoretical foundations for the field, chapters draw on a variety of empirical, critically examined data sets such as observation protocols of pedagogical practice, digital communication and visual representations to bridge the gap between empirical and theoretical approaches, ultimately combining different traditions and discourses within educational ethnography. Collating perspectives and accounts from over 30 authors based in European centers of excellence such as Germany, the Czech Republic, Switzerland, Italy, Austria and Denmark, the book provides an epistemological reflection on what we can understand as 'new' in theoretical and methodological research.
This volume will be of use to researchers, academics and postgraduate students involved with research methods in education, ethnography and the theory of education more broadly. Those involved with research design, innovation and European research methods will also find the volume of use.
The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. Any third party material in this book is not included in the OA Creative Commons license, unless indicated otherwise in a credit line to the material. Please direct any permissions enquiries to the original rightsholder. We would like to thank the Europa-Universität Flensburg, the Fördergesellschaft der Uni Flensburg e.v. and the Research Centre for Education, Teaching, School and Socialization for financial support.
Contents
Introduction: Novelty, Innovation and Transformation in Educational Ethnographic Research: European Perspectives
Part I: Theoretical Perspectives
1 Introductory reflections on new educational theory through ethnography
2 Educational Ethnography in an Age of Technoculture: Exploring Noise and Glitch Instead of Fetishizing the New
3 Using Netnography for Educational Research in an Age of Technoculture: Rich, Intimate and Immersive
4 Old and New Varieties of Materialism in Ethnographic Research: Ethnography Matters
5 Multispecies Ethnography in Educational Research: Changing Perspective in Animal-Assisted Education
6 Overcoming "intellectual aristocracy" through Bildung: A New Look at the Work of Wilhelm von Humboldt by Bringing Together the History of Education and the History of Ethnography
7 Improvisational Action, Creativity and Art in Times of Crisis (or Crisis of Time): Is Necessity the Mother of Invention?
Part II: Methodological Perspectives
8 Introductory Reflections on New Challenges for Ethnographical Research in Educational Practices
9 Outline of a New Practice-Theoretical Conception for Ethnographic Research of Larger Nexuses: Constellations Ethnography
10 Addressing the Unseen, Challenging Visual Difference: New Perspectives in Ethnographic Research
11 Elaborating New Insights in Transnational Ethnographic Collaborations: Opportunities and Challenges
12 On the Vulnerability of Epistemological Processes: How Does 'the New' Enter Ethnography?
13 Process Ontologies and the Many Potential Ethnographies: New Materialisms and Shifting Boundaries between Humans, Animals and Things
Part III: Empirical Perspectives
14 Introductory Reflections on the New in Empirical Analyses
15 Autoethnographic Explorations of (Post-) Socialist Childhood Memories through Storytelling: Migrating as and with Children
16 Children, Belonging and the New: Methodological Perspectives on the Relationship between Construction and Reconstruction
Conclusion: The 'New' in Ethnography in Times of Crises
