In this book, Fitzpatrick and May make the case for a reimagined
approach to critical ethnography in education. Working with an
expansive understanding of critical, they argue that many
researchers already do the kind of critical ethnography suggested
in this book, whether they call their studies critical or not.
Drawing on a wide range of educational studies, the authors
demonstrate that a methodology that is lived, embodied, and
personal-and fundamentally connected to notions of power-is
essential to exploring and understanding the many social and
political issues facing education today. By grounding studies in
work that reimagines, troubles, and questions notions of power,
injustice, inequity, and marginalization, such studies engage with
the tenets of critical ethnography. Offering a wide-ranging and
insightful commentary on the influences of critical ethnography
over time, Fitzpatrick and May interrogate the ongoing theoretical
developments, including poststructuralism, postcolonialism, and
posthumanism. With extensive examples, excerpts, and personal
discussions, the book thus repositions critical ethnography as an
expansive, eclectic, and inclusive methodology that has a great
deal to offer educational inquiries. Overviewing theoretical and
methodological arguments, the book provides insight into issues of
ethics and positionality as well as an in-depth focus on how
ethnographic research illuminates such topics as racism, language,
gender and sexuality in educational settings. It is essential
reading for students, scholars, and researchers in qualitative
inquiry, ethnography, educational anthropology, educational
research methods, sociology of education, and philosophy of
education.
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