We have come a long way from Evans-Pritchard's famous dictum that "there is only one method in social anthropology, the comparative method - and that is impossible." Yet a good 40 years later, qualitative social inquiry still has an uneasy relationship with comparison. This volume sets out "thick comparison" as a means to revive "comparing" as a productive process in ethnographic work: a process that helps to revitalise the articulation work inherent in analytical ethnographies; to vary observer perspectives and point towards "blind spots;" to name and create "new things" and modes of empirical work and to give way to intensified dialogues between data analysis and theorizing. Contributors are Katrin Amelang, Stefan Beck, Kati Hannken-Illjes, Alexander Kozin, Henriette Langstrup, Joerg Niewoehner, Thomas Scheffer, Robert Schmidt, Estrid Sorensen, and Britt Ross Winthereik.

The field of educational research lacks a methodology for the study of learning that does not begin with humans, their aims, and their interests. The Materiality of Learning seeks to overcome this human-centered mentality by developing a novel spatial approach to the materiality of learning. Drawing on science and technology studies (STS), Estrid Sorensen compares an Internet-based 3D virtual environment project in a fourth-grade class with the class's work with traditional learning materials, including blackboards, textbooks, notebooks, pencils, and rulers. Taking into account pupils' and teachers' physical bodies, Professor Sorensen analyzes the multiple forms of technology, knowledge, and presence that are enacted with the materials. Featuring detailed ethnographic descriptions and useful end-of-chapter summaries, this book is an important reference for professionals and graduate or postgraduate students interested in a variety of fields, including educational studies, educational psychology, social anthropology, and STS.

The field of educational research lacks a methodology for the study of learning that does not begin with humans, their aims, and their interests. The Materiality of Learning seeks to overcome this human-centered mentality by developing a novel spatial approach to the materiality of learning. Drawing on science and technology studies (STS), Estrid Sorensen compares an Internet-based 3D virtual environment project in a fourth-grade class with the class's work with traditional learning materials, including blackboards, textbooks, notebooks, pencils, and rulers. Taking into account pupils' and teachers' physical bodies, Professor Sorensen analyzes the multiple forms of technology, knowledge, and presence that are enacted with the materials. Featuring detailed ethnographic descriptions and useful end-of-chapter summaries, this book is an important reference for professionals and graduate or postgraduate students interested in a variety of fields, including educational studies, educational psychology, social anthropology, and STS.