Volume 13 relaunches the book series after a 9-year hiatus and addresses new directions in the field of educational ethnography. The authors in the book share methodological similarities, but their applications, contexts, treatments, and contributions to the field as evidenced here are unique and vary considerably. The diversity of views and perspectives of ethnographic theory and method in educational settings are on full display, from the street to urban and suburban classrooms and to college settings, where gender, race, class, and power dynamics impact learners, teachers, parents, and communities. Taken together, the chapters reinvigorate and redirect a new set of possibilities and opportunities in ethnographic research, while highlighting shifts, problems and new directions for the field.

Three themes underpin the tripartite structure of "Power, Voice, and the Public Good," including attention to the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and, the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good. A plethora of examples how education and schooling respond to and are driven by larger global networks, demands, and discourses are explored. Each chapter of the book consistently addresses ways of looking at the hope and promise of education and schooling in spite of the advent, realities, and complexities of their globalized societies.