Ethnography in Social Science Practice explores ethnography's increasing use across the social sciences, beyond its traditional bases in social anthropology and sociology. It explores the disciplinary roots of ethnographic research within social anthropology, and contextualizes it within both field and disciplinary settings.

The book is of two parts: Part one places ethnography as a methodology in its historical, ethical and disciplinary context, and also discusses the increasing popularity of ethnography across the social sciences. Part two explores the stages of ethnographic research via a selection of multidisciplinary case studies. A number of key questions are explored:

• What exactly is ethnographic research and what makes it different from other qualitative approaches?
• Why did ethnography emerge within one social science discipline and not others?
• Why did its adoption across the social sciences prove problematic?
• What are the methodological advantages and disadvantages of doing ethnographic research?
• Why are ethnographers so concerned by issues of ethics, politics, representation and power?
• What does ethnography look like within different social science disciplines?

The book is aimed at social science students at both undergraduate and postgraduate level and each chapter has pedagogic features, including reflective activities and suggested further readings for students.

Ethnography in Social Science Practice explores ethnography s increasing use across the social sciences, beyond its traditional bases in social anthropology and sociology. It explores the disciplinary roots of ethnographic research within social anthropology, and contextualizes it within both field and disciplinary settings.

The book is of two parts: Part one places ethnography as a methodology in its historical, ethical and disciplinary context, and also discusses the increasing popularity of ethnography across the social sciences. Part two explores the stages of ethnographic research via a selection of multidisciplinary case studies. A number of key questions are explored:

• What exactly is ethnographic research and what makes it different from other qualitative approaches?
• Why did ethnography emerge within one social science discipline and not others?
• Why did its adoption across the social sciences prove problematic?
• What are the methodological advantages and disadvantages of doing ethnographic research?
• Why are ethnographers so concerned by issues of ethics, politics, representation and power?
• What does ethnography look like within different social science disciplines?

The book is aimed at social science students at both undergraduate and postgraduate level and each chapter has pedagogic features, including reflective activities and suggested further readings for students.

Teaching Visual Methods in the Social Sciences presents a practical and theoretical framework for those wanting to introduce visual methods into their curricula. Drawing on the expertise of contributors from across the social sciences, the book provides a comprehensive introduction to visual methodology, learning and teaching theory, and the ethical considerations involved. Divided into three parts, the book begins with an overview of how visual methods have been used in academic research, and how this can be applied to teaching and pedagogy. It then goes on to introduce different methods, including photography, film and drawing, describing how they can be used in various locations. Finally, the book pulls everything together, advocating the wider use of teaching visual methods in further and higher education curricula across the social science subjects. The book features a plethora of examples, as well as practical resources for FE and HE teachers, making it an essential companion for anyone interested in utilising visual methods in their teaching.

Teaching Visual Methods in the Social Sciences presents a practical and theoretical framework for those wanting to introduce visual methods into their curricula. Drawing on the expertise of contributors from across the social sciences, the book provides a comprehensive introduction to visual methodology, learning and teaching theory, and the ethical considerations involved. Divided into three parts, the book begins with an overview of how visual methods have been used in academic research, and how this can be applied to teaching and pedagogy. It then goes on to introduce different methods, including photography, film and drawing, describing how they can be used in various locations. Finally, the book pulls everything together, advocating the wider use of teaching visual methods in further and higher education curricula across the social science subjects. The book features a plethora of examples, as well as practical resources for FE and HE teachers, making it an essential companion for anyone interested in utilising visual methods in their teaching.