The primary objective of Studies in Educational Ethnography is to present original research monographs based on ethnographic perspectives, and methodologies.
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.
Editors Hopson, Rodick, and Kaul present readers with a collection of academic essays and scholarly articles focused on contemporary and emerging trends in the the field of educational ethnography. The ten selections that make up the main body of the text are devoted to the ethnography of hope among Haitian youth in difficult circumstances, using queer theory to read the hushing of boys’ reading, an ethnography of a teachers’ facebook group, and a wide variety of other related subjects. Rodney Hopson, William Rodick, and Akashi Kaul are faculty members of George Mason University in Virginia. Distributed in North America by Turpin Distribution. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)
