000 02698cam a2200421 i 4500
001 ocn760285256
003 OCoLC
005 20240726083526.0
008 110203s2012 cau b 000 0 eng d
020 _a9781849207324
040 _aNLE
_beng
_erda
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050 0 4 _aLB1028.D336.E846 2012
050 0 4 _aLB1028
245 0 0 _aEthnographic methods in education /
_cedited by Sara Delamont.
_hPR
260 _aLos Angeles, California ;
_aLondon :
_bSAGE,
_c(c)2012.
300 _a4 volumes ;
_c24 cm.
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _avolume
_bnc
_2rdacarrier
490 0 _aSAGE benchmarks in social research methods
504 _a1
505 0 0 _avolume 1. Contexts and theories --
_tvolume 2. Educational settings --
_tvolume 3. Educational contents --
_tknowledge and power --
_tvolume 4. Participants in education --
_tpupils, students, teachers, lecturers.
520 0 _aEthnography has been recognized as an important research method in educational research for over 40 years, but has a longer history than that which is often ignored. This collection demonstrates the long and fascinating history of the use of ethnographic research methods to study educational settings and issues; maps the strengths and weaknesses of ethnography in contemporary educational research; and explores the major controversies surrounding educational ethnography. The theoretical roots of and key figures in ethnographic research done by anthropologists, sociologists and others, are central to the volumes, which brings together often isolated and disparate research traditions so that readers can compare and contrast their strengths and weaknesses. --
530 _a2
650 0 _aEducation
_xResearch.
650 0 _aEthnology
_xResearch.
650 0 _aEducational anthropology
_xResearch.
700 1 _aDelamont, Sara,
700 1 _d1947-
830 0 _aSage benchmarks in social research methods.
907 _a.b17065586
_b08-13-14
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902 _a1
_bCynthia Snell
_c1
_dCynthia Snell