Educational ethnography

During the 2023-2024 academic year, two doctoral theses employing ethnographic approaches in education were presented within the same doctoral program at the University of Barcelona. The first thesis (Estalayo Bielsa, Citation2023) involved a two-year ethnographic study at a Barcelona secondary school, exploring how students' subjectivities develop through intra-active processes in which global and local forces intertwine and reconfigure materially. The second thesis (De Riba Mayoral, Citation2024) also employed a two-year ethnographic approach in a primary-secondary school setting, examining collaborative filmmaking in educational research through a post-qualitative methodology. Drawing on these studies and grounded in feminist new materialisms and relational ethics, this article examines the reciprocal relationship between schools and researchers through written reflections and dialogic interviews with both researchers and school management teams. Through meta-analysis, the article traces movements of affect, responsibility, and recognition that endure beyond fieldwork, proposing educational ethnography as a collaborative practice characterized by care and co-responsibility.

This paper considers the development and randomised control trial (RCT) of a dialogic teaching intervention designed to maximise the power of classroom talk to enhance students' engagement and learning. Building on the author's earlier work, the intervention's pedagogical strand instantiates dialogic teaching not as a single, circumscribed 'method' but as an interlocking set of permissive repertoires through which, steered by principles of procedure, teachers energise their own and their students' talk. The repertoires are directed both to teaching's improvement and to its larger epistemological, cultural and civic purposes. Its professional strand entailed teacher induction and training followed by a cyclic programme of planning, target-setting and review using mentoring and video/audio analysis. Supported by the UK Education Endowment Foundation it was piloted in London and trialled in three other UK cities with combined intervention/control cohorts of nearly 5000 year 5 (4th grade) students and 208 teachers. The independent evaluation calculated that after 20 weeks students in the intervention group were two months ahead of their control group peers in English, mathematics and science tests; while coded video data showed that the changes in both teacher and student talk were striking and in the direction intended. The RCT methodology a ords limited explanatory purchase but insights are available from other studies. These, together with contingent questions and future possibilities, are discussed in the paper's conclusion.

This paper considers the development and randomised control trial (RCT) of a dialogic teaching intervention designed to maximise the power of classroom talk to enhance students' engagement and learning. Building on the author's earlier work, the intervention's pedagogical strand instantiates dialogic teaching not as a single, circumscribed 'method' but as an interlocking set of permissive repertoires through which, steered by principles of procedure, teachers energise their own and their students' talk. The repertoires are directed both to teaching's improvement and to its larger epistemological, cultural and civic purposes. Its professional strand entailed teacher induction and training followed by a cyclic programme of planning, target-setting and review using mentoring and video/audio analysis. Supported by the UK Education Endowment Foundation it was piloted in London and trialled in three other UK cities with combined intervention/control cohorts of nearly 5000 year 5 (4th grade) students and 208 teachers. The independent evaluation calculated that after 20 weeks students in the intervention group were two months ahead of their control group peers in English, mathematics and science tests; while coded video data showed that the changes in both teacher and student talk were striking and in the direction intended. The RCT methodology a ords limited explanatory purchase but insights are available from other studies. These, together with contingent questions and future possibilities, are discussed in the paper's conclusion.

In addition to democratic discourse, current discussion about active citizenship provides a good way of getting into a con- sideration of the 'educated' person as a versatile individual. In different countries we find various discussions of this con- cept and of what 'versatile' means. The notion of "international" education has relevance at many levels of the dialogue. It is the theme of "official" communiqués and resolutions which look towards international harmony and peace. It is the target of governmental initiatives which are to do with having qualifications recognised across national borders, with labour mobility and with establishing economic links. And it is the aspiration of many-educational policy-makers, of many teachers and of many curriculum-writers. The conference which is reported in this collection was very concerned with using these three 'talking points' as a platform. As we approach the end of the 20th century, massive social changes impact on our lives, upon our lives as citizens, as individuals, as members of communities, as educators. Ecological change extends and limits our social possibilities. So do technological changes, developments in communication systems, in computer technology, in information transmission

Настоящее исследование посвящено изучению такого сюжета истории отечественной науки, как кампания позднесталинского периода по борьбе за национальные приоритеты. Вопрос рассмотрен на примере высшей школы Ленинграда. При подготовке работы широко использовались неопубликованные материалы о работе организаций ВКП(б) вузов Ленинграда, хранящиеся в Центральном государственном архиве историко-политических документов Санкт-Петербурга. Именно партийные структуры выступали инициаторами и организаторами большинства политико-идеологических кампаний в советский период, что объясняет важность обращения к этому источнику. Помимо этого, активно привлекались данные специализированной периодики («Бюллетень Министерства высшего образования СССР» и «Вестник высшей школы»), в которой печатались законодательные и нормативные документы, а также публицистические статьи партийных руководителей и представителей вузов. Среди методов, использовавшихся в исследовании, можно выделить интерпретативный анализ, позволивший реконструировать дискурсивные стратегии, с помощью которых создавался и транслировался желательный образ науки прошлого, и типологический метод, который позволил определить общие особенности проведения и последствия кампании для различных вузов Ленинграда. В результате был сделал вывод, что кампания по борьбе за национальные приоритеты фактически заключалась в грубом научном ревизионизме, имевшим целью утвердить первенство отечественных ученых и добиться автономизации советской науки, разрыва связей с Западом. Из-за этого критиковались и наказывались те, кто публиковался за рубежом, рекомендовал студентам иностранную литературу или еще каким-либо образом проявлял «низкопоклонство» и «пресмыкательство», переписывались учебники и образовательные программы. Одновременно, при всех негативных последствиях бесцеремонного и во многом деструктивного вмешательства идеологии в науку, стоит отметить, что борьба за отечественные приоритеты способствовала росту внимания к изучению истории науки и техники и концентрации значительных ресурсов на развитии этой дисциплины.

This article explores the notion of pedagogical imagination in the context of its practical use in teaching young learners today. The idea of imagination is being presented through the lens of the existing concepts such as ethnographic, historical, and sociological imagination introduced in the social sciences and humanities by various authors. The educational setting of today's digitalized reality is being understood here as a socio-cultural sphere where different generations clash in their diverse abilities to learn and form specific skills that might help them to cope with difficult real life situations. The process of forming heroic behavior patterns is thus taken as a part of a wider phenomenon of change in the learning modes of Generation Z and Generation Alpha. The generational divide is presented in this paper as a cultural issue taking also place in the register of different communication patterns between various age cohorts. Thus, it becomes crucial to look at the new tendencies in teaching and learning from the ethnographic perspective which gives us direct insight into the Gen Z's educational demands and their subjective schooling experience.

In an increasingly interconnected and interdependent world, teachers' initial education and continuing professional development remain somewhat limited to national borders. Teacher education systems in Europe are firmly rooted in national histories and conditions (Kothoff & Denk, 2007;, influenced by long-standing traditions and political culture (Louis & van Velzen, 2012). However, there is a growing need for teacher education institutions and practitioners to meet the emerging challenges of increased openness and cross-national and cross-institutional collaboration as the result of international processes, including the Bologna Process and the process of Europeanisation in teacher education . The Covid-19 pandemic posed new challenges to the internationalisation of teacher education, which policymakers have prioritised over the past decade. Physical mobility was halted and a 'forced' transition from face-to-face to remote teaching occurred. However, this global disruption also triggered an incubation phase for novel phenomena, so that education researchers are now referring to the crisis as 'an opportunity of the century' . Ideas such as blended mobility and virtual exchange programmes are increasingly promoted as alternative options for international learning, as demonstrated by the priorities of the Erasmus+ programme for the 2021-2027 period (European Commission, 2021). The pandemic thus accelerated the digital transformation in teacher education, a process that had already been taking place in the years prior to Covid-19. Considering this new reality posed by the pandemic, we invited submissions for a focus issue that would investigate the evolving landscape of internationalisation in teacher education within the broader context of digital transformation. This exploration seeks to understand the alternative methods for teacher mobility that have emerged and their impact on the profession. Additionally, it examines the development of teacher education curricula in response to internationalisation and digitalisation. The professional development of teachers and teacher educators is also adapting to these changes, influenced by the increasing relevance of online and hybrid mobilities, as well as training and learning communities. Ultimately, the focus is on defining what it means to be a global and European teacher in the post-Covid-19 era.

Pedagogical supervision in a school context is not a new phenomenon; however, we are still experiencing a wide range of problems with its implementation. The lack of a common understanding of what pedagogical supervision is and a multiplicity of its definitions, forms, and approaches cause confusion and difficulties, especially in the emerging European context. To address this issue, I conducted research in Polish and Portuguese schools, where I participated in the schools' everyday life, and conducted interviews and observations in the context of pedagogical supervision projects. In the resulting case studies, I present the current state of knowledge about pedagogical supervision, discuss national and European policies, and presents my research outcomes.

Video diaries are an innovative tool for ethnographic research,
contributing to the quality of eldwork and ethnographic data by
giving additional attention to participant voices. Grounded in two
eldwork periods in secondary and higher education, this paper
illustrates three key qualities through which video diaries
contributed to ethnographic research: (1) Building trusting
relationships with participants, (2) providing a space for
participant autonomy, and (3) being a medium of self-explication
and truth-telling. In video diaries, participants exercised free
speech, providing a widely unmediated, personal perspective on
their professional identity, roles, and relationships. This personal
perspective allowed participants to contribute to trusting on their
own terms, which mitigated face-work– especially when talking
about conflicts and challenges– and provided additional entry
points for conversations, enabling deep dialogue and
understanding. Ultimately, the use of video diaries significantly
strengthened the researcher-participant relationship and enriched
the ethnographic data and the quality of interactions.

Throughout the last 25 years, the ethnography network,
formally EERA Network 19, has been an important meeting
point for educational ethnographers from all over Europe. As
the only network with a dedicated methodological focus, we
aim at enabling and linking method and content-related
discussions, at creating a space that inspires through
experiences of di#erence, and at facilitating exchange
amongst network members. Exchanges generated through our
network have resulted in friendships that lasted for decades,
alongside many other project-based collaborations, and
yielded important impulses for current research in educational
ethnography. In the following sections, three long-term
network members, currently serving as network convenors,
share their stories and insights into what the network means
to them

This chapter adopts a methodological perspective and focuses on processes
of ethnographic knowledge production, in particular on the creation of new
insights in transnational collaborative project contexts. Although the prac-
tice of ethnography can be understood as being collaborative per se (Las-
siter, 2005), further methodological and practical research questions arise
regarding the social, linguistic, spatial and indeed national situatedness of
ethnographic research. This situatedness poses questions such as about the
specific possibilities and limits of the ethnographic strategy to make fields
and data strange (Delamont, 2010). In our contribution, we explore the
innovative potentials of transnational collaborative formats that reach beyond
individual project setups (Lahelma et al., 2014), beyond the expertise of indi-
vidual researchers and also beyond national borders (Wimmer & Glick Schil-
ler, 2002). The strategy of bringing together different disciplinary, theoretical
and methodological or regional traditions but also different institutional loca-
tions, as well as different mostly nationally oriented project conceptions, hold
specific opportunities: A transnationally and collaboratively designed project
concurs with the potential to establish connections between fields that would
not have been noticed if they had been considered in isolation. In line with
‘multi-scale ethnography’, transnational collaborative ethnographies in this
respect meet the need to explore cultural forms that extend beyond single
sites (Eisenhart, 2017). At the same time, they expand spaces for estranging
ethnographic data and for productive irritations of a ‘hard’ notion of the data
and the field.

Ethnographic research in higher education is gaining momentum. In the last 10 years, we saw a great increase in publications, and more and more researchers endorse ethnography because of its distinctive qualities and its productivity for research in higher education: Ethnography is commended for its unique approach to social practices through continuous and immediate experience in field work, and its unfragmented methodical attention to situations, interactions, and experiences. This attention is realised through an field-specific opportunism that is unique to the educational ethnography, a methodology that enables the selection of conclusive data subsequent to an initially unstructured data collection (Hammersley 2017; Walford 2018). These distinctive qualities translate into a set of principles for ethnographic research: Ethnography is a research approach that does take place over time, and engages in an exploration of different situations in the field in order to include a wide range of practices and participant perspectives. This does require time in the field, and continuous reflection on the contexts and processes to which these situations relate. Alongside this, ethnographic research also comes with an interest to illustrate the relationship between situated micro processes of practice, meso processes of a local community, and macro processes

Escuchando a los niños: Significados sobre aprendizaje y participación como ejes centrales de los procesos de inclusión educativa en un estudio en escuelas públicas en Chile * Listening to children: Meanings about learning and participation as central concepts of inclusive education processes of a study in public schools in Chile Ouvindo as crianças: Significados sobre aprendizagem e participação como eixos centrais dos processos de inclusão em um estudo em escolas públicas no Chile

Ethnography is a qualitative research approach used to draw conclusions about how societies and individuals function within cultural practices in communities. The goal then of ethnography is to comprehend cultural practices and their importance to community members. Ethnographers are frequently drawn to complicated social environments that demand further examination to obtain a deep and comprehensive understanding of the social phenomena under investigation. The phrase participant-observation study is often used to describe ethnography. Organized observations, semi-structured observations, and unstructured observations are forms of observations available to researchers as well as roles of full participant, participant observer (partial participant), and non-participant observer. An interpretative approach known as linguistic ethnography examines the immediate local actions of subjects from their perspective, while also considering the underlying linguistic structures, social structures, and cultural settings of these encounters. Linguistic ethnography’s primary focus is on the interaction between words and actions that may have implications across the spectrum of micro- meso-, and/or macro- linguistic, social, and cultural frameworks.

What is the role of philosophy in researching epistemic boundaries and knowledge work in cross-cultural contexts? This paper presents one answer through an account of philosophical research done within a project investigating the use of multimedia Digital Learning Objects for generating understandings of healthy respiration and circulation among first language speaking Indigenous Australians. Developing this method of philosophy requires a novel account of knowers, knowledge and reality which can tell a story of difference that goes further than one of ‘social’ positionings, and that credits the potential of the research practice itself to generate novel ways of working within and across boundaries. This account has philosophy proceeding through three moves: locating the researcher in the embodied collective situation of the investigation; crediting multiple knowledges through adopting the figure of an outsider; and valuing the vagueness and multiplicity that characterize boundaries...

Purpose-The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies. Design/methodology/approach-This study analyses a school that has gained public reputation as

Escuchar música entre los jóvenes es un hábito que se vuelve más frecuente con el uso del celular y otros dispositivos electrónicos. El artículo describe la investigación realizada con jóvenes aficionados a la música Manguebeat y su implicación con las sugerencias de valores que de ella emanan.

for additional information. This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.

Examining the nature of digital texts in the developing contexts of problem-based learning (PBL) constitutes an expansion in research on dialogic approaches to learning in technology-rich, inquiry-based designs. This study adopts Interactional Ethnography as an orienting theory to frame the purposeful tracing of the unfolding knowledge co-construction processes across a medical PBL cycle. We investigate how these processes are interactionally accomplished in and across intertextually tied events where devised, generated, accessed, curated and appropriated digital texts are connected in webs of meaning. The concepts of multimodality and intertextuality from literacy studies provide explanatory theories to investigate how digital texts in the developing dialogic space are consequential the learning process across the phases of a PBL cycle. We propose the concept of dialogic intervisualizing to theorize these new text-discourse relations in inquiry-based learning.

for additional information. This is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.

Examining the nature of digital texts in the developing contexts of problem-based learning (PBL) constitutes an expansion in research on dialogic approaches to learning in technology-rich, inquiry-based designs. This study adopts Interactional Ethnography as an orienting theory to frame the purposeful tracing of the unfolding knowledge co-construction processes across a medical PBL cycle. We investigate how these processes are interactionally accomplished in and across intertextually tied events where devised, generated, accessed, curated and appropriated digital texts are connected in webs of meaning. The concepts of multimodality and intertextuality from literacy studies provide explanatory theories to investigate how digital texts in the developing dialogic space are consequential the learning process across the phases of a PBL cycle. We propose the concept of dialogic intervisualizing to theorize these new text-discourse relations in inquiry-based learning.

Pedagogical supervision in a school context is not a new phenomenon; however, we are still experiencing a wide range of problems with its implementation. The lack of a common understanding of what pedagogical supervision is and a multiplicity of its definitions, forms, and approaches cause confusion and difficulties, especially in the emerging European context. To address this issue, I conducted research in Polish and Portuguese schools, where I participated in the schools' everyday life, and conducted interviews and observations in the context of pedagogical supervision projects. In the resulting case studies, I present the current state of knowledge about pedagogical supervision, discuss national and European policies, and presents my research outcomes.

Escuchando a los niños: Significados sobre aprendizaje y participación como ejes centrales de los procesos de inclusión educativa en un estudio en escuelas públicas en Chile * Listening to children: Meanings about learning and participation as central concepts of inclusive education processes of a study in public schools in Chile Ouvindo as crianças: Significados sobre aprendizagem e participação como eixos centrais dos processos de inclusão em um estudo em escolas públicas no Chile

Comparative Education has had a nearly 110-year university history. The essence of Comparative Education can thoroughly be understood if we focus on its history and current existence at universities world wide. This thoroughly-revised and expanded second edition commences with Erwin H. Epstein's introductory chapter on 'Crucial Benchmarks in the Professionalization of Comparative Education'. The following fi ve parts present 36 national and regional chapters depicting the evolution and current state of Comparative Education at Universities in Europe, North America, Latin America, Asia and Africa. The volume concludes with a mosaic-like comparison of comparisons of the variegated picture of Comparative Education as an academic fi eld.