Novelty, Innovation and Transformation in Educational Ethnographic Research

This edited volume tackles the theoretical, empirical and methodological questions of how novelty can be determined in and through educational ethnographic research.

Responding to the increasing need for new and innovative methodological and theoretical foundations for the field, chapters draw on a variety of empirical, critically examined data sets such as observation protocols of pedagogical practice, digital communication, and visual representations to bridge the gap between empirical and theoretical approaches, ultimately combining different traditions and discourses within educational ethnography. Collating perspectives and accounts from over 30 authors based in European centers of excellence such as Germany, the Czech Republic, Switzerland, Italy, Austria, and Denmark, the book provides an epistemological reflection on what we can understand as 'new' in theoretical and methodological research.

This volume will be of use to researchers, academics, and postgraduate students involved with research methods in education, ethnography, and the theory of education more broadly. Those involved with research design, innovation, and European research methods will also find the volume of use.