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In "Learning Without Lessons," David F. Lancy fills a rather large gap in the field of child development and education. Drawing on focused, empirical studies in cultural psychology, ethnographic accounts of childhood, and insights from archaeological studies, Lancy offers the first attempt to review the principles and practices for fostering learning in children that are found in small-scale, pre-industrial communities across the globe and through history. His analysis yields a consistent and coherent "pedagogy" that can be contrasted sharply with the taken-for-granted pedagogy found in the West. The practices that are rare or absent from indigenous pedagogy include teachers, classrooms, lessons, verbal instruction, testing, grading, praise, and the use of symbols. Instead, field studies document the prevalence of self-guided learners who rely on observation, listening, learning in play from peers the hands-on use of real tools and, learning through voluntary participation in everyday activities such as foraging. Aiming to reverse the customary relation between western and non-Western theories or ideas about child learning and development, this book concludes that the pedagogy found in communities before the advent of schooling differs in very significant ways from that practiced in schools and in the homes of schooled parents.

In "Teaching Toward Rightful Presence in Middle School STEM," Edna Tan and Angela Calabrese Barton introduce the rightful presence framework, a multifaceted approach to instruction that enables historically marginalized students to gain agency in their science, technology, engineering, and mathematics (STEM) learning. This necessary work presents practical, justice-centered STEM pedagogy that can begin to reverse the messages of exclusion that have pervaded K-12 science education. Tan and Calabrese Barton first delve into the complex legacy of systemic injustice in education, showing how forms of racialization and colonization that are manifest in schooling practices have excluded and led to the disengagement of students who have been historically marginalized because of their race, immigration status, language, class, sexuality, or gender. Through cases and vignettes from middle-school classrooms, they illustrate real-life strategies and instructional decisions that help counteract inequalities. Reaching beyond inclusion, they suggest approaches such as coplanning, coproduction, and community ethnography that disrupt the norms of the science classroom and validate the community's powerful cultural knowledge and relevant experience. Tan and Calabrese Barton show how the rightful presence framework can foster student engagement and support identity formation. This work gives teachers and other practitioners a means to critique, challenge, and disrupt underlying power structures in middle school STEM. [Foreword written by Thomas M. Philip.]

Eradicating systemic racism in our schools requires a systemic response. This book describes an adaptive framework that includes ten tenets for developing structural and curricular antiracist leadership. In three parts, school leaders are asked to: Know Themselves through self-reflection and racial autobiography; Distinguish Knowledge From Foolishness through critical race ethnography and an exploration of racial identity development; and Build for Eternity by using a model for student-centered antiracist leadership development. Providing a combination of scholarly and practical examples, readers will learn how to foster academic success, cultural proficiency, and critical consciousness in all learners. The text features a comprehensive, 3-year critical ethnographic study of a Midwestern high school and its ups and downs with antiracist leadership. This resource offers both a vision and everyday guidance to any educator committed to an antiracist democracy, educational love, student empowerment, leadership development, liberatory teaching and learning, and racial equity. This book: (1) Introduces a ten-point model for antiracist leadership development with practical applications for the leaders of systems, schools, and student groups; (2) Describes an adaptive framework for approaching antiracist school leadership through reflective racial autobiography, critical ethnographic research, and student-centered leadership development; (3) Examines a high school attempting to enact antiracist leadership, including analysis of the environment through a critical race theory lens and a breakdown of interviews with 30 leaders through the lens of their racial identity development; and (4) Contains ten personal narratives from a diverse group of antiracist leaders who detail a rich tapestry of a high-functioning school district in St. Louis Park, MN.

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing "should" look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.

This case study is based on a research project about the disciplinary effects on grading; that is, how the system of assigning and receiving grades on courses and assignments affects the behavior of students, instructors, and university administrators alike. This research was undertaken using autoethnography as our main method. The case study focuses on our feminist approach to autoethnography, as well as the process of collaborative research and writing. We emphasize the challenges as well as the joys and benefits of working collaboratively and ask readers to reflect on their own writing preferences, including how and whether they want to write together with others. Readers will learn about the process of feminist co-authorship, including practical strategies for how to implement a collaborative writing process. Readers will also learn about the method of autoethnography and will be asked to reflect on how their own lived experiences might be the basis for research. [This content is provided in the format of an e-book.]

This book employs a critical discourse ethnographic approach to map the production of social meaning in digital media in education, drawing on insights from Switzerland to unpack the disconnects that arise in thinking postdigitally and ways forward for rethinking socio-cultural approaches. Grounded in Foucault-influenced, linguistically-oriented discourse studies, the book calls attention to the ways in which educational discourse has increasingly promoted digital media as a means of justifying curriculum change. Using data from policy documents, participant observation, and interviews, Mathier charts how this rhetoric manifests itself in the combination of top-down policies, on-the-ground implementation, and the lived experiences of students outside the classroom, and, in turn, surfaces broader disconnects. The volume explores how digital education is increasingly shaped by platform capitalism, how young people's experiences are disregarded in formal knowledge production, and how the prevalence of digital teaching and learning contributes to issues of access and inequality. Through a critical discursive approach, Mathier demonstrates the need for literacy practices in postdigital education to interrogate the ways in which digital media and education are entangled in larger socio-political practices. This book will appeal to students and scholars in critical discourse studies, critical literacy studies, digital communication, education research, and linguistic ethnography.

Virtual Exchange (VE) is of great import to language and culture teachers and researchers but is also gaining popularity in other fields. However, around the world and in the Asia-Pacific region in particular, the number of exchanges is not high and the quality of those that exist needs to continue to improve. It is essential that the latest research and best practice can be disseminated to ensure VE develops further. In this edited volume, various researchers and practitioners provide firsthand perspectives, well-researched accounts of current situations, ideas for future exchanges, and areas in need of further development. We hope it will be of use to the VE practitioner and researcher alike. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This open access book discusses the functionality of the use of the language of photography in teachers' initial and ongoing training. It analyzes the nature of photography as a representation system, facilitating inquiry and reflection on its practice for teachers and evocating on theories and beliefs that may guide their work in classrooms. Photography is used to represent symbolically and affectively possible contradictions in teaching activities or the inconsistencies between planned teaching tasks and the educational purposes pursued. Resolving these conflicts is one of the ways to promote professional development. This book also describes photo-elicitation and photographic storytelling as work procedures. By analyzing the contributions of these techniques, the development of teachers is improved.

This book explores how stories can be used as 'data' that prefigure and make possible the numerous permutations of life that comprise existence, and examines how stories can be reconfigured to transform that existence into something 'other'. It uses varied theoretical and critical frameworks such as autoethnography and posthumanism with which to explore the stories shared that go 'beyond cause and effect'. This book looks to engage with storying and storytelling as inquiry in non-Western 'worlds', and looks to make 'storying', 'restor(y)ing', and 'stories' written by non-Western educators the locus of attention. By doing so, it seeks to illustrate what distinctive ways of storying and storytelling can look like in worlds other than those that follow a Western ethico-onto-epistemological worldview. It provides a way to articulate thought that may be commonly omitted in teacher education around the world, and looks at 'truth' as situated rather than as totality, local rather than global, with stories used to problematize subject/object positionings within those same stories.

The number of homeless children and youth in the United States is on the rise (U.S. Department of Housing and Urban Development, 2016). Between 2016 and 2017 in the Los Angeles County Homeless Count, there was a 41% increase in the number of homeless minors (The Los Angeles Service Authority, 2017). Education is key to bringing people out of poverty and ending the cycle of homelessness. Using a socio-psychological lens, this book presents a case study that examined the perceptions of six of the staff and volunteers at one site of the Griffon Learning Center, an organization trying to close the educational gaps of homeless children and youth. It also includes the perspectives of 12 children and youth who utilized their services. The data of this study include interviews, observations of a participant observer, ethnographic field notes, journal reflections, and document analysis. An examination of the relevant literature is included. Although this study cannot end the cycle of homelessness, it hopes to shed light on the issue and makes recommendations to organizations, school districts, politicians and legislatures, and educational researchers. [This book was edited by Ismail Sahin and Mack Shelley.]

"Researching Medical Education" is an authoritative guide to excellence in educational research within the healthcare professions presented by the Association for the Study of Medical Education and AMEE. This text provides readers with key foundational knowledge, while introducing a range of theories and how to use them, illustrating a diversity of methods and their use, and giving guidance on practical researcher development. By linking theory, design, and methods across the spectrum of health professions education research, the text supports the improvement of quality, capacity building, and knowledge generation. "Researching Medical Education" includes contributions from experts and emerging researchers from five continents. The text includes information on: (1) Developing yourself and your practice as a health professions education researcher; (2) Methods and methodologies including ethnography/digital ethnography, visual methods, critical discourse analysis, functional and corpus linguistics, critical pedagogy, critical race theory and participatory action research, and educational neuroscience methods; (3) Theories including those where relationships between context, environment, people and things matter (e.g., complexity theory, activity theory, sociomateriality, social cognitive theories and participatory practice) and those which are more individually focused (e.g., health behaviour theories, emotions in learning, instructional design, cognitive load theory and deliberate practice); and (4) Includes 10 brand new chapters. "Researching Medical Education" is the ideal resource for anyone researching health professions education, from medical school to postgraduate training to continuing professional development.

This book presents the creative, arts-based and educative thinking resulting from a "21 day autoethnography challenge" set of self-guided prompts arising from the large-scale collaborative, creative, and global project to explore "Massive and Microscopic Sensemaking during COVID-19 Times." It employs a guiding methodological framework of critical autoethnography, narrating the macro and micro experiences of COVID-19 from a first-person, and critically, culturally-informed perspective. The book features chapters creatively responding to the 21-day pandemic experiment through digital autoethnographic artworks, writings, and collaborations. It allowed authors to build embodied sensibilities, practice autoethnographic forms of writing and making, and transform personal experiences through the COVID-19 moment into critical understanding of scale, sense-making, and the relationality of humans, nonhumans, and the planet.

"Resisting Asian American Invisibility" highlights one group's struggle for educational justice. Based on in-depth ethnographic research in formal and informal educational spaces, this book argues that Hmong American youth are rendered invisible by dominant racial discourses and current educational policies and practices. The book illustrates the way that Hmong American students are erased by the Black and White racial paradigm and the Asian American pan-ethnic category that perpetuates the model minority stereotype. Furthermore, Lee and a team of Southeast Asian American graduate student researchers explore how current educational policies around English learners marginalize Hmong youth. Far from being passive or silent victims, Hmong American communities actively resist their invisibility through various forms of educational advocacy and community-based education. In the tradition of critical ethnography, the author and her research team also look at what these individual and local stories expose about larger social forces, norms, and institutions. This book: (1) Focuses on a Southeast Asian American group that has gotten little attention in education literature; (2) Highlights the unique histories and educational experiences, concerns, and challenges facing Hmong American students in a Midwest city; (3) Examines both school and community-based educational spaces; and (4) Draws on research conducted as a follow-up study to the author's book, "Up Against Whiteness: Race, School, and Immigrant Youth." [For the first book, see ED622571.]

By its very nature ethnography is an emergent methodology. To be ethical the ethnographer needs to manage research ethics in-situ. This need to manage ethical dilemmas as they arise often comes into conflict with increased ethical regulation and procedures from ethics review boards that require the researcher to foresee ethical quandaries before data collection commences. These regulations can constrain the emerging purpose of the study, evolving means of data collection and multifaceted ways of interacting with participants that are seen as being the strengths of undertaking an ethnographic approach. The chapters in this volume problematise this tension and highlight the importance of managing ethics in-situ by reflecting on recently completed and current projects drawing out ethical dilemmas relating to data ownership, dissemination, representation, social justice and managing ethnographic studies in the midst of a global pandemic and COVID-19 lockdowns. Reflecting on these experiences of doing educational ethnography with children and young people, drawing on a diverse range of studies conducted in England, Scotland, South America, India, and the Basque Country, this volume argues that administrative and conceptual change is needed to ensure that ethics does not become a tick box exercise but that ethnographers commit fully to conscientiously managing ethics in-situ.

In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of "critical," they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal--and fundamentally connected to notions of power--is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including poststructuralism, postcolonialism, and posthumanism. With extensive examples, excerpts, and personal discussions, the book thus repositions critical ethnography as an expansive, eclectic, and inclusive methodology that has a great deal to offer educational inquiries. Overviewing theoretical and methodological arguments, the book provides insight into issues of ethics and positionality as well as an in-depth focus on how ethnographic research illuminates such topics as racism, language, gender and sexuality in educational settings. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education.

This is a thoroughly revised, updated and expanded edition of a practical introduction to intercultural education for teachers of English as a second language. It provides a concise summary of the intellectual and pedagogical traditions that have shaped intercultural language education, from ethnography to critical pedagogy and cultural studies. The book offers clear illustrations of the practical impact of these traditions on curriculum design, classroom activities and assessment. As well as addressing developments in the field since the publication of the 1st edition, this new edition also reflects on the impact of online resources for English language education. The book continues to make a powerful case for developing intercultural as well as linguistic competences and will remain invaluable reading for English language teachers across the world.

There has been considerable talk about the future of research and practice in education. Occasionally the discourse tends to the euphoric, sometimes it strays more to the dystopic. Public debates often explore how educators can and should meet society's demands in the globalised, interconnected geopolitical situations of today. Voiced concern about learners (as future 'global,' 'digitalised' citizens) regarding what skills and competencies they must have and what knowledge they are constructing (or not), both formally and informally, are prevalent in frequent public debates. However, no matter where one stands on the issues of debate, there is a general consensus that education will be transformed in the next decades in order to accommodate the rapid technological, socio political, geographical, and environmental changes the world is experiencing, not to mention the many changes on the human level that people live on a daily basis. This book explores how identities emerge and are negotiated by young people in online facilitated dialogue, a form of virtual exchange. It offers a framework for this type of exploration based on the assumption that both the situated context and the technologies mediating online interactions influence, but do not necessarily determine, the interactions taking place and the participants' identity orientations. Identity is viewed not as fixed and static, but rather multiple and fluid as interactants position themselves in relation to one another. This framework is then applied to the analysis of one specific virtual exchange context, and the interactions over several weeks of a group of participants from a wide range of backgrounds.

This book is about education, ideology, power and identity investment and concerns an influential East Asian expatriate community. Specifically, it seeks to understand particular ways in which the Japanese white-collar elite live as a closed and self-referentially defined in-group, despite the manifestly multicultural ethos of their Singaporean domicile. The study attends to issues regarding schooling, unity, diversity and community based on grounded anthropological observations. Specific observations centre around the particularities of Japanese nation-state schooling practices set in cosmopolitan Singapore, a contrastingly non-Japanese setting. The insights therein are made possible by way of seeing education as an ideological domain and powerful discursive platform. Using this framework, cultural and identity-related practices are viewed dynamically and appreciated for their fluidic reflection of identity praxes. Readers will gain fresh insights into the role of education and ideology in reproducing asymmetry and the value of sociohistorical analyses in surfacing hidden power relations. Researchers, educators and decision makers will appreciate the transparency of grounded ethnographic observation yielding insights into practices which imbricate inclusion-exclusion and privilege-marginalization debates within a neoliberal hegemony. Students of the social politics of education and the cultural politics of language, ideology and identity will find the book a provocative read.

Why does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.

Charter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? Relying on the fields of DisCrit, and Sociology of Special and Inclusive Education, this book answers these questions by focusing on the topics of neoliberalism and inclusive education. Mac focuses on the history of the school choice and privatization movement in the United States with special consideration given to how ideologies such as disaster capitalism and neoliberalism shaped and influenced the movement, as well as how successful (or not) these privatization efforts have been overall as a social justice endeavor for marginalized students. The author also recounts the history of education for students with disabilities, highlighting historical inequities of schooling for students with disabilities in the United States. Drawing from an ethnographic case study of an independent, urban charter school, the school's vision and reality of day-to-day life for students with disabilities at this school are explored. The author investigates the school's inclusion program in the broader neoliberal landscape of free market competition in the educational marketplace and argues that as a result of inclusive education and neoliberal reforms being virtually incompatible, the pervasive neoliberal environment presents the biggest hurdle to successful inclusive education.

This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. Following a prologue written by Amparo Tusón Valls and an introduction entitled "Qualitative approaches to research on plurilingual education" by Melinda Dooly and Emilee Moore, this book is divided into two sections. Section I, contains the following chapters: (1) Doing research with teachers (Luci Nussbaum); (2) Investigating one's own teaching practices using action research (Xavier Pascual); (3) Producing knowledge about plurilingualism with young students: A challenge for collaborative ethnography (Virginia Unamuno and Adriana Patiño); (4) An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona (Víctor Corona); (5) A Mediated Discourse Analysis (MDA) approach to multimodal data (Melinda Dooly); (6) Educational ethnography in blended learning environments (Victoria Antoniadou and Melinda Dooly); and (7) Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA) (Dolors Masats). Section II presents the following chapters: (8) Research ethics (Melinda Dooly, Emilee Moore, and Claudia Vallejo); (9) Instruments for gathering data (Laia Canals); (10) Collecting, transcribing, analyzing and presenting plurilingual interactional data (Emilee Moore and Júlia Llompart); (11) Collecting, organizing and analyzing multimodal data sets: The contributions of CAQDAS (Victoria Antoniadou); and (12) How to write a research paper (Eulàlia Borràs). An epilogue (Artur Noguerol) is and an author index are also provided. Individual papers provide references. [Individual papers in this volume are presented in English and in either Spanish or Catalan.This project has been financed by the Research Group on Plurilingual Interaction and Teaching (GREIP, 2014 SGR 595), of which the editors and authors are all members. ]

This book engages readers via the international contributions from "home" field sites around the world and international authors. Importantly, the various chapters address a wide spectrum of educational contexts -- ranging from higher education, to K-12 public and private schools, to prison schools. The realistic accounts portrayed in each of the chapters address how local collaborations are instantiated through the research process, from access and data collection to the write-up phases. The major themes that emerge across the chapters highlight 1) positionality and negotiation of multiple roles, i.e., researcher, educator, colleague, friend, community member; 2) reconciling multiple, hybrid, and intersectional identities with varying insider/outsider statuses vis-à-vis research participants; 3) resulting power dynamics in connection to relational identities -- sometimes conflicting, consolidating, equalizing, and/or elevating; 4) innovative methodological responses to these dilemmas; and 5) integrated research designs and research ethics, offering possibilities for participation and insights on the social impact of research findings. The book's chapters thus individually and collectively treat and resolve local ways of doing home (field) work and highlight the creation and sharing of knowledge among researchers and research participants.

This book provides a common language for and makes connections between transfer research in mathematics education and transfer research in related fields. It generates renewed excitement for and increased visibility of transfer research, by showcasing and aggregating leading-edge research from the transfer research community. This book also helps to establish transfer as a sub-field of research within mathematics education and extends and refines alternate perspectives on the transfer of learning. The book provides an overview of current knowledge in the field as well as informs future transfer research.

This book demonstrates how resources taken from positive psychology can benefit both teachers and learners. Positive psychology is the empirical study of how people thrive and flourish. This book explores a range of topics, such as affectivity and positive emotions, engagement, enjoyment, empathy, positive institutions, a positive L2 self-system, as well as newly added Positive Language Education. Some papers in this collection introduce new topics such as the role of positive psychology in international higher education, a framework for understanding language teacher well-being from an ecological perspective, or positive institutional policies in language education contexts. This book demonstrates how resources taken from positive psychology can benefit both teachers and learners. Positive psychology is the empirical study of how people thrive and flourish. This book explores a range of topics, such as affectivity and positive emotions, engagement, enjoyment, empathy, positive institutions, a positive L2 self-system, as well as newly added Positive Language Education. Some papers in this collection introduce new topics such as the role of positive psychology in international higher education, a framework for understanding language teacher well-being from an ecological perspective, or positive institutional policies in language education contexts.

"Our Bodies Tell the Story: Using Feminist Research and Friendship to Reimagine Education and Our Lives" asks (and answers) a number of critical questions that are key to improving our educational system. How can we use our embodied stories to navigate and disrupt how schools and society reproduce the patriarchy and heteronormativity within our institutions of learning? How do we transgress oppressive boundaries (boundaries cultivated by the patriarchy that have been perpetuated at home, within school, outside of school, in university settings, and in communities) that permit our dehumanization and exclusion? As teachers, professors, and teacher educators, how do we navigate our students' trauma when we are navigating the re-ignition of our own? This book sets out to tell the story of how the authors have tried to answer these questions in their lives and work. It is the story of a friendship, a partnership, a narrative retelling of their "becoming" as girls, teenagers, women, teachers, wives, daughters, scholars, and mothers. From the earliest memories of their gendered and sexualized childhoods to the present navigation of sexism, heteronormativity, and trauma in the context of teaching and schools, these stories reside in their bodies. They recall, construct, and reexamine, emerging from their dialogues--from talking face-to-face, to email, to FB messenger, poetry, and text. "Our Bodies Tell the Story" centers around the co/autoethnography of personal narratives, stories, and a kind of survival testimonies, the ways in which the authors bore witness to each other's lives. The book extensively uses co/autoethnography as a self-study feminist research methodology that takes autoethnography, "a form of self-representation that complicates cultural norms by seeing autobiography as implicated in larger cultural processes" (Taylor & Coia, 2006, p. 278) and moves it beyond the singular to the plural. Using this methodology enables the authors to interweave their stories through dialogue, so that validity, insight, and analysis all emerge in the text. The book investigates the self within the social context of personal relationships, as well as the larger society. Creating a co/autoethnography is a rich, multi-layered endeavor because it is not conducted in a vacuum. As such, it is an important book for faculty and researchers involved in a number of disciplines, including auto/ethnographic research, gender studies, women's studies, feminist studies, qualitative research and many other areas of study.

Confirmation of the current enthusiasm for re-visioning progressive education arrived in inboxes this fall when the Bank Street College of Education received more submissions for this issue than for any other in the journal's 17-year history. From these the editors have selected a range of essays that reflect pre-kindergarten through high-school settings; focus on individual classrooms, entire schools and school districts; and attend to matters of pedagogy and curriculum building or to working within the constraints of the contemporary moment. Following an introduction title "Now is the Time," by Jonathan Silin & Meredith Moore, nine essays were selected. Three of the essays showcase child-centered public schools and present twenty-first century embodiments of progressive principles laid out more than a century ago. Corinthia Mirasol-Spath and Jill Leibowitz explore the benefits of play for students and teachers alike in a New York City elementary school that provides students with time to explore their interests through long-term projects of their choosing in "Reenvisioning the Classroom: Making Time for Students and Teachers to Play." Rachel Seher, Alan Cheng, and Melissa Birnbaum paint a portrait of another school with experiential learning at its core; at "City-As-School: Internship-based Learning in New York City Public Schools," internships take the place of many classroom-based courses. "The Center for Inquiry: Anatomy of a Successful Progressive School" transports the reader to Indianapolis, Indiana, where authors Christine Leland, Amy Wackerly, and Christine Collier were part of the original cohort of teachers and university faculty who founded a progressive magnet school. Premised on inquiry-based teaching and learning, the Center for Inquiry has grown from one to four schools. The second group of essays addresses the ways that progressive education in public schools has shifted and must continue to shift to meet the needs of America's increasingly diverse student population. In "Beyond Child-Centered Constructivism: A Call for Culturally Sustaining Progressive Pedagogy," Alissa Algava argues that twentieth-century constructivist pedagogies are not sufficient to fulfill progressive education's inherently political, activist and democratic potential. She calls for a culturally sustaining progressive pedagogy that critically engages questions of power with both children and teachers. Beatric S. Fennimore confronts the deficit-based talk prevalent in many schools serving marginalized students in "Say that the River Turns: Social Justice Intentions in Progressive Public School Classrooms." She argues that teaching for social justice begins by replacing deficit-based talk with clearly articulated intentions that subsequently transform into actions. Echoing the theme of the power of language, Darrick Smith summarizes efforts to transform the negative and disrespectful culture at a small California high school with a racially diverse student population, in "A Humanizing Approach to Improving School Disciplinary Culture." Here a humanizing approach to discipline, rooted in an affirmation of students and their families, and entailing an alignment of school and family values with the school's mission, has been successful. Finally, incorporating data from an ethnographic case study of a bilingual (Spanish/English) Head Start program serving the children of Dominican and Mexican immigrants, Ysaaca Axelrod explores the tensions in parents', teachers', and administrators' beliefs about language use and the role of play in ""We All is Teachers": Emergent Bilingual Children at the Center of the Curriculum." Balancing these essays on classroom life, the final two essays focus on administrative practices that support progressive education. In "Holding Space for Progressive Practices," elementary principals Abbe Futterman, Dyanthe Spielberg, and Cecelia Traugh use a descriptive review process to share their methods for maintaining educational spaces that are grounded in progressive values, in the face of conflicting mandates from the district or the state. In a provocative counterpoint, Doug Knecht, Nancy Gannon, and Carolyn Yaffe, former New York Department of Education administrators, describe their work adding a quality review process to the accountability system for city schools in "Across Classrooms: School Quality Reviews as a Progressive Educational Policy." Positing that the quality review is itself a progressive process, they argue that it can help schools to focus more on the lived experiences of their students and less on high stakes moments. Together these essays tell that only through a shared commitment of families, teachers and administrators can progressive practices flourish in public schools. They also tell that success requires a combination of hard work in the classroom and savvy political strategizing in the larger systems, along with a deep understanding of the foundational tenets of progressivism and a willingness to reimagine how best to realize them in the twenty-first century. It is the hope that these essays will inspire as they have inspired the writers to continue advocating for more just, engaging, and child-friendly classrooms for all children. (Individual papers contain references.)

Different research methods can yield unique insights into literacy learning and teaching--and, used synergistically, can work together to move the field forward. Now revised and updated with 50% new material, this definitive text presents widely used methods and provides students and researchers with a clear understanding of when, how, and why they are applied. Leading authorities describe established and emerging methodologies, review the types of questions they are suited to address, and identify standards for quality. Key issues in research design are accessibly discussed. Each chapter offers one or more exemplars of high-quality published studies to illustrate the approach in action. The benefits of using multiple types of methods to more fully investigate a given question or problem are emphasized throughout. Features new to this edition include: (1) Chapter on a vital new topic: critical race methodologies; (2) New chapters on core topics: design-based research, causal effects, ethnographic case studies, correlational designs, discourse analysis, instrument development, and verbal protocols; (3) Up-to-date coverage of online research methods, neuroimaging, and other rapidly evolving methodologies; and (4) Many of the exemplary studies are new. [Foreword written by Seth A. Parsons.]

For over thirty years, a political and social battle over bilingual education raged in the U.S. and in and around the Crow Indian Reservation of Montana. This book, a period piece rich in political, historical, and local western context, is the story of language, education, inequality and power clashes between the dominant society and the Indian tribe as historical events unfolded. This is a classic ethnography that documents eight years of the author's day-to-day experience as a teacher, bilingual education coordinator, and central office administrator during the socio-political dispute. The author showcases the familial, linguistic, and ancestral place-based strengths of the Crow families that empowered children to succeed in school against the odds, providing a secure foundation for their future leadership within the tribe. In doing this, the author builds strong support for bridging Native and Euro-American philosophies within a bilingual framework. This book is important reading for teachers, administrators, and policy-makers. It provides hope, ideas, and concrete actions for those who would engage in change management to improve learning environments and better serve diverse students.

This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of 'language', 'culture' and 'identity', the book adopts a 'bricolage' approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity -- such as the image of Chinese pupils as conformist and deferent learners -- that are often repeated both in the media and in academic discussion.

This issue of "Bank Street Occasional Papers" explores the value of time outside of school. Educators have given relatively little scholarly attention to young people's nonschool lives. Ignored or valorized, nonschool spaces show up in educational research only as a backdrop, implying that school learning is the yardstick by which to measure the young people's lives. Even scholars who focus primarily on nonschool spaces are limited by their inability to theorize nonschool learning without framing it in terms of school learning (Sefton-Green, 2012; Teitle, 2012). Yet this myopic view of school outcomes only serves to narrow the purpose and possibilities of nonschool time. Therefore, the editors of "Bank Street Occasional Papers" asked authors to expand the conversation about young people's lives outside of school. Contributing authors both engage with current literature on nonschool spaces and offer new and exciting ways to conceptualize nonschool activity and learning. Articles in this issue include: (1) What (and Where) Is the "Learning" When We Talk About Learning in the Home? (Julian Sefton-Green); (2) Global Childhoods, Asian Lifeworlds: After School Time in Hong Kong (Nicola Yelland, Sandy Muspratt, and Caja Gilbert); (3) Becoming-Belieber: Girls' Passionate Encounters with Bieber Culture (Kortney Sherbine); (4) Building After-School Islands of Expertise in "Wrestling Club" (Victor Sensenig); (5) Mapping the Social Across Lived Experiences: Relational Geographies and After-School Time (Jennifer A. Vadeboncoeur and Louai Rahal); (6) Changing Through Laughter with "Laughter for a Change" (Laurel J. Felt and Ed Greenberg); (7) Enhanced Participation: Creating Opportunities for Youth Leadership Development (Clara Waloff); (8) Witnessing the Power of El Sistema in Urban Communities: Sister Cities Girlchoir (Erika Kitzmiller); and (9) Playing Outdoors: The Importance of the City as a Playground for Skateboarding and Parkour (Michael Jeffries, Sebastian Messer, and Jon Swords). Individual articles contain references.

"Informal Learning and Literacy among Maasai Women" highlights the importance and role of informal education in the emancipation and development of Maasai village women in Kenya. At present, knowledge and research on the impact of informal learning and literacy on community development is limited, and there is a gap between policy level discussions and women's lived experiences. Using a postcolonial feminist framework, this book sets out to examine linkages between informal learning and literacy, human development and gender inequality. Despite improvements in recent years, access to traditional education remains restricted for many women in rural communities across Kenya. Takayangi's book is the first to introduce how Maasai village women utilise informal learning and literacy for collective empowerment as well as to sustain their own well-being and that of their families. It presents the perspectives of both local women and institutions and argues that women's learning is most effective when located within their own socio-cultural and political discourses, and when their voices are listened to and heard. This ethnographic research study is a valuable resource that will contribute to the knowledge of literacy from both theoretical and practical perspectives. It is an essential read for those studying or researching information education, development studies and gender, or education, as well as for teachers, community leaders and aid workers.

Exploring the relationship between the role of education and Indigenous survival, "Digital Storytelling in Indigenous Education" is an ethnographic exploration of how digital storytelling can be part of a broader project of decolonization of individuals, their families, and communities. By recounting how a remote Indigenous (Métis) community were able to collectively imagine, plan and produce numerous unique digital stories representing counter-narratives to the dominant version of Canadian history, Poitras Pratt provides frameworks, approaches and strategies for the use of digital media and arts for the purpose of cultural memory, community empowerment, and mobilization. The volume provides a valuable example of how a community-based educational project can create and restore intergenerational exchanges through modern media, and covers topics such as: Introducing the Métis and their community; decolonizing education through a Métis approach to research; the ethnographic journey; and translating the work of decolonizing to education. "Digital Storytelling in Indigenous Education" is the perfect resource for researchers, academics, and postgraduate students in the fields of Indigenous education, comparative education, and technology education, or those looking to explore the role of modern media in facilitating healing and decolonization in a marginalized community.

This book highlights the unique and co-generative intersections of the arts and literacy that promote critical and socially engaged teaching and learning. Based on a year-long ethnography with two literacy teachers and their students in an arts-based public high school, this volume makes an argument for arts-based education as the cultivation of a critical aesthetic practice in the literacy classroom. Through rich example and analysis, it shows how, over time, this practice alters the in-school learning space in significant ways by making it more constructivist, more critical, and fundamentally more relational.

Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the classroom and create new practices based on the cultural context. "Global Perspectives on Inclusive Teacher Education" summarizes existing research on inclusive practices globally while presenting emerging research and opportunities for cementing change in inclusive teacher education locally, including examples of how inclusive practices are integrated in and adapted to diverse cultural contexts. Covering topics that include critical pedagogy, religious schooling, and teacher education, this publication is designed for curriculum developers, instructional designers, administrators, higher education faculty, educators, policymakers, and students. This book contains the following chapters: (1) Ontologies of Inclusion and Teacher Education (Ben Whitburn and Tim Corcoran); (2) Finding Their Voice: Action Research and Autoethnography in Inclusive Teacher Preparation (Bethany M. Rice); (3) Secondary School Teacher Preparation in the Age of Inclusive Education (Emmanuel Adjei-Boateng and Joseph Ezale Cobbinah); (4) Thinking Outside the Box: Using Virtual Platforms to Collaboratively Co-Plan Effective and Engaging Instruction (Sara Scribner and Megan E. Cartier); (5) An Exploratory Study on Teacher Training: The Use and Impact of Technologies Within a Specialization Course for Special Needs (Laura Fedeli and Valentina Pennazio); (6) Building a Conceptual Framework for Culturally Inclusive Collaboration for Urban Practitioners (York Williams); (7) Evidence-Based Transition Practices: Implications for Local and Global Curriculum (James L. Soldner, Dimity Peter, Shahrzad Sajadi, and Maria Paiewonsky); (8) Inclusion and Exclusion: Global Challenges Within Deaf Education (Jessica Armytage Scott, Hannah M. Dostal, and Tisha N. Ewen-Smith); (9) The State of Education and Employment of People With Visual Impairment in Malaysia (Ismail Hussein Amzat and Chen Ann Li); (10) Multiliteracies Professional Development Practice: Design and Evaluation of an Online Professional Development Program to Support Inclusive Teaching (Stefania Savva); (11) The Aotearoa New Zealand Curriculum Te Whariki as a Basis for Developing Dispositions of Inclusion: Early Childhood Student Teachers Partnering With Families as Part of Their Pedagogical Practice (Michael Gaffney and Kate McAnelly); (12) Burmese Refugee Students in U.S. Schools: What Educators Should Know (M. Gail Hickey); (13) Disability Awareness in Teacher Education in Singapore (Levan Lim and Thana Thaver); (14) Assessment and Culturally Relevant Inclusive Education: The Case of Tanzania (Angi Stone-MacDonald and Japhari Robert Shehaghilo); (15) Divergent Agendas Within the Danish School Policy and the Dilemmas This Creates for Teachers Working With Inclusive Education (Lotte Hedegaard-Soerensen and Bjørn Frithiof Hamre); and (16) Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement (Gwadabe Kurawa).

Can transformation be the primary goal of autoethnographic research? In this book, the authors present a compelling case that this is indeed possible. Since autoethnography first appeared as a nascent approach to social inquiry, much has been written about it as a useful addition to the field of qualitative research methods. Over the years, its usage has been extended across various disciplines including the humanities, human services, social sciences, leadership studies, engineering, education, counseling, and even medical education. Notably, the primary function of autoethnography to advance our understanding around sociocultural phenomena has been increasingly paired with a parallel function of the many ways in which this research method can also contribute to practice. However, though its contribution to scholarship is well documented, less has been written about its practical usage as the focal point of inquiry. Yet there is growing evidence that one of the emerging strengths of autoethnography is its transformative capabilities. In "Transformative Autoethnography for Practitioners," Hernandez, Chang and Bilgen turn the spotlight on autoethnography as a tool for practitioners where the primary goal is to solve real world problems by facilitating transformational change at the individual, group and/or organizational levels. They draw on existing scholarship as well as their collective work and expertise to provide a Transformative Autoethnographic Model (TAM) for use by practitioners who are intent on effecting such changes in their respective contexts. The book contains seven chapters. Chapters One through Three provide the theoretical grounding for a transformative autoethnography model. Chapter One begins with a broad overview of autoethnographic research and the unique characteristics of this method that makes it especially suited for effecting transformational learning. In chapters Two and Three, the authors provide a quick review of the literature relevant to individual autoethnography and collaborative autoethnography respectively. Each chapter discussion is centered around explicating the transformative elements of the method as well as how it is able to effect change at the individual, group, and organizational level. Chapters Four through Six focus on the praxis of transformative autoethnography. In Chapter Four, the transformative autoethnography model (TAM) is presented in detail and templates are provided for its application. Chapters Five and Six show the application of the TAM in a variety of settings. The book ends with a final chapter discussion on the continuing evolution of autoethnographic explorations, as well as future applications for the TAM model in a fast changing digital landscape.

From 2000 to 2012 the number of Internet users rose from less than 0.4 billion to 2.4 billion. Scholarly, evidence-based Internet research is of critical importance. The field of Internet research explores the Internet as a social, political and educational phenomenon, providing theoretical and practical contributions to understanding, and informing practice, policy and further research. This new collection is a unique and welcome work. The editors have compiled a diverse range of new scholarly, peer-reviewed research, spanning the fields of education, arts, the social sciences and technology. The authors provide academic perspectives, both theoretical and practical, on the Internet and citizenship, education, employment, gender, identity, friendship, language, poetry, literature and more. The collection comprises a rich resource for researchers and practitioners alike. Following Notes on Contributors, Acknowledgements, a Foreword, and "Introduction on Internet Research, Theory, and Practice: Perspectives from Ireland" (Cathy Fowley, Claire English, and Sylvie Thouësny), the following sections and papers are included: Section 1: Research and Reflections on Ethics and Digital Culture: (1) "Ethical Issues in Internet Research: International Good Practice and Irish Research Ethics Documents" (Heike Felzmann); (2) "Studying Young "People's Blogs: Ethical Implications" (Cathy Fowley); (3) "Poetic Machines: From Paper to Pixel" (Jeneen Naji); (4) "A Second Level Pictorial Turn? The Emergence of Digital Ekphrasis from the Visuality of New Media" (Nina Shiel); and (5) "Digital Reading: A Question of Prelectio?" (Noel Fitzpatrick). Section 2: Research and Reflections on Societal Practices; (6) "Constructions of Violence and Masculinity in the Digital Age" (Jennifer Patterson); (7) "The Public Sphere and Online Social Media: Exploring the Use of Online Social Media as Discursive Spaces in an Irish Context" (Claire English); (8) "Not Quite Kicking Off Everywhere: Feminist Notes on Digital Liberation" (Angela Nagle); (9) "We are All Friends Nowadays: But What is the Outcome of Online Friendship for Young People in Terms of Individual Social Capital?" (Anne Rice); (10) "Romanian Diaspora in the Making? An Online Ethnography of Romaniancommunity.net" (Gloria Macri); (11) "What's 'Smart' About Working from Home: Telework and the Sustainable Consumption of Distance in Ireland?" (Michael Hynes); and (12) "Surveillance Privacy and Technology: Contemporary Irish Perspectives" (Kenny Doyle). Section 3: Research and Reflections on Educational Practices: (13) Digital Divide in Post-Primary Schools (Ann Marcus-Quinn and Oliver McGarr); (14) "The Use of a Task-Based Online Forum in Language Teaching: Learning Practices and Outcomes (Marie-Thérèse Batardière); (15) "Using Facebook in an Irish Third-Level Education Context: A Case-Study" (Catherine Jeanneau); (16) "Internet-Based Textual Interventions and Interactions: How Language Learners Engage Online in a Written Task" (Sylvie Thouësny); and (17) "Information and Communication Technology in Foreign Language Teaching: Leveraging the Internet to Make Language Learning Real" (Etáin Watson). Section 4: Research and Reflections on Irish Resources: (18) "The Born Digital Graduate: Multiple Representations of and Within Digital Humanities PhD Theses" (Sharon Webb, Aja Teehan, and John Keating); (19) DHO: Discovery--Stargazing from the Ground Up" (Niall O'Leary); (20) "Database in Theory and Practice: The Bibliography of Irish Literary Criticism" (Sonia Howell); (21) "Digital Humanities and Political Innovation: The SOWIT Model" (Vanessa Liston, Clodagh Harris, Mark O'Toole, and Margaret Liston). A Name Index is included.

Discover ways in which teachers interpret and innovate research findings into actual classroom practice to create positive classroom transformations. Like the middle grades themselves, the chapters in this volume are organized by academic content area including language arts, social studies, science, and math: (1) Understand the benefits of using digital media, audio, video, visuals, and graphic representations that can make content more accessible and increase engagement; (2) Discover how to employ multiple approaches to skill development, including scaffolding and ethnographic techniques; (3) Learn how to foster identify formation with social, cultural, and linguistic experiences; and (4) Identify ways to prepare students for the expectations and obligations of high-school, college, career, and civic life. This book is organized into the following chapters: (1) Reading, Listening, Viewing: Multimodal Practices for English Learners (6th grade) (Nicole King, Afi da Safriani, and Youngjoo Yi); (2) Media Literacy and Persuasive Writing in a Secondary English Classroom (8th grade) (Jonathan Smith); (3) Let's Get Multimodal!: Exploring Modes of Narrative Writing in Middle School English Language Arts (7th-8th grade) (Misty Ferguson); (4) Educating for Multicultural/Multilingual Diversity: An Ethnographic Approach (7th grade) (Daniela Silva); (5) Translanguaging, Culture, and Context in a Puerto Rican Middle School (7th grade) (Nathaly S. Batista-Morales and Juan G. Rosado); (6) Language Instruction and Civic Learning Through Contingent Scaffolding and the C3 Framework (7th grade) (Stephen S. Masyada and Katherine Barko-Alva); (7) The Power of Voice in Advanced Social Studies and Language Arts Texts (7th-8th grade) (Elizabeth Hughes Karnes and Holly Hansen-Thomas); (8) Civic Engagement and Text Features in Middle School Social Studies (6th grade) (Kristen Lindahl and Kathryn Henderson); (9) Infusing Literacy Into the STEM Class (7th grade) (Emily Austin Thrush, Teresa S. Dalle, and DeAnna Owens); (10) Building Language Awareness and Scaffolding Scientific Discourse (6th grade) (Jennifer Gilardi Swoyer and Donna James); (11) Incorporating Multimodality Into a Linguistically Diverse Middle School Statistics Curriculum (6th grade) (Rachel S. G. Bower); and (12) Integrating Vocabulary Instruction Into Middle School Mathematics: Addressing the Needs of Long-Term English Learners (6th grade) (Claudia Rodriguez-Mojica, Marco Bravo, and Claire Nastari).

This collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers. This book contains the following chapters: (1) Introduction: Why a Book on Spirituality and Language Teaching? (Mary Shepard Wong); (2) The Dangers and Delights of Teacher Spiritual Identity as Pedagogy (Mary Shepard Wong); (3) Buddhist Principles and the Development of Leadership Skills in English Language Program Administration and Teaching (MaryAnn Christison); (4) Attempting Interfaith Dialogue in TESOL: A Duoethnography (Joel Heng Hartse and Saeed Nazari); (5) Response to Part 1. Possibilities for Nonattachment: Investigating the Affective Dimension of Imposition (Ryuko Kubota); (6) A Buddhist in the Classroom Revisited (Sid Brown); (7) The Relevance of Hinduism to English Language Teaching and Learning (Bal Krishna Sharma); (8) Multiple, Complex and Fluid Religious and Spiritual Influences on English Language Educators (Stephanie Vandrick); (9) Response to Part 2. 'Religious Faith' and 'Pedagogical Practice': Extending the Map. A Response to Brown, Sharma and Vandrick (David I. Smith); (10) Language and Religion in the Construction of the Lebanese Identity (Kassim Shaaban); (11) Teachers' Perceptions of the Interface between Religious Values and Language Pedagogy in Egypt (Deena Boraie, Atta Gebril, and Raafat Gabriel); (12) Church-sponsored English as a Second Language in Western Canada: Grassroots Expressions of Spiritual and Social Practice (Carolyn Kristjánsson); (13) Response to Part 3. Religious Faith and the Language Learning Context: Exploring the 'Interface' (Brian Morgan); and (14) Spirituality and English Language Teaching: Moving Forward (Ahmar Mahboob and Eve Courtney). The afterword, Spirituality in Language Teaching, was written by H.G. Widdowson.

In recent years, Maker-centered learning has emerged in schools and other spaces as a promising new phase of STEM education reform. With a sharp focus on equity, the authors investigate community-based STEM Making programs to determine whether, and how, they can address the educational needs of youth of color. They explore what it means for youth to engage in making with the explicit goal of addressing injustices in their lives. The text features longitudinal ethnographic data and compelling examples that show how youth of color from low-income backgrounds innovate and make usable artifacts to improve their lives and their communities. This book is essential reading for anyone interested in the theory and practice of Making, STEM learning with adolescents, and equity in both formal and informal educational settings. The book: (1) Expands the current Making landscape to include urban communities whose resources have not customarily accommodated such an innovative approach; (2) Follows youth in two different community-based Making spaces to unpack how this type of learning environment supports STEM experiences, and to what end; and (3) Explores the opportunities and tensions inherent in a community-based Making space, such as community centers and youth organizations. [Foreword by Yasmin Kafai.]

This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today--from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state of play as well as its prospects, "The Wiley Handbook of Ethnography of Education" covers a range of traditional and contemporary subjects--foundational aims and principles; what constitutes 'good' ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography's many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. This book: (1) makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today; (2) is edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography; (3) reviews both classic ideas in the ethnography of education, such as "grounded theory," "triangulation," and "thick description" along with new developments and challenges; and (4) is an ideal source for scholars in libraries as well as researchers out in the field. "The Wiley Handbook of Ethnography of Education" is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology. Following an introduction by the editors, this book contains the following chapters: (1) Recognizable Continuity: A Defense of Multiple Methods (Geoffrey Walford); (2) Lived Forms of Schooling: Bringing the Elementary Forms of Ethnography to the Science of Education (Mats Trondman, Paul Willis, and Anna Lund); (3) Tales of Working Without/Against a Compass: Rethinking Ethical Dilemmas in Educational Ethnography (Barbara Dennis); (4) Communities of Practice and Pedagogy (Sara Delamont and Paul Atkinson); (5) Critical Bifocality (Lois Weis and Michelle Fine); (6) Ethnographic Writing (Bob Jeffrey); (7) What Can Be Learnt?: Educational Ethnography, the Sociology of Knowledge, and Ethnomethodology (Christoph Maeder); (8) Changing Conceptions of Culture and Ethnography in Anthropology of Education in the United States (Margaret Eisenhart); (9) Ethnography of Schooling in England: A History and Assessment of Its Early Development (Martyn Hammersley); (10) Latin American Educational Ethnography (Diana Milstein and Angeles Clemente); (11) Curriculum, Ethnography, and the Context of Practice in the Field of Curriculum Policies in Brazil (Alice Casimiro Lopes and Maria de Lourdes Rangel Tura); (12) Ethnographic Research in Schools: Historical Roots and Developments with a Focus on Germany and Switzerland (Anja Sieber Egger and Gisela Unterweger); (13) Ethnography and Education in an African Context (Maropeng Modiba and Sandra Stewart); (14) Visual Ethnography in Education (Gunilla Holm); (15) Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography: Artistic and Performance Perspectives (Jim Mienczakowski); (16) Staging Resistance: Theatres of the Oppressed (Norman K. Denzin); (17) Agential Realism and Educational Ethnography: Guidance for Application from Karen Barad's New Materialism and Charles Sanders Peirce's Material Semiotics (Jerry Lee Rosiek); (18) Multi-sited Global Ethnography and Elite Schools: A Methodological Entrée (Jane Kenway, Johannah Fahey, Debbie Epstein, Aaron Koh, Cameron McCarthy, and Fazal Rizvi); (19) Educational Ethnography In and For a Mobile Modernity (Martin Forsey); (20) On Network(ed) Ethnography in the Global Education Policyscape (Carolina Junemann, Stephen J. Ball, and Diego Santori); (21) Autoethnography Comes of Age: Consequences, Comforts, and Concerns (Andrew C. Sparkes); (22) Positionality and Standpoint: Situated Ethnographers Acting in On- and Offline Contexts (Sofia Marques da Silva and Joan Parker Webster); and (23) Ethnography of Education: Thinking Forward, Looking Back (Dennis Beach, Carl Bagley, and Sofia Marques da Silva).

Internationalisation have recently featured in discussions and initiatives related to various fields of higher education. Educational leaders, institutions and national policy-makers, but also international actors, such as the European Union and UNESCO, have promoted the internationalisation of higher education. Increasing emphasis on internationalisation has diversified also teaching and learning contexts in higher education and has given rise to a growing need for searching appropriate cross-cultural pedagogical approaches. However, internationalisation in the context of higher education is a multifaceted concept and involves more than just one international dimension in institutional or pedagogical activities. These recent developmental features are examined in the book with the conceptual lens of emerging pattern of internationalisation. Following the introduction by the editors, International and transnational dimensions in higher education, this book contains three parts and eleven chapters. Part I, Educational policy, institutional cultures and transnational activities, contains: (1) The ethical implications of internationalization for a knowledge economy: A critical discourse analysis to contemporary strategies in Finland and Canada (Jani Haapkoski and Sharon Stein); (2) Internationalisation of higher education in Russia: National policy and results at institutional level (Svetlana Shenderova); (3) Quality conventional perspective on the quality assurance of education export in the case Finland (Henna Juusola); and (4) Internationalisation and education hubs: The case of Singapore (Vesna Holubek). Part II, Cross-cultural pedagogy, contains: (5) Equal opportunities for learning? An investigation of lecturers and international students' experiences with learning and teaching in an international classroom (Berit E. Simonsen, Anna Hammershoy, and Tanja Miller); (6) Teaching in higher education: Is there a pedagogy of internationalization? (Markus Weil); and (7) How much cultural diversity is embraced in European higher education? Growing challenges, policy interventions and pedagogical approach for migrant and ethnic minority students (George K. Zarifis and Achilleas Papadimitriou). Part III, International students, contains: (8) An ethnographic case study of one Korean international student's TL-mediated socializing in affinity space of the host country (Yoshifumi Fukada); (9) Intercultural encounters: Intertwined complexities and opportunities in international students' experience (Dely Lazarte Elliot); (10) The role of institutional entrepreneur's agency in enhancing international graduate employability: the case of mentoring program (Yulia Shumilova); and (11) International doctoral students' perceptions of factors contributing to their career visions (Yusuke Sakurai, Viivi Virtanen, Jenna Vekkaila, and Kirsi Pyhalto). The book ends with a conclusion by the editors.

The first in a series of three books on P-16 systems of education, P-16: The Last Education Reform chronicles the establishment of Ohio's first regional P-16 Compact and how one community began the process of large scale systemic education reform not just for K-12 education, but for its entire education system--preschool through college and beyond--into the workforce and towards economic viability in the 21st Century. The work is ethnographic in nature and blends findings from the P-16 literature base with vignettes from the Stark County experience. Specific steps are offered from both on the formation of local or regional P-16s. Policy implications and the relationship of local and regional P-16s to economic development are discussed. An annotated bibliography of web-based P-16 resources is included. (Contains 63 footnotes.) [This book was published by the Stark Education Partnership, Inc.]

Since the fall semester of 1998, a committee of university faculty and local school system administrators has collaborated to design an alternative teacher certification program to meet the teacher shortage needs of the Hamilton County, Tennessee, schools. Areas of identified shortages include science, mathematics, and foreign languages at the middle and high school levels and special education at all levels. The collaboration was successful with the selection of the first cohort group of 12 candidates for alternative certification in 1999. The papers in this collection were presented at a symposium focusing on alternative teacher certification. Taken together, these papers form a case study that tells an ethnographic story while describing each stage of the collaboration. The papers are: (1) "The Vision: Establishment of Need of the Alternative Certification Program" (Mary P. Tanner and Thomas E. Bibler); (2) "The Action: Planning & Development of the Alternative Certification Program" (Cynthia M. Gettys and Kathleen S. Puckett); (3) "The Teaching Team: Planning & Teaming" (Jane T. Brower, Cynthia M. Gettys, and Lisa Goode); (4) "The Collaboration: Partnership & Implementation of the Alternative Certification Program" (Joyce E. Hardaway and Lonita D. Davidson); (5) "The Goal: Urban Impact" (Bonnie Warren-Kring); and (6) "The Evaluation: Cohort I Participants Evaluate the Alternative Certification Program" (Kristen Childs, Debbie Donohoo, and Callievene Stewart). (SLD)

The five papers included in this volume approach the study of American Indian languages from a diverse array of methodological and theoretical approaches to linguistics. Two papers focus on approaches that come from the applied linguistics tradition, emphasizing ethnolinguistics and discourse analysis: Sonya Bird's paper "A Cross Cultural Look at Child-Stealing Witches" and Jessica P. Weinberg and Susan D. Penfield's paper "Mohave Language Planning: Where Has It Been and Where Should It Go from Here?" The other papers in the volume--"Child Acquisition of Navaho and Quechua Verb Complexes: Issues of Paradigm Learning" by Ellen Courtney and Muriel Saville-Troike; "Toward an OT Account of Yaqui Reduplication" by Jason D. Haugen; and "Critics, Scrambling and Parsing" by William Lewis--come from approaches in which the study of American Indian languages is increasingly providing important challenges to linguistic theory. References are appended at the end of each article. (KFT)

This ethnographic study explores aspects of bilingual education in two early childhood German-English education centres in Australia. Using various sources of data and multiple methods of analysis, it investigates the processes at work when establishing and implementing a bilingual programme and examines the language attitudes, ideologies and practices of the parents, educators and administrators involved. It addresses the complex relationship between the childcare provider and its clientele in its socio-political context in an attempt to arrive at a broader understanding of institutional bilingual education in early childhood. The book will be of interest to graduate students and researchers in bilingual education, language ideology and early childhood education studies, as well as to teachers, trainee teachers and childcare providers.

This book is centred on the perspectives, experiences and career trajectories of women of colour in British academia. It reveals a space dominated by whiteness and patriarchy, in which women of colour must develop strategies for survival and success. The contributors explore how their experiences are shaped by race and gender and how racism manifests in day-to-day experiences in the academy, from subtle microagressions to overt racialized and gendered abuse. The autoethnographies touch on common themes such as invisibility and hypervisibility, exclusion and belonging, highlighting intersectional experiences. This is a must-read for students, academics, schools, colleges, trade unions and organizations--and anyone with an interest in equality. Following the Introduction (Deborah Gabriel), this book contains ten chapters: (1) The accidental academic (Josephine Kwhali); (2) Overcoming objectification and dehumanization in academia (Deborah Gabriel); (3) 'One in a million': A journey of a post-colonial woman of colour in the White academy (Heidi Safia Mirza); (4) How do you feel? 'Well-being' as a deracinated strategic goal in UK universities (Shirley Anne Tate); (5) Inclusive ideals are not enough: Academia does not empower Black women (Ima Jackson); (6) Reflecting on a journey: Positionality, marginality and the outsider-within (Claudia Bernard); (7) The struggle to find a voice on Black women's health: From the personal to the political (Jenny Douglas); (8) The search for that elusive sense of belonging, respect and visibility in academia (Marcia Wilson); (9) The transformation of my science identity (Elizabeth Opara); and (10) Reclaiming freedom beyond the glass ceiling to transform institutional cultures (Aisha Richards). A conclusion by Deborah Gabriel and an index are also included.

This book answers: (1) how do socially constructed concepts of race dominate and limit understandings and practices of multicultural education; and (2) since race is socially constructed, how do we deconstruct it? The author argues that multicultural education needs to move beyond racial categories defined and sustained by the ideological, social, political, and economic forces of white supremacy. Exploring contemporary and historical scholarship on race, the emergence of multiculturalism, and the rise of the digital age, the author investigates micro-cultural practices and provides a compelling framework for understanding the diversity of individuals and groups. Descriptions and analysis from ethnographic interviews reveal how people's continually evolving, highly distinctive, micro-cultural identities and affinities provide understandings of diversity not captured within assigned racial categories. Synthesizing the scholarship and interview findings, the final chapter connects the play of micro-cultures in people's lives to a needed shift in how multicultural education uses race to frame and comprehend diversity and identity and provides pedagogical examples of how this shift can look in teaching practices.

This exciting ethnographic study spotlights the multiple identities of three third-generation British-born Bangladeshi children in London's East End as they learn with their teachers, mothers and grandmothers. The book reveals for the first time the remarkable ability of young bilingual children to compartmentalize their learning and become flexible learners. It is the first to show how it is children's interactions with their grandmothers--who often speak no English--that most powerfully enhance and extend their educational and cultural experiences. Teachers and teacher educators take heed: these new insights have profound implications for policy, classroom practice and pedagogy. An index is included. [Foreword by Eve Gregory.]