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This chapter offers a brief overview of aspects of critical, performance and surrealist ethnography as ways to represent research findings. It evokes performances amongst the written-ness of (con)text and the challenges of classroom encounters as they each become entangled together as expres- sions of findings. It puts moments of ‘data’ to work as I try to interrupt my more familiar classroom performances of ‘self’, by turning to data in the form of narratives to provoke ‘ontological stammering’ (Lather, 1998, p.495). Using and writing through a story of a classroom encounter as an integral component of reflexive ethnography, attempts are made to perform some of my growing uncomfortable-ness as a teacher within this higher education landscape.

This chapter offers a brief overview of aspects of critical, performance and surrealist ethnography as ways to represent research findings. It evokes performances amongst the written-ness of (con)text and the challenges of classroom encounters as they each become entangled together as expres- sions of findings. It puts moments of ‘data’ to work as I try to interrupt my more familiar classroom performances of ‘self’, by turning to data in the form of narratives to provoke ‘ontological stammering’ (Lather, 1998, p.495). Using and writing through a story of a classroom encounter as an integral component of reflexive ethnography, attempts are made to perform some of my growing uncomfortable-ness as a teacher within this higher education landscape.

The purpose of this entry is to explore the long-standing controversy surrounding deception, secrecy, and ethical transgression, which often make up covert research. This is done in a threefold manner. After some reflections on what is meant by covert research, the covert diaspora is explored chronologically. Finally, the conclusion considers the potential revival of this position.

The purpose of this entry is to explore the long-standing controversy surrounding deception, secrecy, and ethical transgression, which often make up covert research. This is done in a threefold manner. After some reflections on what is meant by covert research, the covert diaspora is explored chronologically. Finally, the conclusion considers the potential revival of this position.

"This is a beautifully written book that takes the reader to the heart of ethnography as experience. Readers can walk in the shoes of ethnographers who have travelled before them, and learn as they learned. Sara Delamont is an undisputed expert in both ethnography and education, and here illustrates she is also a tour de force in writing style. All the important ingredients for a recipe to make a good quality ethnography are here, and they are served up with relish!" - Karen O’Reilly, Loughborough University "This is a powerful, richly nuanced, evocative work; a stunning and brilliantly innovative intervention. It provides ground zero - the starting place for the next generation of social scholars of education. A major accomplishment." - Norman K. Denzin, University of Illinois at Urbana-Champaign The ethnography of education has been conducted by sociologists and anthropologists, largely in self-contained and self-referential ways. This book celebrates the continuities and the strengths of ethnographic research on education in formal and non-formal settings, deliberately transgressing the sociology/anthropology divide. Education is broadly defined to cover many settings other than schools, in many countries, for many age-groups. The book is structured thematically, including chapters on movement and mobilities, memorials and memories, time and timescapes, bodies, and performativities, multi-sensory research, and narratives. Strategies for designing innovative ethnographic projects, and for fighting familiarity are provided.

`Sara Delamont eloquently explores the impact of feminism on sociology and powerfully argues that it has been marginalised. A "must read" for all sociologists searching for a complete account of the development of the discipline' - Emma Wincup, School of Social Policy, Sociology and Social Research, University of Kent at Canterbury `This is a model of what a textbook should be, for Delamont states what she intends to do, does it with clarity, summarises succinctly and provides interesting and pertinent references' - Sociological Research Online This book explores the achievements of British feminist sociology in theory, methods and empirical research. It outlines the barriers to the development of feminism and explores contemporary challenges. It provides an unrivalled guide to the origins of feminism in the discipline of sociology, analyses the uneasy relationships between feminists and the founding fathers and elucidates the opportunities and challenges presented by post-modernism. The book was written in the spirit of trying to be even-handed in its discussion of the various schools of feminism. It draws on a variety of empirical areas, from science to stratification and from healths and illness to the professions to illustrate the depth and vitality of feminist perspectives.

`Sara Delamont eloquently explores the impact of feminism on sociology and powerfully argues that it has been marginalised. A "must read" for all sociologists searching for a complete account of the development of the discipline' - Emma Wincup, School of Social Policy, Sociology and Social Research, University of Kent at Canterbury `This is a model of what a textbook should be, for Delamont states what she intends to do, does it with clarity, summarises succinctly and provides interesting and pertinent references' - Sociological Research Online This book explores the achievements of British feminist sociology in theory, methods and empirical research. It outlines the barriers to the development of feminism and explores contemporary challenges. It provides an unrivalled guide to the origins of feminism in the discipline of sociology, analyses the uneasy relationships between feminists and the founding fathers and elucidates the opportunities and challenges presented by post-modernism. The book was written in the spirit of trying to be even-handed in its discussion of the various schools of feminism. It draws on a variety of empirical areas, from science to stratification and from healths and illness to the professions to illustrate the depth and vitality of feminist perspectives.

The strong tradition of ethnography at Cardiff, with its distinctive blend of symbolic interactionism and structuralism, and its empirical foci on occupational socialisation, education, health and sexualities, is chronicled.