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.

Table of Contents

• Notes on Contributors
• Introduction
• Part One
• 1. Recognizable Continuity
• 2. Lived Forms of Schooling
• 3. Tales of Working Without/Against a Compass
• 4. Communities of Practice and Pedagogy
• 5. Critical Bifocality
• 6. Ethnographic Writing
• 7. What Can Be Learnt?
• Part Two
• 8. Changing Conceptions of Culture and Ethnography in Anthropology of Education in the United States
• 9. Ethnography of Schooling in England
• 10. Latin American Educational Ethnography
• 11. Curriculum, Ethnography, and the Context of Practice in the Field of Curriculum Policies in Brazil
• 12. Ethnographic Research in Schools
• 13. Ethnography and Education in an African Context
• Part Three
• 14. Visual Ethnography in Education
• 15. Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography
• 16. Staging Resistance
• 17. Agential Realism and Educational Ethnography
• 18. Multi‐sited Global Ethnography and Elite Schools
• 19. Educational Ethnography In and For a Mobile Modernity
• 20. On Network(ed) Ethnography in the Global Education Policyscape
• 21. Autoethnography Comes of Age
• 22. Positionality and Standpoint
• Part Four
• 23. Ethnography of Education