Ethnography is one of the chief research methods in sociology, anthropology and other cognate disciplines in the social sciences. This Handbook provides an unparalleled critical guide to its principles and practice. The result is a landmark work in the field which draws on the expertise of an internationally renowned group of interdisciplinary scholars. The Handbook provides readers with a one-stop critical guide to the past, present and future of ethnography. It will quickly establish itself as the ethnographer’s bible.
Following other volumes in the Learning to Read Critically series, Learning to Read Critically in Language and Literacy aims to develop skills of critical analysis and research design.
`[This book] has definitely aided my understanding of the processes involved in taking a critical stance and would enable me to pick out and maybe even teach the different facets of critical thinking. It has also developed my knowledge in the field of language and literacy education' - British Journal of Educational Studies
Ethnographic methods are becoming increasingly prevalent in contemporary educational research. Critical Ethnography in Educational Research provides both a technical, theoretical guide to advanced ethnography--focusing on such concepts as primary data collection and system relationships--and a very practical guide for researchers interested in conducting actual studies.
Beyond Pedagogy: Reconsidering the public purpose of museums explores issues standing at the intersection of public pedagogy, memory, and critical theory, focusing on the explicit and implicit educational imperative of art, natural history, and indigenous museums, cultural centers, memorial sites, heritage houses, and other cultural heritage sites that comprise the milieu of educating, learning, and knowing. Taken together, the various essays comprising this book demonstrate that a more nuanced examination of the role of cultural heritage institutions as pedagogical sites requires a critical gaze to understand the function of the authority and ways through which such institutions educate.
Literary Theories in Praxis analyzes the ways in which critical theories are transformed into literary criticism and methodology. To demonstrate the application of this analysis, critical writings of Roland Barthes, Harold Bloom, Cleanth Brooks, Jacques Derrida, Northrop Frye, Norman Holland, Barbara Johnson, Jacques Lacan, Adrienne Rich, and Robert Scholes are examined in terms of the primary critical stance each author employs--New Critical, phenomenological, archetypal, structuralist/semiotic, sociological, psychoanalytic, reader-response, deconstructionist, or humanist.
