The primary objective of Studies in Educational Ethnography is to present original research monographs or edited volumes based on ethnographic perspectives, theories, and methodologies. Such research will advance the development of theory, practice, policy, and praxis for improving schooling and education in neighborhood, community, and global contexts.
In complex neighborhood, community, and global contexts, educational ethnographies should situate themselves beyond isolated classrooms or single sites and concern themselves with more than narrow methodological pursuits. Rather, the ethnographic research, perspectives and methodologies featured in this series should extend our understandings of sociocultural educational phenomena and their global and local meanings. Studying classrooms and educational communities without concomitant understanding of the dynamics of broader structural forces renders ethnographic analyses potentially incomplete.
We seek schooling and educational ethnographies from around the world that also concern themselves with larger questions addressing poverty, power, language, race, underachievement, public health, immigration, juvenile in/justice, inequality, homelessness, housing, neighborhood and community re/development, un/employment, and the environment.
Volume proposals are welcome which embrace any of the aforementioned issues, or issues closely related to the core themes of the volume.
Professor Rodney Hopson
University of Illinois, USA