This book focuses on race and ethnography, and in particular, it addresses two significant issues. Firstly, leading thinkers and emerging scholars in the field explicate the complicated nature of race intersections, theories, and meanings in educational ethnography. The ethnographic accounts consider schooling, which is then extended to larger educational settings, bound by unique and peculiar histories and locations. By amalgamating this selection of papers into one issue, the book both challenges the effects of educational histories, policies and practices, by interrogating theories and meanings of race, and positions race and racism in ethnography with the hope of presenting new applications and developments in ethnographic methodologies, theories, and practices. The volume then develops the conversation by helping to build scholarship in understanding race meanings, intersections and theories in educational and social sciences. With the escalating attention given to the study of race scholarship in recent years, there is still considerable information that scholars in the field need to know about how ethnographers and ethnography, from diverse comparative and international schools and educational settings, respond to racialized and racist practices, while challenging and developing theories about race and racism in diverse global terrains and locations. This book was originally published as a special issue of Ethnography and Education.

The racial achievement gap in U.S. education is a pervasive and consistent problem, an unavoidable fact of public schooling in this country. Because This Is Not for Us is a multi-site critical race ethnography of policy and institutional relationships in an large urban West Coast school district, focused on the practices that created and sustain the achievement gap in that district's schools. In this daring and provocative work, author Sabina Elena Vaught examines how this gap, and the policies and practices that sustain it, is produced and reproduced by structures of racism and race attitudes operative in education. She interweaves numerous interviews with and observations of teachers, principals, students, school board members, community leaders, and others to describe the complex arrangement of racial power in schooling, and concludes that the institutional relationships that create and support policy practices ensure the continued undereducation of Black and Brown youth.

Brings together several scholars from both law and education to provide some clarity on the status and future directions of Critical Race Theory, answering key questions regarding the ''what' and ''how'' of the application of CRT to education.

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 book focuses on the math identity construction of 11 Black students. High school students' perception of what/who is a math person constrained and limited their sense of belonging to the community of doers of mathematics. This study offers new insights into the racial opportunity-gap in mathematics education.

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.

Ethnography is a distinctive approach for educational research. The authors argue that the last decade has seen ethnography come of age, not only as a way of doing research, but also as a way of theorizing and making sense of the world. Their approach is concerned with ethnography as process and ethnography as product. This critical celebration of ethnography explores what it can achieve in educational research. The book features: Thorough discussion of definitions of ethnography and its potential for use within educational research Critical introductions to the principal approaches to ethnography Discussions of data analysis and representation and of the challenges facing ethnography Use of educational examples from real research projects throughout. The book offers a distinctive contribution to the literature of ethnography, taking readers beyond a simplistic "how to" approach towards an understanding of the wider contribution ethnography can make to our understanding of educational processes. Ethnography for Education is of value to final-year undergraduates and postgraduates in education and social science disciplines as well as education professionals engaged in practice-based research. Christopher Pole is Senior Lecturer at the Department of Sociology, University of Leicester. His research interests are in the areas of the sociology of education, sociology of childhood and the development of qualitative research methods. Recent publications include Practical Social Investigation: Qualitative and Quantitative Methods in Social Research and Hidden Hands: International Perspectives on Children's Work and Labour. Marlene Morrison is Reader in Education Leadership and Director of the Doctorate of Education programme at the University of Lincoln. Her academic background is in the sociology of education and includes research on race equality, health education, perspectives on educational policy and practice, and the ethnography of educational settings. She has researched widely in the education that has included school, further and higher education sectors, and other public services.