Educational Ethnography Past, Present, and Future: Ideas to Think With | CU Experts

This paper addresses an issue that constantly plagues all social science research: How should we adjust our conceptual orientations and methodological priorities to take into account apparently changing human experiences and priorities? I take up this issue in the form of three “muddles,” or confusing situations, that confront me as an ethnographer trying to work in today��s contentious educational research atmosphere. In my case, the three muddles concern the meaning of “culture;” the enthusiasm (or not) for ethnography; and the researcher’s responsibility to those she writes about and hopes to help. First, I describe each muddle. Then I try to “tidy them up,” at least enough to give some direction to my future work. I find that some familiar ideas about culture, ethnography, and researcher responsibility are still very useful, but they should be thought about in new ways in light of present circumstances. [There are images that evoke] connections in the world today that make [those images] useful to think with. –Marilyn Strathern, Partial Connections

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