Multi-sited Global Ethnography and Elite Schools: A Methodological Entrée

Jane Kenway, Johannah Fahey, Debbie Epstein, Aaron Koh, Cameron Mccarthy, Fazal Rizvi

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

In this chapter, the authors outline why and how they developed and deployed the notion of multi-sited global ethnography to study elite schools, globalization, and social class formations and expressions. They offer some selected glimpses of the narratives and insights that arose through their inquiries. The authors look at the intersections between two conceptual frameworks: M. Burawoy's framework for global ethnographies: global forces, global connections, and global imaginations; and framework for sociological inquiry into elite schools: identity, curriculum, culture, community, and nation/national context. These are the key elements identified by ethnographic and other research as central to the elite schooling/social class nexus. This matrix focuses attention both on the institutional life of the school and its more extended communities, and on the ways they are interwoven with global forces, connections, and imaginations.

Original languageEnglish (US)
Title of host publicationThe Wiley Handbook of Ethnography of Education
PublisherWiley-Blackwell
Pages423-442
Number of pages20
ISBN (Electronic)9781118933732
ISBN (Print)9781118933701
DOIs
StatePublished - Jan 31 2018

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Keywords

  • Elite schools
  • Global connections
  • Global forces
  • Global imaginations
  • Multi-sited global ethnography
  • Social class formations
  • Social class nexus
  • Sociological inquiry

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Kenway, J., Fahey, J., Epstein, D., Koh, A., Mccarthy, C., & Rizvi, F. (2018). Multi-sited Global Ethnography and Elite Schools: A Methodological Entrée. In The Wiley Handbook of Ethnography of Education (pp. 423-442). Wiley-Blackwell. https://doi.org/10.1002/9781118933732.ch18