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Community-Based Ethnography: Breaking Traditional Boundaries of Research, Teaching, and Learning


reviewed by Edwin Farrell ó 1999

coverTitle: Community-Based Ethnography: Breaking Traditional Boundaries of Research, Teaching, and Learning
Author(s): Ernest T. Stringer (ed.)
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805822917, Pages: , Year: 1997
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This book is not, for the most part, about ethnography; it is about the roles of teachers and learners in a course that happens to be called "Qualitative Research for Educators." The book is the account of the course or, more precisely, of two superimposed courses taught by Springer, a late twentieth-century Goliard, and ten of his students. The subtitle, Breaking Traditional Boundaries of Research, Teaching, and Learning, is more apt for the project than its title which is misleading. In all fairness, Springer does not intend to do this. He states in the preface that the book can be read in three ways: as a series of case studies of beginning ethnographers, as a description of a pedagogic process, and/or as a postmodern text. The first way of reading the book might lead one to the conclusion that the students spent much of their time contemplating their navels; the research setting for eight of the ten was the class itself. Only two of them found... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 100 Number 3, 1999, p. 671-673
http://www.tcrecord.org ID Number: 10327, Date Accessed: 12/18/2017 2:11:42 AM

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About the Author
  • Edwin Farrell
    City College of the City University of New York
    EDWIN FARRELL is a professor of education at the City College, City Univer-sity of New York. He is the author of Self and School Success: Voices and Lore of Inner-City Students (SUNY Press, 1994).
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