Ethnography in action. How ethnography was established in Swedish educational research

Abstract

The emergence of new research practices is the general theme in this text. The case is ethnography as an approach in Swedish educational research. Ethnography is now an established approach in educational research in Sweden. What was the process behind this position? The paper will follow a trajectory that starts in the 1960s and discuss how ethnography was established and consolidated in educational research in Sweden. The paper discerns five phases of formation, starting in the late 1960s through to today. The unilateral relation to Anglo-American ethnographic networks is discussed. An actor network metaphor is used as a tool in the interpretation of the process. The aim of the paper is to contribute to the knowledge of ethnographic research as well as the process of change in research practices generally.

How pluralistic is the research field on adult education? : Dominating bibliometrical trends, 2005-2012

“…This development also paved the way for qualitative research methods and that did not have much legitimacy and scientific status from the start (cf. Husén, 1983Husén, , 1988Larsson, 2006). These more general trends within the social sciences and educational science had repercussions for the field of adult education research.…”

Pupil Responses to a Saviour Pedagogy: An Ethnographic Study

“…Beach (2010) and Larsson (2006) have both tried to catch and describe key characteristics. They describe it as being about developing theoretical and practical descriptions of education lives, identities and activities through detailed situated investigations that produce knowledge about the basic conditions of education systems and practices and the perspectives of the participants involved in them (Trondman, 2008).…”

The significance of place and pedagogy in an urban multicultural school in Sweden

“…I also followed visitors to the school who were interested in learning about Monroe pedagogy in practice. In other words, I took part in the daily life of the school, observed and documented the activities taking place there, and talked with those present about their views (Larsson 2006;Hammersley and Atkinson 2007).…”