Ethnography for classrooms: constructing a reflective curriculum for literacy

Abstract

This article discusses the possibilities for using ethnographic methods as part of the literacy curriculum at all levels of the education system. It presents a view of ethnography as a research approach with potential as a learning resource, encouraging reflection and theorizing about literacy in which teachers and students can engage together. It draws on experiences from further and adult education, higher education and professional development courses, and family literacy programmes, as well as school-based learning.

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