Further education sector governors as ethnographers: five case studies

Clapham, A. ORCID: 0000-0001-5066-134X and Vickers, R., 2016. Further education sector governors as ethnographers: five case studies. Ethnography and Education. ISSN 1745-7823

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Abstract

This paper considers how governors in the English Further Education and Skills (FE) sector examined their practice as ethnographers. The paper locates both FE governance and ethnography within the challenges of the performative and Panoptic environments facing English education. In doing so, the paper explores how the informants’ mobilisation of ethnographic methods revealed a novel lens on both governance and the role of ethnographer. Employing Grounded Theory, the paper considers how the participants negotiated philosophical questions regarding evidence, objectivity and truth. The paper suggests that despite the deep-seated complexities inherent in conducting ethnography in performative contexts, the participants generated data which painted a unique and revealing picture upon their practice as governor and researcher.

Item Type: Journal article
Publication Title: Ethnography and Education
Creators: Clapham, A. and Vickers, R.
Publisher: Routledge
Date: 28 November 2016
ISSN: 1745-7823
Identifiers:
NumberType
10.1080/17457823.2016.1253029DOI
Rights: © 2016 Informa UK Limited
Divisions: Schools > School of Education
Depositing User: Jonathan Gallacher
Date Added: 13 Dec 2016 16:42
Last Modified: 09 Oct 2017 14:05
URI: http://irep.ntu.ac.uk/id/eprint/29363

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