Search results

The purpose of this paper is to explore emerging issues related to conducting research of an ethnographic nature for a case study based within the school environment where the author is a teacher and faculty coordinator.

This research paper provides an outline of the experience of the researcher. The research was a single site case study incorporating participants from different faculties and with different roles. The approach taken here allows for consideration of some key arguments in related literature, and the consideration of the voice and experience of the researcher.

This paper contributes to the understanding of the complexity of ethnographic style research including the needs of both researcher and participants. The need for an ability to move between a multiplicity of roles as school teacher, faculty coordinator, participant in activities and researcher, and the demands of this requirement are considered. Further, the effect of this complexity on the notion of voice in research writing is also discussed.

The research was conducted by a single researcher at a single site. This presents some limitations in terms of the likelihood that while these issues may be present in a range of ethnographic case study environments, they may be experienced in disparate ways.

This paper examines the role of the researcher conducting an ethnographic case study. It contributes to the broader literature related to educational research through consideration of the personal decision making by the researcher and complex demands of this type of research. This is achieved through a contextualisation of the researcher's experiences within key arguments in relevant literature. It purports that whilst this approach to research is demanding, there are organisational advantages as well as important benefits related to knowledge, connection and understanding all of which can enrich the research process and the meaning ascribed to findings.