ABSTRACT
The aim of this chapter is to discuss how the dialogic ethnographic research methods used in a two year research project about intercultural pedagogy and language learning infl uenced shifts in my role as an ethnographic researcher in three schools.1 Ethnography in education can be employed in three di erent ways according to Green and Bloome (1997: 183): by “doing ethnography”, by “adopting an ethnographic perspective”, and by “using ethnographic tools”. Doing ethnography means “the framing, conceptualizing, conducting, interpreting, writing, and reporting associated with a broad, in-depth, and long-term study of a social or cultural group, meeting the criteria for doing ethnography as framed within a discipline or fi eld” (Green and Bloome, 1997: 183). It is such an approach of ‘doing ethnography’ that this study takes.
