ABSTRACT
Creation of a whole school ethnographic infrastructure requires school ethnographers on staff whose job it is to create and maintain a fluid, two way flow of minimally biased information between the community that the school serves and the educators in the school. To make available to teachers the high quality ethnographic information they need to optimize educational energy with their lessons, the schools in which teachers work need to support teacher effort with a well-functioning ethnographic infrastructure. Occasionally, ethnographers should take some meeting time to discuss with teachers the school level data the ethnographers have been collecting. A school's ethnographic infrastructure is well-functioning when it validly, reliably, and educatively brings to bear on instructional activities insights useful to creation of educational energy. A well-functioning ethnographic infrastructure is the best way to support teacher autonomy, where teacher autonomy is understood as the responsibility of teachers to manipulate the independent variables of Dewey's law to create educational energy.
