ABSTRACT

Introduction is chapter deals with critical ethnography as a research approach to interrogate and intervene into the practice of schooling. It is divided into three sections: part one deals with the question of why ethnographies of Arab schooling are so rare; part two makes a case for the ecacy of ethnographic research to inform educational practitioners, policy makers, and academics; and part three provides some snapshots of schooling by probing the everyday life of a girls’ school in Cairo with emphasis on how the ethnographic ethos can play a part in raising consciousness for a schooling grounded in principles of equity and justice.