ABSTRACT
The previous version of this chapter concluded with a call for those engaged in ethnographic research in education to contribute to “a critical dialogue about the nature of ethnography in educational settings” (Zaharlick & Green, 1991, p. 223). In the decade since that chapter was published, a critical dialogue has taken place and major changes in the status and understandings of ethnography in education have occurred. This critical dialogue has focused in large part around the issue of theory-method relationships related to what does and does not count as ethnography or as the logic of inquiry guiding ethnographic research and reporting.
