ABSTRACT
Ethnography, as a hypothesis-generating research strategy, inherently aims to develop new theories by offering unfamiliar perspectives on familiar social worlds. Educational ethnography, for example, has provided important insights into inequalities in education and pedagogical institutions. This approach not only generates new theories but also shifts the perspective of research, broadening insights into familiar phenomena. In recent years, there’s been a crucial debate about theoretical perspectives within ethnography, emphasising in particular a shift towards posthumanist theories. These perspectives challenge the traditional focus on human interactions and urge a broader consideration of materiality, digitality and multispecies approaches. Such shifts in perspective decentre the traditional understanding of the modern, rational and autonomous human subject, with crucial implications for educational theory and practice. Methodologically, there’s a call for greater attention to disruption and conflict within practices, allowing ethnography to continually produce innovative theories.
