Ethnographic study: What is it and how do you conduct it?
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Abstract
Ethnographic method has been utilized in broader fields rather than in anthropology and sociology as it used to be. As stated by Fraenkel and Wallen (2007), in education specifically, ethnographic study is perceived as a research paradigm that can yield more comprehensive perspectives than do other forms of educational research. Thus, it can be another research option to and is useful for any intellectual fellows in the university level, particularly in Rajabhat Universities in which its philosophy is consonant to this paradigm, who needs to strengthen local communities by taking a frame-breaking action in conducting a large scale research rather than using survey, questionnaires, comparing pre-test and post-test results of students’ performance, or classroom action research. This paper, therefore, aims to review what ethnographic study is and how to conduct it. An overview of some key concepts and characteristics of ethnography is presented as the first part, whereas
a research process which includes some ideas in selecting site study, selecting participants, formulating ethnographic questions, selecting research instruments, conducting fieldwork and analyzing, is illustrated as the second part of the paper. Through this longitudinal process, some critics view ethnographic study to be labor -intensive, time - consuming, andhighcost. Forthese reasons, academics, university lecturers, school teachers, trainers and material developers in the field of education, rarely conductit. However, it has been broadly accepted that it is a research paradigm resulting not solely rich and first hand data of deep insights into patterns of thought and behavior of people under study but it is also providing the researchers with practical skills and theoretical aspects of qualitative research. The paper ends with some forewarnings in conducting this type of research.
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