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This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today--from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state of play as well as its prospects, "The Wiley Handbook of Ethnography of Education" covers a range of traditional and contemporary subjects--foundational aims and principles; what constitutes 'good' ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography's many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. This book: (1) makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today; (2) is edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography; (3) reviews both classic ideas in the ethnography of education, such as "grounded theory," "triangulation," and "thick description" along with new developments and challenges; and (4) is an ideal source for scholars in libraries as well as researchers out in the field. "The Wiley Handbook of Ethnography of Education" is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology. Following an introduction by the editors, this book contains the following chapters: (1) Recognizable Continuity: A Defense of Multiple Methods (Geoffrey Walford); (2) Lived Forms of Schooling: Bringing the Elementary Forms of Ethnography to the Science of Education (Mats Trondman, Paul Willis, and Anna Lund); (3) Tales of Working Without/Against a Compass: Rethinking Ethical Dilemmas in Educational Ethnography (Barbara Dennis); (4) Communities of Practice and Pedagogy (Sara Delamont and Paul Atkinson); (5) Critical Bifocality (Lois Weis and Michelle Fine); (6) Ethnographic Writing (Bob Jeffrey); (7) What Can Be Learnt?: Educational Ethnography, the Sociology of Knowledge, and Ethnomethodology (Christoph Maeder); (8) Changing Conceptions of Culture and Ethnography in Anthropology of Education in the United States (Margaret Eisenhart); (9) Ethnography of Schooling in England: A History and Assessment of Its Early Development (Martyn Hammersley); (10) Latin American Educational Ethnography (Diana Milstein and Angeles Clemente); (11) Curriculum, Ethnography, and the Context of Practice in the Field of Curriculum Policies in Brazil (Alice Casimiro Lopes and Maria de Lourdes Rangel Tura); (12) Ethnographic Research in Schools: Historical Roots and Developments with a Focus on Germany and Switzerland (Anja Sieber Egger and Gisela Unterweger); (13) Ethnography and Education in an African Context (Maropeng Modiba and Sandra Stewart); (14) Visual Ethnography in Education (Gunilla Holm); (15) Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography: Artistic and Performance Perspectives (Jim Mienczakowski); (16) Staging Resistance: Theatres of the Oppressed (Norman K. Denzin); (17) Agential Realism and Educational Ethnography: Guidance for Application from Karen Barad's New Materialism and Charles Sanders Peirce's Material Semiotics (Jerry Lee Rosiek); (18) Multi-sited Global Ethnography and Elite Schools: A Methodological Entrée (Jane Kenway, Johannah Fahey, Debbie Epstein, Aaron Koh, Cameron McCarthy, and Fazal Rizvi); (19) Educational Ethnography In and For a Mobile Modernity (Martin Forsey); (20) On Network(ed) Ethnography in the Global Education Policyscape (Carolina Junemann, Stephen J. Ball, and Diego Santori); (21) Autoethnography Comes of Age: Consequences, Comforts, and Concerns (Andrew C. Sparkes); (22) Positionality and Standpoint: Situated Ethnographers Acting in On- and Offline Contexts (Sofia Marques da Silva and Joan Parker Webster); and (23) Ethnography of Education: Thinking Forward, Looking Back (Dennis Beach, Carl Bagley, and Sofia Marques da Silva).