First published in 1990, The Ethnographic Imagination explores how sociologists use literary and rhetorical conventions to convey their findings and arguments, and to 'persuade' their colleagues and students of the authenticity of their accounts. Looking at selected sociological texts in the light of contemporary social theory, the author analyses how their arguments are constructed and illustrated, and gives many new insights into the literary convention of realism and factual accounts.

In this book Paul Willis, a renowned sociologist and ethnographer, aims to renew and develop the ethnographic craft across the disciplines. Drawing from numerous examples of his own past and current work, he shows that ethnographic practice and the ethnographic imagination are vital to understanding the creativity and irreducibility of experience in all aspects of social and cultural practice. Willis argues that ethnography plays a vital role in constituting 'sensuousness' in textual, methodological, and substantive ways, but it can do this only through the deployment of an associated theoretical imagination which cannot be found simply there in the field. He presents a bold and incisive ethnographically oriented view of the world, emphasizing the need for a deep-running social but also aesthetic sensibility. In doing so he brings new insights to the understanding of human action and its dialectical relation to social and symbolic structures. He makes original contributions to the understanding of the contemporary human uses of objects, artefacts and communicative forms, presenting a new analysis of commodity fetishism as central to consumption and to the wider social relations of contemporary societies. He also utilizes his perspective to further the understanding of the contemporary crisis in masculinity and to cast new light on various lived everyday cultures - at school, on the dole, on the street, in the Mall, in front of TV, in the dance club. This book will be essential reading for all those involved in planning or contemplating ethnographic fieldwork and for those interested in the contributions it can make to the social sciences and humanities.

First Published in 2000. This book, a collection of ethnographic studies of Chinese schooling, aims to take the reader into Chinese schools and provide a picture of students and teachers as actors who practice culture. The case studies also provide a means by which ethnography is explored as a central methodological focus and concern. This book explores the meaning of ethnography, both in describing Chinese schools and in the broader context of the defined purposes and practices of research. This self-reflexive approach to school ethnography in China includes issues of cultural translation and the connections between the process of ethnographic work, the emergence of a text, and the construction of a theory.

In Cannibalism and the Colonial World, published in 1998, an international team of specialists from a variety of disciplines - anthropology, literature, art history - discusses the historical and cultural significance of western fascination with the topic of cannibalism. Addressing the image as it appears in a series of texts - popular culture, film, literature, travel writing and anthropology - the essays range from classical times to contemporary critical discourse. Cannibalism and the Colonial World examines western fascination with the figure of the cannibal and how this has impacted on the representation of the non-western world. This group of literary and anthropological scholars analyses the way cannibalism continues to exist as a term within colonial discourse and places the discussion of cannibalism in the context of postcolonial and cultural studies.

What are the relationships between the self and fieldwork? How do personal, emotional and identity issues impact upon working in the field? This book argues that ethnographers, and others involved in fieldwork, should be aware of how fieldwork research and ethnographic writing construct, reproduce and implicate selves, relationships and personal identities. All too often research methods texts remain relatively silent about the ways in which fieldwork affects us and we affect the field. The book attempts to synthesize accounts of the personal experience of ethnography. In doing so, the author makes sense of the process of fieldwork research as a set of practical, intellectual and emotional accomplishments. The book is thematically arranged, and illustrated with a wide range of empirical material.

Alone among Muslim countries, Morocco is known for its own national form of Islam, "Moroccan Islam." However, this pathbreaking study reveals that Moroccan Islam was actually invented in the early twentieth century by French ethnographers and colonial officers who were influenced by British colonial practices in India. Between 1900 and 1920, these researchers compiled a social inventory of Morocco that in turn led to the emergence of a new object of study, Moroccan Islam, and a new field, Moroccan studies. In the process, they resurrected the monarchy and reinvented Morocco as a modern polity. This is an important contribution for scholars and readers interested in questions of orientalism and empire, colonialism and modernity, and the invention of traditions.

"This is a beautifully written book that takes the reader to the heart of ethnography as experience. Readers can walk in the shoes of ethnographers who have travelled before them, and learn as they learned. Sara Delamont is an undisputed expert in both ethnography and education, and here illustrates she is also a tour de force in writing style. All the important ingredients for a recipe to make a good quality ethnography are here, and they are served up with relish!" - Karen O’Reilly, Loughborough University "This is a powerful, richly nuanced, evocative work; a stunning and brilliantly innovative intervention. It provides ground zero - the starting place for the next generation of social scholars of education. A major accomplishment." - Norman K. Denzin, University of Illinois at Urbana-Champaign The ethnography of education has been conducted by sociologists and anthropologists, largely in self-contained and self-referential ways. This book celebrates the continuities and the strengths of ethnographic research on education in formal and non-formal settings, deliberately transgressing the sociology/anthropology divide. Education is broadly defined to cover many settings other than schools, in many countries, for many age-groups. The book is structured thematically, including chapters on movement and mobilities, memorials and memories, time and timescapes, bodies, and performativities, multi-sensory research, and narratives. Strategies for designing innovative ethnographic projects, and for fighting familiarity are provided.

This lively and readable account of teacher research is a study of four first grade classrooms and the interaction between the teachers and their students. The accounts bring to life an ethnography of empowerment and examples of 'good teaching' and show, through case studies, how the students can better learn and teachers better teach. The author elucidates examples of good teaching by means of dialogues between teachers and students and sees the ethnography of empowerment as bringing university staff closer to the empowerment classroom practice, in the same way that teacher-research work has brought teachers closer to empowering university practice. Amidst the air of gloom and doom surrounding schools and teachers, the message of this book is one of enthusiasm and hope for the future of the profession.

Casting the Other: Maintaining Gender Inequalities in the Workplace focuses on the production and maintenance of gender inequalities in organizations. By emphasizing 'difference' as something to be managed many organizations institute the 'problem of difference', and while orgainzations pay lip-service to ideas of equality, their day-to-day practices may be unchanged and unchallenged. Discrimination of various groups such as women, immigrants and older people continues and its dynamics remain unclear, largely because of the difficulties of studying it in the field. Additionally, various programs aimed at removing inequality, such as gender equality of managing diversity programs, may actually promote it by making differences visible and stabilizing them. Management, under these circumstances, comes to refer to the management of appearances which take the place of more radical acts to change the 'status quo'.