1. Narrative, critical ethnography: some epistemological and methodological considerations from a research experience György Mészáros, Phd ELTE University of Budapest Faculty of Education and Psychology

2. Educational ethnography a lot of different studies cultural perspective long term involvement researcher as the main research instrument theory – empirical experience – theory – empirical experience the tradition of cultural anthropology colonial dimensions of cultural anthropology

3. My research the first long-lasting educational ethnography in Hungary six months: deep evolvement in the everyday life of a classroom (17 year-old students) epistemology: critical pedagogy and post- structuralism methodology: participant observation, interviews, content-analysis, blog a critical narrative ethnography

4. „Results” narrative text with auto-ethnographical characteristics which tells the story of the whole research experience from the literature review to the writing of the paper a post-structural and critical narrative ethnography which is an open space for continuous reinterpretation an experimental journey -> an experimental text a radical counter-voice in the context of present-day Hungarian educational sciences

5. Results epistemology methodology everyday life of a school perspective of the body „subcultural pedagogy” no reflection of the teachers postmodern power and resistance

8. Methodolgy Epistemology Ethics How did the experimental nature of the study influence the whole research process? Can a scientific research text reach its transformative goal (making the students’ voices be heard) when using esoteric language, difficult even for a scientific audience? Is it possible to force two seemingly incompatible approaches (post-structuralism and critical pedagogy) to real dialogue in a study? What kind of responsibility should the researcher assume for the participants after the empirical study? How can ethnography overcome its colonial past and approach, how is that still present even in such a highly reflective study? How should teachers’ voice be considered when the study would like to represent the students’ perspective?

9. Experimental journey

10. „Transformative science”

11. Incompatibility – dialog Is it possible to force two seemingly incompatible approaches (post-structuralism and critical pedagogy) to real dialogue in a study? A clear intention Reinterpretation of my evaluators Starting point: fighting incompatibilities

12. Colonialism

13. Teachers’ voice

14. After ethnography

15. Bibliography Walford, G. (2002, ed.): Debates and Developments in Ethnographic Methodology (Studies in Educational Ethnography, Volume 6). Elsevier, Oxford Smith, P. M. (2003): Mapping the Whirled. Syncopations in the Life of a Woman Religious. Spectrum, Melbourn. McLaren, P. (1986/1999): Schooling as a Ritual Performance. Towards a Political Economy of Educational Symbols and Gestures. Routledge, London. Fine, M. (1998): Working the Hyphens: Reinventing Self and Other in Qualitative Research. In: Denzin, N. K. – Lincoln Y. S. (eds.): The Landscape of Qualitative Research. Theories and Issues. SAGE, Thousend Oaks, 130–155. Denzin, N. K. – Lincoln, Y. S. (2005, eds.): The SAGE Handbook of Qualitative Research. SAGE, London. Crozier, G. (2005): Is ethnography just another form of surveillance? In: Troman, G. – Jeffrey, B.– Walford, G. (2005, eds.): Methodological issues and practices in Ethnography (Studies in Educational Ethnography, Volume 11). Elsevier, Oxford, 95-110.

16. Thank you for you attention! meszarosgyuri.d@gmail.com