During the past decade at least, ethnography has received a great deal of attention in Composition Studies, most notably with respect to research methodology. The attention had much to do with the “crisis,” of ethnography; the problematics of writerly authority, researcher subject-position, and the perils of reductivism, all made clear with the advent of postmodern theory and thought. Those using ethnographic methods were challenged to revise and re-envision a “new” ethnography, one that would honor the power dynamics between individuals and make no further claim than to re-present, in a self-reflexive manner, “partial truths.” This crisis, we feel, is adequately addressed in the research of the day, primarily because these issues connect with composition studies scholars as researchers, as those working to push forward the field as a whole.
Ethnographic Inquiry as Writing Pedagogy
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