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Abstract
The paper attempts to present various aspects of ethnographic analysis for implementing interpretative (qualitative) research in pedagogy. The author seeks to answer the following ąuestions: in what way the methodology used in ethnographic research is applicable in pedagogy? How can this methodbe used of in the analysis of the functioning of educational institution? The discussion is presented in the context of the author s research on cultural changes in the Voluntary Work Organization.
The article discusses the forms in which the methodology used in ethnographic research can be adopted to pedagogy and described as ethnopedagogy, ethnography of education or a research method analysing selected aspects in eductaion with no special label attached. The author is in favour of the last mentioned approach in pedagogical research sińce it allows for fixing the status if the ethnographic method in pedagogy. The author highlights the adavanteges of the method as a perspective for analyzing various situations in education an illustates her considerations with interpretative instances of ethnographic researach in pedagogy.
The paper reflects on the tendency observed in research methodology literaturę to equate ethnography with observation, which according to the author limits the ethnographic method and does not permit to present the reality analyzed in a broader context, treat the group analyzed as part of a culture or allow the researcher to be morę reflective on the area analyzed.