Knowledge Bank

School ethnography is a relatively young form of scientific inquiry, originally designed to solve social problems in the late twentieth century. As such, there are a series of prevailing issues that plague its use. This analysis searches to pinpoint what these issues are, how they contribute to knowledge gaps in school ethnographies, and the problems of interpretation and application that can arise from them. Past ethnographic work and existing critiques can be used to identify the most glaring issues, and more recent ethnographies still demonstrate some of those issues first identified decades ago. Finally, this paper will conclude with a series of potential solutions that would help to alleviate some of these knowledge gaps and move forward as a discipline.