Juana M. Sancho-Gil is Emeritus Professor of Educational Technologies in the Faculty of Education, University of Barcelona, Spain.Fernando Hernández-Hernández is Professor of Contemporary Visualities, Psychology of Art and Arts-based Research in the Unit of Cultural Pedagogies at the Fine Arts Faculty, University of Barcelona, Spain.

Select Guide Rating

• Chapter 1. Researching -and being ethnographic researcher- as a process of becoming Part I: Becoming as moving researcher positionality Chapter 2. Roots and Routes to Reading the World as an Ethnographer Chapter 3. Becoming an Educational Ethnographer by Organized Representations of Educational Realities and ‘Researching Through’ Chapter 4. Becoming Educational Ethnographer through Time and Ontological Displacements Chapter 5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer Part II. Becoming as an onto-epistemological framework Chapter 7. What-comes after Becoming. Virtualities at the End of a Doctoral Research. Chapter 8. Chapter 8- An ethnographic research based on an ontology of becoming Chapter 9. Openness to the Unforeseen in a Nomadic Research Process on Teachers’ Learning Experiences Part III. Becoming as a concept that allows to re-signify the subjectivity Chapter 10. An Accidental Institutional Ethnographer: Reflections on Paradoxes and Positionality Chapter 11. Researchers and risk: exploring vulnerability, subjectivity, and identity in ethnographic research through collage making Chapter 12. Ethnographic Educational Research as Assemblages of Teachers’ and Researcher’s Movements and their Learning Environments

Juana M. Sancho-Gil is Emeritus Professor of Educational Technologies in the Faculty of Education, University of Barcelona, Spain.Fernando Hernández-Hernández is Professor of Contemporary Visualities, Psychology of Art and Arts-based Research in the Unit of Cultural Pedagogies at the Fine Arts Faculty, University of Barcelona, Spain.

Select Guide Rating

• Chapter 1. Researching -and being ethnographic researcher- as a process of becoming Part I: Becoming as moving researcher positionality Chapter 2. Roots and Routes to Reading the World as an Ethnographer Chapter 3. Becoming an Educational Ethnographer by Organized Representations of Educational Realities and ‘Researching Through’ Chapter 4. Becoming Educational Ethnographer through Time and Ontological Displacements Chapter 5. Becoming an Ethnographer: Living, Teaching and Learning Ethnographically Chapter 6. The Challenges and Opportunities of Becoming an Ethnographer Part II. Becoming as an onto-epistemological framework Chapter 7. What-comes after Becoming. Virtualities at the End of a Doctoral Research. Chapter 8. Chapter 8- An ethnographic research based on an ontology of becoming Chapter 9. Openness to the Unforeseen in a Nomadic Research Process on Teachers’ Learning Experiences Part III. Becoming as a concept that allows to re-signify the subjectivity Chapter 10. An Accidental Institutional Ethnographer: Reflections on Paradoxes and Positionality Chapter 11. Researchers and risk: exploring vulnerability, subjectivity, and identity in ethnographic research through collage making Chapter 12. Ethnographic Educational Research as Assemblages of Teachers’ and Researcher’s Movements and their Learning Environments