To perceive and to be perceived: challenges of ethnography in elite schools

Patricia MercaderPsychopathology and Clinical Psychology Research Center, Université Lumière-Lyon 2, Lyon, FranceView further author information

Rebecca WeberFaculty of Psychology and Educational Sciences, Univerity of Geneva, Geneva, SwitzerlandCorrespondence[email protected]
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Jean-Pierre Durif-VarembontPsychopathology and Clinical Psychology Research Center, Université Lumière-Lyon 2, Lyon, FranceView further author information

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Steven McNichol. (2023) Mid-day supervisors in English primary schools: a role theory perspective. Education 3-13 0:0, pages 1-11.
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Moon Suk Hong. (2021) Being and becoming ‘dropouts’: contextualizing dropout experiences of youth migrant workers in transitional Myanmar. International Journal of Qualitative Studies in Education 34:1, pages 1-18.
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Rachel Ann O’Brien. (2019) ‘Who’s that girl sitting with the boys?’: negotiating researcher identity in fieldwork with adolescent boys. Sport, Education and Society 24:9, pages 954-966.
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Karen Lillie & Pere Ayling. (2020) Revisiting the un/ethical: the complex ethics of elite studies research. Qualitative Research 21:6, pages 890-905.
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Anja Gibson. (2019) Geladene ‚Zaungäste‘ im Elitekontext – Zugangshürden und Verwicklungen beim ethnographischen Forschen. Zeitschrift für Qualitative Forschung 20:1-2019, pages 9-25.
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Patricia Mercader1, Annie Léchenet & Jean-Pierre Durif-Varembont. (2017) « Si elle fait sa belle, il faut la frapper ! ». Criminologie 50:2, pages 167-187.
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To perceive and to be perceived: challenges of ethnography in elite schools

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