Today it is difficult to clearly classify the critical ethnography of a particular school or paradigm. Rather, it is an open category of research in which locate quite different studies. Says Carspecken (Carspecken, 2001, p. 4) there is no general agreement as to what critical ethnography is and what goals should accomplish, what methods should implement. In addition, we will say that this diversity and the "flexibility" when it comes to the practice of research itself does not necessarily mean anything goes attitude that lead to epistemological doubt. There are schools representing quite methodical treatment of critical ethnography, though there is a bit looser approach. Before turning to the approximation described above, approaches to research practice in the McLaren and Carspeckena example, I recall a few examples of the concepts and problems of research undertaken within the framework of critical ethnography of the school.
Scope of work in the field of critical ethnography of the school is very wide, from research on educational policy (Vogt, 2001), by examining the effects of educational policy in the areas of reading and writing as an example a group of preschool English English (de Acosta, et al., 2001) ; alienation in the context of processes of reproduction (Beach, 2001); study that is "school of clowns" (Radigan, 2001) and works covering his own experience teaching (McLaren, 1989); to the issues involving social change from the perspective of participants in the reality of school (Hillyard, 2001 .) This is a completely random set of problems, areas which are undertaken by more or less critically oriented researchers. The same thing appears when we take into account the methodological approaches, school or research assumptions. It turns out that we are dealing with quite specific spectrum covering quasi-qualitative approach, sometimes called maliciously "anegdotyzmem" or "style of journalism" to focus strongly on the orientation methodically conscious epistemologically and ontologically, like school from Houston, whose representative is Carspecken.
Some seem to believe that what brings together researchers with a critical approach is specific axiological orientation consists of a system of assumptions about the shape of a capitalist society or a post-capitalist (Carspecken, 2001, p. 4). The basic assumption is that modern society systems are characterized by a system reinforced social inequalities within the working culture. This author, in the absence of a clear distinction of a critical ethnography in terms of theory, methodology, brings a very interesting theoretical concept, which is a strong example of "established" critical ethnography, both in terms of epistemological, ontological and methodological.
Quite often the practice in research-oriented critical ethnography is to "hide" or treated as a "manifest itself" the assumptions of his methodological approach and treatment ethnography as a paradigm of ethnography not as if it was embedded in a particular paradigm. This position resembles sometimes naive "naturalism" treating research as a description of the alleged fact, what it really is. However, it is true that the ethnographic approach can be regarded as a theory of the research process, rather than as a method. This position, in a sense forcing research strategy, according to which the research process is treated like a dialectical relationship of theory and field research: theory, be modified to the empirical material. This approach represents said Vogt, who also makes appreciation of the ethnographic approach in the context of the study of perception effects of introducing new forms of governance of the school by teachers (Vogt, 2001, p. 143).
Other approaches suggest treating ethnography as a simple tool or a set of data collection methods. However, for a critical approach, which in essence (in a sense also the starting point) is determined axiological orientation in which the work culture, by definition, is a mechanism for the reproduction of socio-cultural and thus helps to preserve the system of inequality. An example of research, very strongly associated with this position axiological studies are Dennis Beach (Beach, 2001) of reproduction, within the Swedish education system. Beach research orientation can be easily classified into critical, but the methodological background and the concept of ethnographic research is an example of "niemetodycznego 'treatment of that orientation. The concept is based on research here on quite strong assumptions about the social conflict occurring at the level of the Swedish educational system. The author seems to recognize the conflict, and since it starts the test at the theoretical level, involving the theory of social reproduction, alienation, fetishism, and finally mark, then looking through an ethnographic approach, the social forms of this conflict. This makes the course in the educational system, where notes the contradiction between the declared and implemented the concept of "school for all" and the reality of the school, which is full of inequality, injustice, and, not least by the end eludes social reproduction. This is an example of critical ethnography, which echoes a strong commitment to social researcher, is also a clear attitude of the axiological and the role of ethnography is actually reduced to a tool data collection.
slightly different approach to critical ethnography of the school is represented by Martha de Acosta and Finah Volk, who undertake to study pre-school teachers in the context of integrating their learning strategies for reading and writing in groups of bilingual (English-speaking population and the English-language). The study is rooted in the theory Wygockiego, in which great importance is attributed to the role of socio-cultural processes in the learning process of children (de Acosta, et al., 2001, p. 15). Thus, learning to read and write is considered a specific cultural practice, in which the great importance of gaining context and the participants of this practice. The most interesting aspect of the study, it is not only a recognition of the learning process, but above all, as this was in the process are reflected by the teachers' ways of interpreting the often kontradyktorycznych, directives resulting from the educational policy. In this study clearly shows the involvement of researchers in the changing social reality, while ethnographic research concerns the implementation of their vision of educational policy at the group level of preschool. The result of examination in the case of de Costa and Volk is not so much a criticism of that policy, but most of all, which is a feature odróżniająco critical ethnography from other types of ethnography of education, expansion of alternatives and to show new possibilities and solutions, said the education policy.
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