Juan Carlos Tedesco, a prominent Argentinean sociologist argues that qualitative studies of education in Latin America represent a major challenge to current research. Latin American qualitative researchers are producing interpretive studies that focus on the realities of current developmental and educational reforms. Indigenous communities, women, students, and teachers are given voice in these studies, which represent the state of Latin American ethnographic, qualitative, and participatory research.
This is the first book in English to offer a state-of-the-art collection of educational qualitative research studies in Latin America. The first three chapters present an overview of qualitative research, while the remaining seven chapters provide studies that explore various aspects of education from public schools to informal educational programs.

David M. Fetterman, Gary L. Anderson, Martha Montero-Sieburth

Contents *Introduction, Gary L. Anderson and Martha Montero-Sieburth*Overview of Ethnographic Research in Latin America *Ethnography and the Commitment to Public Schooling: A Review of Research at the DIE, Elsie Rockwell (Mexico) *Appropriating Ethnography for Research in Education: Reflections on Recent Efforts in Argentina and Chile, Graciela Batallán (Argentina) *An Overview of Ethnographic Research in Mexico: An Approach to Educational Problems, María Bertely and Martha Corenstein (Mexico) *Qualitative Studies of Social, Educational, and Institutional ChangePolitical Resocialization of Women in a Brazilian Literacy Program (MOVA), Nelly P. Stromquist (Peru) *Role of Women in the Democratization of Schools and Families in Argentina, Beatriz Schmukler (Argentina) *Anomie and Education: the Politics of Innovation in a Mexican High School, Juan Fidel Zorrilla (Mexico) *Qualitative Action Research for Teacher Development *Teachers as Learners: the Dialectics of Improving Pedagogical Practice in Brazil, Elvira Souza Lima (Brazil) *Participatory Action Research in Teacher Education: Studying the Reality of Teaching in Latin America, Anita Barabtarlo y Zedansky and Margarita Theesz Poschner (Mexico) *Development of a Teacher Training Model Derived from Applied Ethnographic Research in Costa Rican Marginal-Urban Elementary Schools, Margarita Brenes, Natalia Campos, Nidia García, Marta Rojas, and Emilia Campos (Costa Rica) * Conclusion, Martha Monter-Sieburth and Gary L. Anderson *Appendix: Latin American Research Centers in Education. Index.