An Overview of Qualitative Research in Latin America; Chapter 1 Ethnography and the Commitment to Public Schooling, Elsie Rockwell; Chapter 2 Appropriating Ethnography for Research in Education, Graciela Batallan; Chapter 3 An Overview of Ethnographic Research in Mexico, María Bertely, Martha Corenstein; Qualitative Studies of Social, Educational, and Institutional Change; Chapter 4 The Political Resocialization of Women in a Brazilian Literacy Program (MOVA), Nelly P. Stromquist; Chapter 5 The Role of Women in the Democratization of Schools and Families in Argentina, Beatriz Schmukler; Chapter 6 Anomie and Education, Juan Fidel Zorrilla; Qualitative Action Research for Teacher Development and Improved Classroom Practices; Chapter 7 Teachers As Learners, Elvira Souza Lima; Chapter 8 Participatory Action Research in Teacher Education, Anita Barabtarlo y Zedansky, Margarita Theesz Poschner; Chapter 9 The Development of a Longitudinal Model for Teacher Training, Margarita Brenes, Natalia Campos, Nidia García, Marta Rojas, Emilia Campos; Chapter 10 Conclusion, Martha Montero-Sieburth, Gary L. Anderson;

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

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.