This book examines the role of ethnographic research in understanding language policy and planning in educational contexts. It explores how ethnographic methods can shed light on the complex interactions between language, education, and social power. The authors discuss the use of ethnography in studying language policies and practices in diverse educational settings, including multilingual classrooms, bilingual education programs, and language revitalization initiatives. They also address the ethical considerations and challenges of conducting ethnographic research in language policy contexts. The book offers valuable insights for researchers, policymakers, and educators interested in language policy and planning in education.
