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Ethnographic Research Methodology in Music Education

Recent research in music, arts, and aesthetic education has begun to reflect the importance of studying education in relation to its specific context (Bain, 1976; Krueger, 1985; Zimmerman, 1982). Such research recognizes the complexities of everyday interaction in schools and of the internal dynamics of institutions. The purpose of this article is to define and describe educational ethnography, and to discuss the potential of ethnographic methodologies in supplying information and insight for music education research.