الإثنوجرافيا كمنهجية للبحث التربوي الكيفي : دراسة نظرية
The study aims to explore the epistemological bases of ethnography and its intellectual foundations as a qualitative method, besides its development as a pattern of ethnographic processing that focuses on educational issues within its social and cultural context in different types of institutions, as well as its advantages, steps, and tools. The study derived its justification from the growing trend of qualitative research methods in general and the ethnographic approach in particular as a contemporary research trend, which necessitates seeking to utilize the horizons of these methods and their various tools in developing research approaches by giving more space or opportunity to the voice of the respondents in the field based on tools such as observation, in-depth interviews and document analysis, helping to reveal the structure of relationships and interactions governing the behavior of individuals and groups. The study depended on the descriptive method. The most prominent findings were that despite the ever-increasing use of qualitative research methods, such as the ethnography in all its forms, in many foreign educational studies, its applications are still of little use in the Arab educational administration. This makes it necessary to pay more attention to study the epistemological bases of those approaches and to identify aspects of their differentiation from the quantitative methods. Additionally, it is necessary to promote their adoption and application in the in-depth study of many educational issues, which may lead to a paradigm shift in educational studies as an open field in its nature. The study ended with presenting some of the proposed recommendations, to bridge the gap between theory and practice and to deal with phenomena based on the actual reality and its social and cultural contexts. (Published abstract)