Ethnography of Classroom Processes in a Government School

The paper brings out various dimensions of classroom interaction in a government school by employing ethnography as a method. This involves looking at power structure within the classroom, identity construction and group formation which are part of everyday classroom interaction. These elements together shape child's motivation which is often missed out in the policy debate which focuses on quality on the basis of learning outcomes. It is important to look at processes within the classroom to get an idea of what factors motivate a child and how cultural and social factors shape a child's perception. It is observed that group formation in the class takes place on the basis of certain “identities” which alienates a child that does not fit into those identities. Ethnography as a method helps us to understand the nuances of classroom interaction and in this regard the paper also deals with pros and cons of ethnography as a method.