Interpretive ethnography: Ethnographic practices for the 21st century.

Interpretive ethnography: Ethnographic practices for the 21st century Denzin, N.K. Thousand Oaks, CA: Sage Publications, 1997 ISBN 0-8039-7299-7 $22.95 paperback 325pp.

Using global cultural changes of the late 20th century as a backdrop, Norman Denzin challenges interpretive researchers to develop more sophisticated strategies and writing styles that will ultimately transform qualitative research from interpretive reporting to stimulus for action. Denzin, one of the leading ethnographers of present day, traces qualitative research's past as foundation for where it must develop in order to continue to contribute to inquiry. Though numerous contemporary qualitative researchers see the primary value of their efforts in explanations of observable actions in the real world, the author adroitly unmasks the myopia of this perspective. He convincingly argues that interpretations of human activities are always shaded by the cultural values and life practices of the day and culture in which they are formed. Hence, it is probable that ethnographies in today's world -- one the author views as multinational, postmodern, televisual, and cinematic -- emerge more as value-laden impressions than as the moral discourse of a world society that is far less partitioned by political, geographic, and ethnic boundaries.

Sadly, Denzin is likely correct in his assessment. Much qualitative work of today stops short of breaking the barriers imposed by scientific accountability; perhaps in no segment of qualitative research is this more tree than that of education in general and gifted education in particular. More frequently than not, ethnographic studies in gifted education have drawn denouement sans the sort of cataclysmic closure that could have significant impact on practice. Interpretive studies about gifted students have tended to be governed more by the policing of traditional science and political correctness and less by human ethics. Gifted education has not been transformed as it could have been; interpretive work could have served to alter the field markedly, yet the inferences from research often have been superficial and fleeting.

In this landmark text that belongs on the bookshelf of any interpretive inquirer, Denzin dares researchers to change or the actual value of their work - inciting people to take action to improve life - will be squandered. To accomplish this metamorphosis, the author proposes a feminist, communitarian model for ethnographers in which concerns for random selection and measurement validity are replaced by collaborative, reciprocal, trusting, and friendly relationships between researchers and their subjects. The text further includes a number of approaches useful for developing qualitative research that will be judged by its authenticity, fairness, and ability to provide transformations in everyday life. Research conducted in this paradigm will serve to instigate improvements in any human condition that has been examined. Is this not why all social science researchers study phenomena? Is this not why researchers in gifted education explore our field? Do we not crave improvements in practices pertaining to the development of giftedness?

Reviewed by F. Richard Olenchak, Associate Professor and Psychologist at The University of Alabama, who enjoys integrating qualitative and quantitative research paradigms to study gifted students, their needs, and accommodations made for them.