Collaborative team ethnography and the paradoxes of interpretation

Abstract

In this article, the authors examine the paradoxical process of interpretation in collaborative team ethnography. They use examples from their work on a collaborative team evaluation of the North Carolina A+ Schools Program. The differing perspectives and experiences of the researchers entangled their ability to form an "interpretive zone." This reflexive examination addresses conflicting epistemological assumptions, research paradigms, races, genders, class backgrounds, and research interests. The authors address three paradoxes: interpretive differences on the research team, representation of diverse voices in the research process, and the conflicting roles as evaluators and critical researchers. The multiple layers of collaboration led to greater understanding through multiple meanings but, paradoxically, greater fragmentation and uncertainty.