英国教育人类学期刊《民族志与教育》按研究主题可分为“教育民族志的反思”与“教育问题的分析”两大类。前者若遵循田野调查步骤,依次可从“研究者田野点的进入及与研究对象关系的建立”“田野工作中的研究策略及技术手段的使用”“研究成果的展现与应用”三方面评述,关注点聚焦于民族志是“如何做”的过程层面,而非停留于“是什么”的结果呈现上。后者则以西方多元文化教育理论为分析框架,从族群性、宗教、语言、阶层、居住地理环境、特殊群体、年龄、性别8个微观文化与教育问题及学校微观民族志展开评析并达成研究共识:(1)越来越多的处于社会边缘地位群体的声音得到学界倾听;(2)“族群性”问题成为各国学者研究的重点与热点;(3)诸多问题交织重 According to the research theme, ethnography and education of British educational anthropology can be divided into two categories: “Reflection of Education Ethnography” and “Analysis of Education Problem”. The former can follow the step of field investigation and then enter from the field point of the researcher and establish the relationship with the research object. The research methods and application of the fieldwork “Three aspects of the review, the focus is on the ethnography is ” how to do “process level, rather than stay on ” what “result is presented. The latter, based on the theory of Western multicultural education, analyzes and concludes with eight micro-cultural and educational issues of ethnicity, religion, language, class, residential geography, special groups, age and sex, and micro-ethnography in schools Consensus: (1) More and more voices in marginalized groups have been heard by the academic community; (2) the issue of ”ethnicity" has become the focus and hotspot of scholars in various countries; (3)