Originally published 1992 provides a fresh look at the rationale for and distinctiveness of ethnographic research in sociology, education and related fields. Relativism, critical theory, the uniqueness of the case study and the distinction between qualitative and quantitative research are all examined and found wanting as a basis for informed ethnography. The policy and political implications of ethnography are a particular focus of attention. The author compels the reader to re-examine some basic methodological assumptions in an exciting way.