Abstract
This paper questions the particular contribution that can be made by educational ethnography in terms of research on education in general. The definition of the situation as a concept from symbolic interactionism is proposed as a powerful framing device to understand how educational realities are constructed by actors. Understood in this way, educational settings become places where sequences of action follow a recognizable pattern of meaning. These patterns of practice are metaphorically regarded here as ‘molecules of education’. By providing such foundational tokens, it is argued that educational ethnography can contribute to educational research in an essential way because it deciphers what education does.
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