Richard E. Ocejo is Associate Professor of Sociology at John Jay College and the Graduate Center, CUNY. His research and teaching interests include urban and cultural sociology, community studies, work and occupations, and research methods.

• Introduction. Building Bridges in Urban Ethnography; Richard E. Ocejo Part I. The Legacy of the Chicago School  Chapter 1. From Chicago to Bologna: The Persistent Importance of the Chicago School in American and Italian Urban Sociology; Gabriele Manella Chapter 2. Global Ethnography: Lessons from the Chicago School; Victoria Reyes Part II. How to Train Ethnographers Chapter 3. Becoming the City: Teaching Urban Ethnography and Mentoring Urban Ethnographers; Stefan Timmermans and Pamela J. Prickett Chapter 4. Teaching and Learning the Craft: The Construction of Ethnographic Objects; Katherine Jensen and Javier Auyero Part III. Thinking about Space and Place  Chapter 5. Place Exploration: Six Tensions to Better Conceptualize Place as a Social Actor in Urban Ethnography; Thomas Corcoran, Jennifer Abrams, and Jonathan R. Wynn Chapter 6. Interaction Order as Cultural Sociology within Urban Ethnography; Waverly Duck and Mitchell KieferChapter 7. Visibility is Survival: The Chocolate Maps of Black Gay Life in Urban Ethnography; Marcus Anthony Hunter and Terrell J.A. Winder  Chapter 8. The Missing Middle Class: Race, Suburban Ethnography, and the Challenges of "Studying Up"; Karyn Lacy  Part IV. Layered Identities Chapter 9. Black (American) Girl in the Banlieue: Doing Race and Ethnography as an American in France; Jean Beaman Chapter 10. The Gendered Dynamics of Urban Ethnography: What the Researcher's "Location" Means for the Production of Ethnographic Knowledge; Rebecca Hanson  Chapter 11. The Migrant Ethnographer: When the Field Becomes Home; James Farrer

This volume consists of 11 essays by sociologists from the US, Europe, and Japan, who describe aspects of urban ethnography, including experiences in the field, the method’s history, presentation of analysis, and practical guidance. They address the legacy of the Chicago School; how to train ethnographers; issues ethnographers face at field sites and during analysis, in relation to place, interaction order, and class; and the impacts of identity on urban ethnographers, particularly for African American ethnographers, in terms of social location, and for migrant ethnographers.