เปรียบเทียบวิธี

	การชาติพันธุ์วรรณนาแบบวิพากษ์ในโลกดิจิทัล	ชาติพันธุ์วรรณนาเชิงวิพากษ์
สาขาวิชา	เชิงคุณภาพ	เชิงคุณภาพ
ตระกูล	Process / pipeline	Process / pipeline
ปีกำเนิด	2000s–2010s	Late 20th century (~1980s–1993 systematisation)
ผู้ริเริ่ม	Synthesised from critical ethnography (Thomas, 1993) and digital/virtual ethnography (Hine, 2000); scholars including Bhatt, de Roock, and Saldanha developed explicit critical-digital frameworks from the 2010s onward	Jim Thomas (systematised); rooted in Frankfurt School critical theory (Adorno, Horkheimer) and feminist/postcolonial traditions
ประเภท	Qualitative research design	Qualitative research method
แหล่งต้นตำรับ	Bhatt, I., & de Roock, R. (2013). Capturing the sociomateriality of digital literacy events. Research in Learning Technology, 21. https://doi.org/10.3402/rlt.v21.21624	Thomas, J. (1993). Doing Critical Ethnography. Sage Publications.
ชื่อเรียกอื่น	CDE, critical online ethnography, critical virtual ethnography, digital critical ethnography	critical ethnographic research, critical qualitative ethnography, advocacy ethnography, emancipatory ethnography
ที่เกี่ยวข้อง	5	6
สรุป	Critical digital ethnography is a qualitative research design that combines the immersive, participatory observation of digital ethnography with the power-conscious, emancipatory orientation of critical theory. Researchers embed themselves in online communities, platforms, or digital practices and examine not only what people do online but also how digital spaces reproduce, challenge, or transform structures of power, inequality, and identity. It is widely used in education, communication studies, and social science.	Critical ethnography is a qualitative research approach that combines sustained fieldwork immersion with explicit critical theory to examine how power, inequality, and ideology shape the lived experiences of marginalised communities. Unlike conventional ethnography, which aims to describe a culture as it is, critical ethnography commits the researcher to questioning what is taken for granted and to producing knowledge that can serve as a resource for social change. Rooted in Frankfurt School critical theory and expanded through feminist, postcolonial, and race-critical traditions, it treats the research process itself as a political act.