A Meta-Meta-Ethnographic Review of Qualitative Synthesis in Education

Abstract

This review explores the feasibility of conducting a meta-meta-ethnographic synthesis (a higher-order synthesis) that applies meta-ethnography to existing meta-ethnographies. While meta-ethnography is widely used to synthesize qualitative studies while preserving interpretive depth, its application to synthesizing other meta-ethnographies remains underexplored. By systematically analyzing 14 meta-ethnographic studies in education, this review applies Noblit & Hare’s (Noblit & Hare, 1988) seven-stage method to identify patterns, divergences, and conceptual advancements. This review is framed by Agential Realism, Sociomateriality & Rhizomatic Thinking that examines how institutional policies, pedagogical frameworks, and digital tools interact to shape knowledge production. Findings reveal key methodological challenges and include interpretive layering, epistemological tensions between digital and traditional ethnographies, as well as the role of technology in qualitative synthesis. This study highlights the potential of meta-meta-ethnography to critically evaluate and refine research syntheses, offering new insights into education, pedagogy, and digital ethnography.