Ethnographic Educational Research uses methods of empirical sociological research and this way im-plicitly requires a common cultural, social, and economical framework regarding the subjects and ‘ob-jects’ of research. On this basis this branch of educational research is expected to follow the scientific standards of validity and reliability as well as the lines of ethical legitimate research. At this point it is possible that ethnographic research in a context of North-South-inequalities touches unforeseen prob-lems. The author reflects this case by describing three examples of ethnographic educational research in Mozambique and India. In search of constructive perspectives, the author outlines three interde-pendent aspects of an innovative sketch: co-operation and equality, reflection and transparency, brico-lage and triangulation.