This paper makes an attempt to know if ethnography has any appropriation and validity for the educational research. Ethnography, a qualitative method pursuing a deep understanding of culture from the inner view of those who live in itself, is necessary and useful in that it makes up for the weak points in the quantitative method following the positivistic research tradition. But, we need to take it under consideration that ethnography is designed to make out the cultural facts from an inside point of view, and that it should be confined for that kind of use. Some ethnographers insist that ethnography be applied to education, assuming that education is a cultural process. However, they don't make a distinction between the two, but only make a distortion of education into the cultural phenomena. In other words, they use of ethnography just for depicting 'education' as what they usually observe culture, which results in a category mistake. Education is appropriately understood only when we see it in its own context. Thus, some academically refined conditions are in need as research prerequisites if we are to use ethnography for education as an autonomous form of life: A sharp distinction of education from culture in the context of horizontal relativity, designing a good conceptual framework identifying and explaining the structural body of education, and a good interpretation of ethnographic data to see how the education relates to the other forms of life. The more familiar the ethnographer goes with these conditions, the better 'educography' comes out.