Fieldnotes in Qualitative Education and Social Science Research

Approaches, Practices, and Ethical Considerations
1. Auflage 2021
ISBN: 978-1-032-23624-7
Verlag: Routledge

Buch, Englisch, 296 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 460 g

Reihe: Critical Ethnographic Research in Education

Building upon the incorporation of fieldnotes into anthropological research, this edited collection explores fieldnote practices from within education and the social sciences.

Framed by social justice concerns about power in knowledge production, this insightful collection explores methodological questions about the production, use, sharing, and dissemination of fieldnotes. Particular attention is given to the role of context and author positionality in shaping fieldnotes practices. Why do researchers take fieldnotes? What do their fieldnotes look like? What ethical concerns do different types of fieldnotes practices provoke? By drawing on case studies from numerous international contexts, including Argentina, Cameroon, Canada, Ghana, Hong Kong, Hungary, Kenya, Lebanon, Malawi, the Netherlands, South Africa, and the US, the text provides comprehensive and nuanced answers to these questions.

This text will be of interest to academics and scholars conducting research across the social sciences, and in particular, in the fields of anthropology and education.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Burkholder, Casey

Thompson, Jennifer

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Schulleitung, Schulentwicklung
• Interdisziplinäres Wissenschaften Wissenschaften: Allgemeines Enzyklopädien, Nachschlagewerke, Wörterbücher
• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik

Inhaltsverzeichnis

List of figures

List of tables

Notes on contributors

Acknowledgments

Series Editor Foreword

What about Fieldnotes: An introduction

Jennifer Thompson and Casey Burkholder

Part I

Producing fieldnotes

- Writing in my little red book: The process of taking fieldnotes in primary school case study research in Kirinyaga, Kenya
Catherine Vanner

- Fieldnotes as a square dance: What can be learned through a metaphor
Wendy Crocker and Lori McKee

- Fieldnotes in marginal landscapes: Toward an Anthropocene ethic of care for small things
Jennifer MacLatchy

- Fieldnotes as an imbricated space of observation, interpretation, analysis, and reflexivity
Soon Young Jang

- Reflexive uncertainty: Fieldnotes and emotion in participatory visual research
Jennifer Thompson

Part II

Using fieldnotes

- When fieldnotes don't work as expected: The challenges of team research with war-affected populations
Bree Akesson and Kearney Coupland

- Move like honey: Activating fieldnotes for building cultural health capital
LaShaune Johnson

- Performing fieldtexts
Mary Ott

- The poetry of fieldnotes
Adam Vincent

- The editing and rewriting of fieldnotes in ethnographic research
Cecilia Vindrola-Padros

Part III

Sharing fieldnotes

- Fieldnotes as private, public, and rhetorical achievement
Dmitri Detwyler

- Co-production, friendship, and transparency in Anthropological fieldnotes
Janneke Verheijen and Sjaak van der Geest

- Bumbling along together: Producing collaborative fieldnotes
Andrea Wojcik, Rachel Allison, and Anna Harris

- Vlogging as sense-making: Fostering diffractive practitioners

Julie Rust and Sarah Altman

- Analyzing a public digital archive of comic-style fieldnotes
Casey Burkholder

Part IV

Reflecting on fieldnotes practice

- Fieldnotes and lived experience of housing precarity: Co-creating transparent research practices for social change
Jayne Malenfant

- Reconceptualising fieldnotes: The materiality of making knowledge for an embodied, dialogical, creative understanding of self-other
Daisy Pillay, Simita Sharan and Jacquie Hendrikse

- Queering fieldnote practice with queer, trans, and non-binary populations
Amelia Thorpe

Index

Über Autor(innen)

Casey Burkholder is Assistant Professor in the Faculty of Education at the University of New Brunswick, Canada.

Jennifer A. Thompson is Postdoctoral Fellow in the School of Psychoeducation at Université de Montréal, Canada.