Fieldnotes in Qualitative Education and Social Science Research

Approaches, Practices, and Ethical Considerations
Routledge (Verlag)
  • 1. Auflage
  • |
  • erschienen am 8. April 2020
  • |
  • 314 Seiten
E-Book | PDF ohne DRM | Systemvoraussetzungen
978-1-000-73998-5 (ISBN)

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.

1. Auflage
  • Englisch
  • London
  • |
  • Großbritannien
Taylor & Francis Ltd
  • Für höhere Schule und Studium
20 schwarz-weiße Zeichnungen, 2 schwarz-weiße Tabellen
  • 5,48 MB
978-1-000-73998-5 (9781000739985)
weitere Ausgaben werden ermittelt

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.

List of figures

List of tables

Notes on contributors


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

      • "I Pray you catch me listening": 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


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