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E-grāmata: Fieldnotes in Qualitative Education and Social Science Research: Approaches, Practices, and Ethical Considerations

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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.



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

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

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

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

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

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

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

      6. Part II

      Using fieldnotes

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

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

    8. Performing fieldtexts
      Mary Ott

    9. The poetry of fieldnotes
      Adam Vincent

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

      11. Part III

      Sharing fieldnotes

    11. Fieldnotes as private, public, and rhetorical achievement
      Dmitri Detwyler

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

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

    14. Vlogging as sense-making: Fostering diffractive practitioners

      15. Julie Rust and Sarah Altman

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

      16. Part IV

      Reflecting on fieldnotes practice

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

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

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

Index

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.
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