Fieldnotes in Qualitative Education and Social Science Research: Approaches, Practices, and Ethical Considerations, 1st Edition (Hardback) book cover

Fieldnotes in Qualitative Education and Social Science Research

Approaches, Practices, and Ethical Considerations, 1st Edition

Edited by Casey Burkholder, Jennifer Thompson


232 pages

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Hardback: 9780367225926
pub: 2020-05-14
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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.

Table of Contents

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

    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

    7. When fieldnotes don't work as expected: The challenges of team research with war-affected populations

      Bree Akesson and Kearney Coupland

    8. "I Pray you catch me listening": Activating fieldnotes for building cultural health capital

      LaShaune Johnson

    9. Performing fieldtexts

      Mary Ott

    10. The poetry of fieldnotes

      Adam Vincent

    11. The editing and rewriting of fieldnotes in ethnographic research

      Cecilia Vindrola-Padros

    12. Part III

      Sharing fieldnotes

    13. Fieldnotes as private, public, and rhetorical achievement

      Dmitri Detwyler

    14. Co-production, friendship, and transparency in Anthropological fieldnotes

      Janneke Verheijen and Sjaak van der Geest

    15. Bumbling along together: Producing collaborative fieldnotes

      Andrea Wojcik, Rachel Allison, and Anna Harris

    16. Vlogging as sense-making: Fostering diffractive practitioners
    17. Julie Rust and Sarah Altman

    18. Analyzing a public digital archive of comic-style fieldnotes

      Casey Burkholder


      Part IV

      Reflecting on fieldnotes practice

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

      Jayne Malenfant

    21. Reconceptualising fieldnotes: The materiality of making knowledge for an embodied, dialogical, creative understanding of self-other

      Daisy Pillay, Simita Sharan and Jacquie Hendrikse

    22. Queering fieldnote practice with queer, trans, and non-binary populations

      Amelia Thorpe


About the Editors

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.

About the Series

Critical Ethnographic Research in Education

Critical Ethnographic Research in Education is a Routledge blue book series grounded in explorations of the political economy and politics of education. Today humanity is pushed to the brink by authoritative control, global extinction, urban implosion, rampant inequality; and state-sponsored violence and silencing for those who question and/or dare to live outside the norm. This series offers a place to disrupt and displace hierarchical, dominant discourses in education theory and policy. Multidisciplinary, theoretical perspectives and voices are investigated. The experiences of those on the margins of knowledge production are foregrounded. In pushing back against the forces that diminish critical thought, a wide range of immersive methods are featured. Sought out are interviews/observations, oral histories, counter stories, multi-site, and multi-species approaches and looped field techniques. Also included are those working at the intersections of meaning across communication platforms, such as digital media, film, audio, and graphics. The goal is to decolonize, democratize, and think differently. This emphasis is more crucial than ever given life on the ground. Studies with data gathered in North America or worldwide are sought out. Edited volumes are additionally included in this series.

For queries contact Julia: [email protected]

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDUCATION / Research
EDUCATION / Philosophy & Social Aspects