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
- Writing in my little red book: The process of taking fieldnotes in primary school case study research in Kirinyaga, Kenya
- 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
- Fieldnotes as an imbricated space of observation, interpretation, analysis, and reflexivity
Soon Young Jang
- Reflexive uncertainty: Fieldnotes and emotion in participatory visual research
- 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
- Performing fieldtexts
- The poetry of fieldnotes
- The editing and rewriting of fieldnotes in ethnographic research
- Fieldnotes as private, public, and rhetorical achievement
- 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
- Analyzing a public digital archive of comic-style fieldnotes
- Fieldnotes and lived experience of housing precarity: Co-creating transparent research practices for social change
- 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
Julie Rust and Sarah Altman
Reflecting on fieldnotes practice
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.