Fieldnotes in Qualitative Education and Social Science Research Approaches, Practices, and Ethical Considerations

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.

List of figuresList of tablesNotes on contributorsAcknowledgmentsSeries Editor ForewordWhat about Fieldnotes: An introductionJennifer Thompson and Casey BurkholderPart IProducing fieldnotesWriting in my little red book: The process of taking fieldnotes in primary school case study research in Kirinyaga, KenyaCatherine VannerFieldnotes as a square dance: What can be learned through a metaphorWendy Crocker and Lori McKeeFieldnotes in marginal landscapes: Toward an Anthropocene ethic of care for small thingsJennifer MacLatchyFieldnotes as an imbricated space of observation, interpretation, analysis, and reflexivitySoon Young JangReflexive uncertainty: Fieldnotes and emotion in participatory visual researchJennifer ThompsonPart IIUsing fieldnotesWhen fieldnotes don't work as expected: The challenges of team research with war-affected populationsBree Akesson and Kearney Coupland "I Pray you catch me listening": Activating fieldnotes for building cultural health capitalLaShaune JohnsonPerforming fieldtextsMary OttThe poetry of fieldnotesAdam VincentThe editing and rewriting of fieldnotes in ethnographic researchCecilia Vindrola-PadrosPart IIISharing fieldnotesFieldnotes as private, public, and rhetorical achievementDmitri DetwylerCo-production, friendship, and transparency in Anthropological fieldnotesJanneke Verheijen and Sjaak van der GeestBumbling along together: Producing collaborative fieldnotesAndrea Wojcik, Rachel Allison, and Anna HarrisVlogging as sense-making: Fostering diffractive practitionersJulie Rust and Sarah AltmanAnalyzing a public digital archive of comic-style fieldnotesCasey Burkholder Part IVReflecting on fieldnotes practiceFieldnotes and lived experience of housing precarity: Co-creating transparent research practices for social changeJayne MalenfantReconceptualising fieldnotes: The materiality of making knowledge for an embodied, dialogical, creative understanding of self-otherDaisy Pillay, Simita Sharan and Jacquie HendrikseQueering fieldnote practice with queer, trans, and non-binary populationsAmelia ThorpeIndex

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.