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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.
Facilitating Community Research for Social Change asks: what does
ethical research facilitation look like in projects that seek to
move toward social change? How can scholars weave political and
social justice through multiple levels of the research process?
This edited collection presents chapters that investigate research
facilitation in ways that specifically attempt to disrupt and
challenge anti-Indigenous and anti-Black racism, ableism,
homophobia, transphobia, patriarchy, and sexism to work toward
social change. It also explores what it means to develop
facilitation practices across multiple contexts and research
settings, including specific facilitation methods considered by
researchers working with visual and community-based methods with
Black, Indigenous, and racialized communities. The complexities of
how scholars negotiate decisions within their research with people
and communities have an effect not only on how researchers
construct their participants and communities, but also on the
overall purpose of projects, the ways their projects are shared and
disseminated, and what is learned in the doing of facilitation.
This book will be of great interest to both emerging and
established researchers working within the social sciences. It
specifically attends to diverse fields within the social sciences
that include health, media studies, environmental studies, social
work, sociology, education, participatory visual research
methodologies, as well as the evolving field of digital humanities.
This edited collection seeks to enrich the dialogue about the
expansive possibilities of visual sociological research
facilitation. Although facilitating ethical research has long been
identified within medical research literatures, there is a dearth
of distinct perspectives and voices in academic theorizing when it
comes to facilitating ethical research. For example, how can
researchers learn and incorporate community created approaches to
facilitation into their visual research approaches? Although
ethics, positionality, and reflexivity remain important components
of visual research, the authors argue that the incremental
decisions made in real time by research facilitators within the
process of visual research is currently under-theorized. This
edited collection seeks to discuss how thinking about facilitation
in a more critical and nuanced manner, as well as thinking through
the kinds of relations, problems and local changes that happen
within a project, can help visual sociological researchers move
towards more equitable research practices.Â
Facilitating Community Research for Social Change asks: what does
ethical research facilitation look like in projects that seek to
move toward social change? How can scholars weave political and
social justice through multiple levels of the research process?
This edited collection presents chapters that investigate research
facilitation in ways that specifically attempt to disrupt and
challenge anti-Indigenous and anti-Black racism, ableism,
homophobia, transphobia, patriarchy, and sexism to work toward
social change. It also explores what it means to develop
facilitation practices across multiple contexts and research
settings, including specific facilitation methods considered by
researchers working with visual and community-based methods with
Black, Indigenous, and racialized communities. The complexities of
how scholars negotiate decisions within their research with people
and communities have an effect not only on how researchers
construct their participants and communities, but also on the
overall purpose of projects, the ways their projects are shared and
disseminated, and what is learned in the doing of facilitation.
This book will be of great interest to both emerging and
established researchers working within the social sciences. It
specifically attends to diverse fields within the social sciences
that include health, media studies, environmental studies, social
work, sociology, education, participatory visual research
methodologies, as well as the evolving field of digital humanities.
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.
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