Understanding,embracing and reflecting upon the messiness of doctoral fieldwork |
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| Authors: | Arif Naveed Nozomi Sakata Anthoula Kefallinou Sara Young Kusha Anand |
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| Institution: | 1. Faculty of Education, University of Cambridge, Cambridge, UK;2. Department of Education, Policy and Society, University College London Institute of Education, London, United Kingdom;3. Manchester Institute of Education, School of Environment Education and Development, University of Manchester, Manchester, UK;4. UCL Institute of Education, University College London, London, UK;5. Education, Practice and Society, UCL IOE University of London, London, UK |
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| Abstract: | This Forum issue discusses the centrality of the fieldwork in doctoral research. The inevitability of researchers’ influence and of their values apparent during and after their fieldwork calls for a high degree of reflexivity. Since the standard methodology textbooks do not sufficiently guide on addressing such challenges, doctoral researchers go through stressful phases, at times revising various decisions they made before starting fieldwork. By drawing upon four case studies from varied contexts, this forum highlights some of these challenges including: going beyond signing the consent form and building rapport to elicit student voices; the ethical implications of White privilege of researchers turning consent into an obligatory contract with participants; unanticipated delays in the fieldwork opening up new possibilities; and tensions resulting from negotiating between insider and outsider identities while researching in two hostile contexts. |
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