Fieldwork in a reformed university setting This article calls for a reconsideration of ethnographic fieldwork and the way anthropologists teach, write and talk about what is generally held to be the heart of the discipline. We argue for the
Fieldwork for master’s students of anthropology
Helle Bundgaard and Cecilie Rubow
Anthropological fieldwork is a sensual and transformative experience. Being in the field and doing ethnography means an immersion that encompasses the ethnographer’s whole person and self. In contrast, teaching methods and presentation modes
Susan Brin Hyatt
As a political and economic philosophy, neoliberalism has been used to reshape schools and universities, making them far more responsive to the pressures of the market. The principles associated with neoliberalism have also extended to programmes for urban economic development, particularly with respect to the largescale gentrification of neighbourhoods rendering them amenable to investments aimed at creating spaces attractive to white, middle-and-upper class consumers. In this article, I discuss how universities themselves have come to play a significant role as urban developers and investors, promoting commercial retail development and building upscale housing in neighbourhoods adjacent to their campuses. My entry point into this discussion is through describing an ethnographic methods class I taught in 2003, whereby students carried out collaborative research in the African-American neighbourhood surrounding Temple University's main campus in Philadelphia. As a result of their work, we produced a neighbourhood newspaper that sought to disrupt the commonplace assumptions about 'rescuing' the neighbourhood from what was presented as an inexorable spiral of decline; rather, our work showed that actions taken by the university, itself, had helped to produce the very symptoms of decline that the new development project now purported to remedy.
A Portrait of Young Men's Sense of Belonging to the Street in Maputo, Mozambique
This article aims to illustrate how a group of young men, caught between the entrapping circumstances of their lives and their desire to transcend them, negotiated their position in the urban landscape. It is based on extensive fieldwork in Maputo
Male West African Youth, ‘Waithood’ and the Pursuit of Social Becoming through Football
Christian Ungruhe and James Esson
various studies and long-term ethnographic fieldwork among footballers in urban southern Ghana between 2010 and 2016. Mainly, it entailed informal conversations, formal interviews (biographical and narrative) as well as participant observation of the
Bob Simpson and Robin Humphrey
In the training of doctoral researchers in the use of qualitative research methods, considerable effort goes into preparation for fieldwork and the collection of data. Rather less attention, however, goes into what happens when they have collected their data and begin to make sense of it. In particular, relatively little attention has been paid to the ways in which doctoral researchers might be supported as they begin to write using qualitative data. In this article we report on an inter-disciplinary project that set out to develop research training for qualitative researchers who had completed their fieldwork and were about to embark on writing their theses. An important issue in the delivery of this training was the question of boundaries - disciplinary, academic, technological and personal - and how these might be productively negotiated in the quest for good social science writing.
In this article I will present a range of experiences of graduate socialisation that have been discussed in past articles in the journal Anthropology Matters. These are the experiences of social anthropology Ph.D. students in the United Kingdom. The overarching theme for the article is 'regulating emotions', and the excerpts presented illustrate how Ph.D. students experience and deal with different emotional states that they encounter during the pre-fieldwork, fieldwork and writing up stages. I argue that the way in which these emotional states are handled may be just as important, in terms of gaining a Ph.D., as the increase in knowledge that is the ostensible marker of a completed Ph.D.
The article is based on ethnographic fieldwork in two field sites in Oslo, Norway, that involved a sample of sixty-seven children. I discuss how ten year-old girls do gender and romance in the light of “junior” and “senior” (hetero)sexuality in the social context of romance. Considering the Norwegian media's worry concerning a presumed sexualization of childhood and the disappearance of childhood, I describe in detail what happens between partners in what is known as a going-out-with-relationship. These relationships, primarily characterized by play and not by physical intimacy, illustrate that sexual innocence in childhood still exists.
An explicit marketisation and national profiling of Denmark as an attractive country for foreign students has resulted in an increasing number of students from poor countries in the global South, including Nepal, being admitted to Danish colleges and universities. The influx of students from these countries has led to several accusations against them of using enrolment in educational institutions primarily as an entrance point to the Danish labour market. Drawing on ethnographic fieldwork among Nepalese students in Denmark this article addresses the intersection of internationalisation of higher education and immigration policy in a Europe with tightened immigration rules for certain nationalities.
School Field Trips and the Representation of Difficult Histories in English Museums
Drawing on the fields of education, memory, and cultural studies, this article argues that as important cultural memory products, government-sponsored museum education initiatives require the same attention that history textbooks receive. It investigates the performance of recent shifts in historical consciousness in the context of museum field trip sessions developed in England in tandem with the 2007 bicentenary of the abolition of the slave trade. Analysis of fieldwork data is presented in order to illustrate some of the complexities inherent in the way difficult histories are represented and taught to young people in the twenty-first century, particularly in relation to citizenship education.