On writing notes in the field: Interrogating positionality, emotion, participation and ethics

Thompson, Jennifer A.

Abstract

Fieldnotes help researchers document research activities and position themselves in the field, invariably constructing the research, the researcher and the knowledges produced. Yet the process of how fieldnotes are produced often remains invisible. These “Notes from the Field” explore one doctoral student’s experiences writing fieldnotes. Interrogated here are some of the tensions that emerged writing fieldnotes in relation to positionality and emotion, as well as regarding participation and ethics.

Citation

Thompson, J. A. (2014). On writing notes in the field: Interrogating positionality, emotion, participation and ethics. McGill Journal of Education, 49(1), 247-254. https://doi.org/10.7202/1025781ar

• Journal Article Type: Article
• Online Publication Date: May 29, 2014
• Publication Date: May 29, 2014
• Deposit Date: Apr 5, 2018
• Publicly Available Date: Apr 9, 2018
• Journal: McGill Journal of Education
• Electronic ISSN: 1916-0666
• Publisher: McGill University
• Peer Reviewed: Peer Reviewed
• Volume: 49
• Issue: 1
• Pages: 247-254
• DOI: https://doi.org/10.7202/1025781ar
• Public URL: https://durham-repository.worktribe.com/output/1330520