2008
DOI: 10.1007/s11133-008-9114-0
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Coping with Conflict, Confronting Resistance: Fieldwork Emotions and Identity Management in a South Korean Evangelical Community

Abstract: Methodological difficulties attendant to ethnographic fieldwork-such as gaining access, maintaining fieldwork relations, objectivity, and fieldwork stresses-are intensified for researchers working with "absolutist" religious group, groups that hold an exclusivist or totalistic definition of truth. Based on my fieldwork in a conservative South Korean evangelical community, I explore in this article two central and related methodological dilemmas pertaining to studying absolutist religious groups: identity negot… Show more

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Cited by 22 publications
(18 citation statements)
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“…To that end, various research bodies and government agencies, including universities, have adopted ethical codes. At the same time, researchers report on a variety of emotions that they themselves have experienced at different stages of the research execution, such as empathy, loneliness, curiosity, sadness, frustration, joy, boredom, and apprehension, which were even sometimes accompanied by physiological or behavioral phenomena (Blee, 1988;Chong, 2008;Dickson-Swift, James, Kippen, & Liamputtong, 2009;Haynes, 2006;Rager, 2005). Hence, any discussion of emotions in the context of qualitative research must include not only the research subjects or participants, but also the researchers themselves.…”
Section: Emotional Labor While Conducting Qualitative Researchmentioning
confidence: 99%
See 1 more Smart Citation
“…To that end, various research bodies and government agencies, including universities, have adopted ethical codes. At the same time, researchers report on a variety of emotions that they themselves have experienced at different stages of the research execution, such as empathy, loneliness, curiosity, sadness, frustration, joy, boredom, and apprehension, which were even sometimes accompanied by physiological or behavioral phenomena (Blee, 1988;Chong, 2008;Dickson-Swift, James, Kippen, & Liamputtong, 2009;Haynes, 2006;Rager, 2005). Hence, any discussion of emotions in the context of qualitative research must include not only the research subjects or participants, but also the researchers themselves.…”
Section: Emotional Labor While Conducting Qualitative Researchmentioning
confidence: 99%
“…(Dickson-Swift et al, 2009, p. 64) Gilbert (2001 supported this viewpoint, saying that qualitative researchers no longer perceive themselves as objective spectators who are only documenting the narratives of others and reporting on them, but that they are aware that the way in which they experience reality is captured through different lenses, whereby one of them is the emotions of the researcher him or herself. Hochschild (1983) In many cases, the study of emotions is conducted as a satellite research of some other research (Blee, 1998;Chong, 2008;Rager, 2005). In other words, interest in the emotional labor of researchers develops during the course of another research, not necessarily intentionally, and is studied as a secondary topic to the topic of the research in which the interest in emotions originated.…”
Section: Emotional Labor While Conducting Qualitative Researchmentioning
confidence: 99%
“…Through this analysis, we argue for greater consideration of the emotional spaces covert research creates, as in our case such research produced “closet space” where power relations ensured the suppression of our sexualities or allyship. These emotional spaces are significant because they magnify the already‐difficult terrain of doing covert research, including managing fieldwork relations and maintaining the “covert self” (Calvey, ; see also Chong, ). Second, we argue that more attention needs to be given to the emotional strain of covert research on the researcher, as a process that both precedes and exceeds the field.…”
Section: Introductionmentioning
confidence: 99%
“…The transition to the innovative pedagogic paradigm is a change in which the organizational system adopts new patterns that differ from those existing previously (Bakker and Schaufeli 2008;Chong 2008). The studies indicate that assimilating processes of change in teaching methods and their application in school entail considerable difficulty, and the teachers' abilities and skills as a professionalpedagogic factor in the process of change are the prime factor for the occurrence of radical change in the innovative pedagogic perception within the education system (Fullan and Smith 1999;de Freitas and Oliver 2005;Cunningham 2009;Halverson and Smith 2010;Selwyn 2010).…”
Section: Introductionmentioning
confidence: 99%