Dialogical Research Design: Practising Ethical, Useful and Safe(r) Research

Poopuu, Birgit

doi:10.1080/02691728.2019.1681556

Cited by 13 publications

(10 citation statements)

References 36 publications

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“…The research took place in a colonial context, where "research" does not always have a positive connotation (e.g., Fjellheim, 2020), because it can risk reproducing epistemological violence (Teo, 2011) Saami community, several steps were sought to construct an ethical research process. I pursued a dialogical approach, both during interviews (Poopuu, 2020) and in the overall process. Demonstrating transparency, respect, and contributing with perspectives into the conversation when I found it constructive, both during and after interviews, intended to create a space of knowledge co-creation.…”

Section: Participant-researcher Relationshipmentioning

confidence: 99%

Green colonialism in the Nordic context: Exploring Southern Saami representations of wind energy development

Normann

2020

Journal Community Psychology

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This paper explores social representations of wind energy development within reindeer herding lands among the Indigenous Southern Saami living within Norwegian borders. For this matter, the paper combines Social Representations Theory (SRT) with the analytical framework of "circuits of dispossession and privilege" and decolonial approaches within community psychology. Data consisted of seven individual semi-structured openended interviews, three collective interviews, and observation in three lawsuits, public meetings, protest actions, and reindeer herding activities. The findings suggest that for the subjects in this study, the onset of wind power represents the renewal of historical processes of dispossession through accumulation and colonialism, enabled by harmful knowledge gaps in Norwegian society and institutions, contrasting Southern Saami's values of responsibility and ecological practices. The implication of these findings suggests an urgent need of rethinking renewable energy and including indigenous knowledge in climate change agendas.

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Section: Participant-researcher Relationshipmentioning

confidence: 99%

Green colonialism in the Nordic context: Exploring Southern Saami representations of wind energy development

Normann

2020

Journal Community Psychology

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“…In her study on survivors of rape, Močnik (2019) used an engaged research approach to invite potential participants to co-design the research, from determining the actual research question through the process of how it should be answered. Other researchers have suggested the importance of recognizing and engaging participants in the co-production of knowledge, whether through advisory committees, co-designing the project, co-analyzing data, or co-authoring results (Hugman et al, 2011; Poopuu, 2020; Tilley, 2017).…”

Section: The Researchedmentioning

confidence: 99%

“…Such social connections – ranging from less to more formal – are thankfully easier to facilitate with access to social media in many corners of the world. In managing the emotional impacts of fieldwork, Poopuu (2020) described her reliance on a chat group specific to fieldwork experiences, a strategy that I have also found useful.…”

Section: The Researchermentioning

confidence: 99%

Trauma to self and other: Reflections on field research and conflict

Howe

2022

Security Dialogue

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Researchers who wish to engage with survivors of conflict and violence face a range of complex ethical issues – including psychological dimensions of research – often with few resources or little support. This article draws on the author’s reflections as both a trauma therapist and field researcher and bridges the fields of mental health and conflict studies to explore two questions: 1) How can a researcher reduce the possibility of retraumatizing or causing psychological harm to study participants? 2) How can she diminish the possibility of being psychologically harmed herself? The author argues that a researcher must have a foundational understanding of psychological trauma, cultivate an awareness of the differences between research and healing, sharpen her interviewing skills, and identify means of co-producing knowledge to reduce the possibility for retraumatization. Researchers can prepare themselves for the psychological impacts of research by increasing self-awareness, engaging a variety of social and professional supports, and limiting exposure to traumatic material. The author argues for institutions to increase their responsibility for the well-being of researchers. This article begins to sketch the contours of ‘trauma-informed methodologies’ and contributes to the broader discussion of research ethics of fieldwork and conflict.

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“…Relationality is a component that we actively seek out in our field encounters by the fieldwork choices we make, and how we come to understand what the 'field' even is (see Fujii 2017;Poopuu 2020;Inayatullah 2019). Even if we acknowledge the inescapability of the many relations, the question is, as Kurowska ponders, 'what to do with uninterpretable moments in fieldwork?'…”

Section: Relations and Relationalitymentioning

confidence: 99%

“…Ackerly and True 2008;Adedi Dunia et al 2019;Kurowska 2020a;Pachirat 2017). Generally speaking, the continuum of ethical fieldwork runs from minimalistic compliance with institutional guidelines to approaches that demand a commitment to 'work with' research participants, and engagements with a feminist ethics of care as principles of good fieldwork (Bliesemann de Guevara, Furnari and Julian 2020; Browne and Moffett 2014;Chatterton, Fuller, and Routledge 2007;Krystalli 2021;Lawson 2009;Močnik 2018;Nagar 2014;Poopuu 2020;Refstie 2018;Torre et al 2018;Wibben 2016). Engaging with these challenges, contributors present reflexive and ongoing journeys that contribute to our understanding of academic, individual and collective efforts to negotiate research ethics, practices of communal care and our praxis with the priorities and demands of higher education institutions.…”

Section: Ethics In Motionmentioning

confidence: 99%

Becoming Fluent in Fieldwork: (Un)learning What Is Good/Ethical/Responsible Fieldwork

Poopuu

Berg

2021

PARISS

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This running theme’s introduction rethinks fieldwork as an ongoing process. It explores experiences and conceptions of ‘becoming fluent in fieldwork’: the contextual processes through which we do, learn, and unlearn practices of fieldwork. It sees fieldwork as a collective project. Recognising the entanglement of field sites and travelling with fields to certain other fields, we become multiply entangled, and thus we ask: what do these plural relations demand from us? We turn to the concept and praxis of love as it considers the responsibility, care work and thinking-working together that is needed to respect other people’s realities together with them. We foreground the notion of ‘becoming fluent’ that reflects fieldwork as a work in process, and emphasises the processual aspects of fieldwork: the journey that spans the time before, during and after the fieldwork. This process involves engaging meaningfully with relations, relationality and collaboration, ‘ongoingness’ and ethics in motion.

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Dialogical Research Design: Practising Ethical, Useful and Safe(r) Research

Cited by 13 publications

References 36 publications

Green colonialism in the Nordic context: Exploring Southern Saami representations of wind energy development

Green colonialism in the Nordic context: Exploring Southern Saami representations of wind energy development

Trauma to self and other: Reflections on field research and conflict

Becoming Fluent in Fieldwork: (Un)learning What Is Good/Ethical/Responsible Fieldwork

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