Doing fieldwork the Ghanaian way: The dilemma of conducting research in rural Ghana

Abstract

This paper describes the fieldwork experience in rural Ghana of a Ghanaian student studying in Canada. It provides a background of self‐reflections that juxtapose the need to pay attention to the researcher's positionality and personality and how that can impact fieldwork and research outcomes. Recognizing that researchers' personalities have received less consideration in geographical qualitative research methodologies, this paper focuses on how both the researcher's positionality and personality can contribute to building rapport and sustaining relationships with the researched. I argue that while researchers' positionalities can influence access to research participants, personal traits form a backbone for building trust and sustaining relationships. I conclude that the research process can be rewarding if a common ground between the researcher and research participants is established. This can be created by building partnerships in the research process.

Is the fulfilment of objective wellbeing reflected in subjective wellbeing? A case study of vulnerable communities in Volta Delta, Ghana

“…For example, the lower levels of unhappiness could result from social desirability bias, where respondents are unwilling to share their struggles, and exaggerate positive affects (Reisinger, 2022), to maintain a favourable image in the community (White, 2016); particularly when acknowledging the pride associated with being happy in Ghana (Dzokoto, 2012). Alternatively, the high levels of financial stress may have resulted from survey respondents believing the enumerators worked for government or international development agencies, and therefore responses could have been exaggerated to receive greater support (Dosu, 2021;Frey & Gallus, 2013).…”

Interpretive field geomorphology as cognitive, social, embodied and affective epistemic practice

“…Undergraduate field trips have been described as a disciplinary initiation ritual (Rose, 1993) through which geographers learn “to act and think like a geographer” (Nairn, 1999, p. 273). Feminist critiques have highlighted that for too long this has meant learning to act and think like a white, male, young, able‐bodied, cis‐hetero, middle‐class European or Anglo‐American (Bracken & Mawdsley, 2004; Dosu, 2021; Hall et al, 2002; Kobayashi, 1994; McEwan, 1998; Mol & Atchison, 2019; Olcott & Downen, 2020). Little seems to have changed, with calls for more inclusive fieldwork practices still necessary (Chiarella & Vurro, 2020; Giles et al, 2020; Lawrence & Dowey, 2021; Lininger et al, 2021; Stokes et al, 2021).…”