Researcher participation, ethics, and cameras in the field

Abstract

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How to make a bridal bouquet: sensory knowing in action

“…In this article, these assumptions include an explicit interest in sensory and embodied knowing (Streeck et al, 2011;Mondada, 2021a). Moreover, it should be noted that the video recordings are the data, and the transcripts stand no chance of capturing all aspects of the interaction (Cekaite and Goodwin, 2021). The omission of the (original) Swedish language is motivated by an ambition to promote readability and hence, intelligibility.…”

Untitled

“…The use of two cameras give a simultaneous distance and close-up view of the same interaction (Öhman, 2017, 2018). Research in video-based studies shows the active involvement of the researcher in anticipating as well as contributing to the understanding of the participants' practices, thus related to the questions posed by the researcher (Cekaite & Goodwin, 2021). The use of a head-mounted camera enables following the participants' focus of attention and not merely the researchers', avoiding so-called magnification (Blikstad-Balas, 2016).…”

Shaping participation

“…With regard to linguistic ethnographic research processes, many interactions analyzed in this dissertation involved my own participation as a researcher in the ECEC centers. An interest in language practices requires the researcher's mobility within the field (Cekaite & Goodwin, 2021). Rather than solely focusing on specific moments in ECEC, such as circle time, where I could position the camera on a tripod and then step into the background, I aimed to capture various types of interactions to comprehend the multi-faceted nature of participation during a typical day at ECEC.…”

“…The observation of daily interactions in ECEC presents a promising approach in the emerging field of language education policies and multilingualism in ECEC (Alstad & Mourão, 2021). Researchers conducting fieldwork in ECEC often take on different, sometimes simultaneously unfolding, social positions in interrelation with the participants and practices at the field site (Cekaite & Goodwin, 2021). Examples of such positions range from observers to authority figures and potential play partners, each developing in relation to children, teachers, and the (material and ideological) ECEC environment.…”