Revelatory moments in fieldwork

Trigger, David; Forsey, Martin

doi:10.1177/1468794112446049

Cited by 57 publications

(43 citation statements)

References 15 publications

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“…Hubbard et al (2001: 120) argue ''emotionally-sensed knowledge' is an indispensable part of the research process'. It has also been argued that revelatory moments when conducting ethnography can be stimulated by deeply emotional experiences (Trigger et al 2012;Henry 2012). Thus, it has been recognized that knowing and feeling cannot be separated and emotions therefore have epistemological significance which should not be ignored (Hubbard et al 2001;Holland 2007;Gray 2008).…”

Section: 1mentioning

confidence: 99%

Emotional Reflexivity and the Guiding Principle of Objectivity in an Inter-Disciplinary, Multi-Method, Longitudinal Research Project

McKenzie

2017

Sociological Research Online

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This paper demonstrates how emotional reflexivity can help researchers aspire to the benchmark of objectivity. It will be argued that emotional exchanges during interviews with research participants can enhance understanding based on the author's research experiences in an inter-disciplinary, multi-method, longitudinal study of low-energy, social housing in Aberdeen, Scotland. It will then be demonstrated that emotional reflexivity allowed the researcher to identify how his feelings of empathy with the household occupants, who had had a negative experience, developed and how he began to share their frustrations and disappointments with the Council. This allowed him to locate himself within the research field, and help him understand how this influenced his representation of this group. This consequently allowed him to moderate his focus on the negative experiences of some occupants and produce a more comprehensive account of the full range of the householders' perspectives. In conclusion, it will be argued that emotional reflexivity can help researchers maintain the guiding principle of objectivity whilst locating the researcher within the field and therefore can provide an effective means of negotiating the pitfalls of the reflexive turn.

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Section: 1mentioning

confidence: 99%

Emotional Reflexivity and the Guiding Principle of Objectivity in an Inter-Disciplinary, Multi-Method, Longitudinal Research Project

McKenzie

2017

Sociological Research Online

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“…2005). A própria expressão "incidente crítico" foi sendo questionada por sugerir algo dramático, o que levou alguns autores a usar, preferencialmente, noções como "incidentes significantes" e "incidentes reveladores" ou "momentos reveladores" (TRIGGER;FORSEY;MEURK, 2012). Como explica Tripp (1994), os incidentes críticos não são dramáticos nem óbvios; eles são, na sua maioria, relatos diretos de eventos muito comuns que ocorrem na prática social ou profissional, no dia-a-dia.…”

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Pesquisar e educar para as relações étnico-raciais na educação infantil: uma luta contra o ruído do silêncio

Franco

Ferreira

2017

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Pesquisar e educar para as relações étnico-raciais na educação infantil: uma luta contra o ruído do silêncio Resumo: O presente artigo tem como objetivo analisar a importância da educação para as relações étnico-raciais na educação infantil (E.I.), a partir de dados coletados em Salvador (Brasil) fazendo um contraponto com uma experiência de pesquisa em Braga (Portugal). Do ponto de vista teórico-metodológico baseia-se numa abordagem qualitativa de cunho exploratório, com a utilização da pesquisa bibliográfica e documental, bem como incidentes críticos. Os resultados mostram que existe uma fala das crianças sobre as relações raciais, o silêncio dos adultos no espaço da família e da escola. Diante disso, a educação na/para a diversidade se coloca como um desafio/possibilidade de prática pedagógica promotora da igualdade na E.I, na perspectiva da compreensão das crianças enquanto sujeitos históricos, sociais, culturais e portadores de direitos e da participação das mesmas na construção de uma sociedade mais humana e com mais equidade.Palavras-chave: Educação. Educação Infantil. Relações Étnico-Raciais. Research and education for ethnic-racial relations in children education: a fight against the silence noiseAbstract: This article aims to analyse the importance of education for ethnic-racial relations in early childhood education, based on data collected in Salvador (Brazil) and does a counterpoint with a research experience in Braga (Portugal). From a theoretical and methodological point of view, it is based on a qualitative exploratory approach, with the use of bibliographical and documentary research and critical incidents. The results show that there is a talk of children about race relations, the silence of adults in the space of family and school. In this context, education in diversity poses as a challenge / possibility of pedagogical practice promoting equality in Early Childhood Education, in the perspective of understanding children as historical, social, cultural and rights-bearing subjects and participants on the construction of a society more humane and more equitable.

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“…For this article, I reviewed texts I had written after what I had perceived as particularly significant fieldwork experiences in the sense that they had prompted reflection and insight in an especially effective manner. They were thus akin to what Trigger, Forsey and Meurk (2012) characterise as 'revelatory moments': intense, unplanned episodes in the field that often involve feelings of discomfort and surprise, and that give the researcher new insight. What the revelatory moments discussed here have in common is that they effectively threw light on the ways in which I, the researcher, was trapped in an epistemic framework that draws on clearly ableist assumptions.…”

Section: Context and Empirical Datamentioning

confidence: 99%

Non-disabled Ableism: An Autoethnography of Cultural Encounters between a Non-disabled Researcher and Disabled People in the Field

Svendby

Romsland

Moen

2018

Scandinavian Journal of Disability Research

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This article describes situations where preconceptions about disabled people were made apparent in a non-disabled researcher's thoughts, words and actions in the course of fieldwork for a qualitative study into the lives of disabled young adults. The article uses these experiences as entry points to discovery and analysis of cultural ableism. It draws on critical theory and insights from the social model of disability and takes an autoethnographic approach to highlight the researcher's preconceptions and her process towards a more nuanced understanding of disability.

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Revelatory moments in fieldwork

Cited by 57 publications

References 15 publications

Emotional Reflexivity and the Guiding Principle of Objectivity in an Inter-Disciplinary, Multi-Method, Longitudinal Research Project

Emotional Reflexivity and the Guiding Principle of Objectivity in an Inter-Disciplinary, Multi-Method, Longitudinal Research Project

Pesquisar e educar para as relações étnico-raciais na educação infantil: uma luta contra o ruído do silêncio

Non-disabled Ableism: An Autoethnography of Cultural Encounters between a Non-disabled Researcher and Disabled People in the Field

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