Introduction

This editorial theorizes the emotional entanglements that constitute spaces of fieldwork. Drawing on Sara Ahmed's notion of sticky and circulating emotions, we develop the concept of emotional entanglements as a way to engage with the methodological implications of the emotional turn in geographic research. Beyond providing empirical evidence for research on emotional geographies, we argue that an attention to emotions in fieldwork has the potential to reinvigorate feminist practices of reflexivity and positionality. In addition, a critical engagement with emotions can offer novel epistemological techniques for studying the politics of knowledge production and the landscapes of power in which we, as researchers, are embedded. As the papers of this themed section demonstrate, analysis of emotional entanglements in research pose critical questions with regard to power relations, research ethics and the well-being of research participants and researchers alike. They also make visible how the power relations of sexism, racism, capitalism, nationalism and imperialism permeate and constitute the emotional spaces of the field. We use the notion of emotional entanglements as a way to situate the five articles of the themed section and to highlight the contribution of each paper to debates about the emotional field.     

Rethinking the place of emotions in the field through social laboratories

The insights of feminist science and technology studies (STS) into the constructed and situated nature of knowledge have proved crucial to informing feminist geography. Since the rise of emotional geographies, feminist methodologies no longer simply reflect on questions of positionality, partiality, and power relations, but also on the role of emotions in the field. In this article, we argue that a feminist STS perspective has much to offer when thinking about the way emotions are engineered, controlled, and negotiated in research processes. Our engagement with what we call ‘social laboratories’ – i.e., spaces in everyday life where (experimental) research is conducted with human beings – advances debates in feminist geography, as these laboratories crystallize the emotional entanglements feminists encounter in the field. Looking at economic experiments in Ghana and fertility clinics in Mexico, we discuss the difficulties of doing feminist fieldwork in these experimental research spaces. We argue that the constant negotiation of emotions and ethics is crucial to access, assess, and do fieldwork in research settings that do not adhere to feminist ideals, but nevertheless have gendered effects on women's and men's lives. Rethinking ‘the place of emotions in research’ (Bondi 2005, in Emotional Geographies, edited by Joyce Davidson, Liz Bondi, and Mick Smith, 231–246, Aldershot: Ashgate) through social laboratories forges instructive links across feminist/emotional geographies and social studies of science.     

Kitchen table reflexivity: negotiating positionality through everyday talk

In this article, we explore the role of self-reflexivity in the understanding of positionality in human geography to argue that self-reflexivity in and of itself does not offer researchers sufficient opportunities to question and critique their fluid, ever-changing positionalities. Drawing on the work of feminist scholars, critical race scholars, and experiences carrying out qualitative research, we argue that formal and informal conversations with colleagues and mentors affords the opportunity to deeply engage with positionalities. This article draws on concepts of ‘everyday talk’ to encourage researchers to explore their positionalities through kitchen table reflexivity – an exploration of an individual's positionality and its relationship to their research carried out through formal and informal conversations with others. We demonstrate how everyday talk with each other furthered our understandings of our fluid identities in relation to our research participants. Through these conversations, we were able to more critically interrogate our identity and not simply reduce identity to a laundry list of perceived similarities and differences between research participants and us. In conclusion, we encourage all researchers to use everyday talk as one way to complicate their positionalities and to reflect on how this process relates to the broader societal and academic environment within which they carry out their research.     

Intimacy and angst in the field

This article explores the paradoxes of angst and intimacy in ‘the field.’ One aim of feminist research is to attend to overlooked day-to-day practices through which difference and power work. Yet, this focus on intimate and submerged experience is also risky, potentially asking that people share their most intimate experiences with the researcher. How does such attention to the personal lives of others intersect with ethical demands and postcolonial critiques of representation? A desire to understand the submerged life of the geopolitical in women's day-to-day life in India's Ladakh region has driven my research on the politics of marriage and contraceptive choices. Taken by a feminist approach to the geopolitical, I sought out the ways that intimate life was inflected by territorial struggles, without adequately comprehending either the promise or the risks of making intimacy and the body a subject of research. This work was complicated and enriched by my status as a foreigner married into a local family, which provides a not-quite-outsider positionality. This article reflects on the role of intimacy in fieldwork in two senses: doing research on intimacy, and navigating intimacies in and after the field. I argue that intimate fieldwork is full of both promise and peril for feminist researchers. I call then for careful engagement with such topics, and for a rethinking of the boundaries of the field as they relate to the researcher, who carries these boundaries in his or her own body when navigating social relations in the field.     

Mediating messiness: expanding ideas of flexibility,reflexivity, and embodiment in fieldwork

This article aims to help researchers think about some big-picture challenges that occur in the early stages of fieldwork. In particular, we address the transition from a clear, concise research proposal to the often complicated, messy initiation of a project. Drawing on autobiographical accounts of our own PhD research projects, we focus on dilemmas that may arise for researchers guided by feminist epistemology and methodology. First, we discuss parameters regarding acceptable changes to original research plans and questions. Noting that the carefully planned proposal may dramatically change as fieldwork begins, we draw on feminist literatures to expand and concretize the notion of flexibility in the research process. Second, we puzzle out the relationship between theory, epistemology, and method as the researcher delves into her fieldwork. As logistical challenges may take priority, theoretical and epistemological concerns may temporarily wane. Third, we consider the many ways in which the researcher's personal and field life bleed into each other to shape the conduct of research. We emphasize the importance of considering – prior to research as well as during – what the concepts of reflexivity and embodiment mean in fieldwork, especially for the researcher in terms of personal needs and logistical realities. Finally, while we suggest that there are certain unique pressures that shape the early stages of the field research period for PhD students, we conclude the article by focusing on ways in which lessons learned during our own experiences might be broadly useful for any researchers in the beginning stages of fieldwork.     

Gender and the Australian Parliament: Putting the Political Scientist into the Picture

This paper draws on a study of gender and politics in the Australian parliament in order to make a contribution to methodological debates in feminist political science. The paper begins by outlining the different dimensions of feminist political science methodology that have been identified in the literature. According to this literature five key principles can be seen to constitute feminist approaches to political science. These are: a focus on gender, a deconstruction of the public/private divide, giving voice to women, using research as a basis for transformation, and using reflexivity to critique researcher positionality. The next part of the paper focuses more specifically on reflexivity tracing arguments about its definition, usefulness and the criticisms it has attracted from researchers. Following this, I explore how my background as a member of the Australian House of Representatives from 1987 to 1996 provided an important academic resource in my doctoral study of gender and politics in the national parliament. Through this process I highlight the value of a reflexive approach to research.     

Boundary-making in feminist research: new methodologies for ‘intimate insiders’

In the past 20 years, feminist geographers have gone to great lengths to complicate notions of ‘the field’ and make clear that the field is not an easily bounded space. This body of work has demonstrated the complexity of field spaces, explored ways to destabilize boundaries, and traced the power relations between researchers and participants. Ultimately, this work takes the breaking down of boundaries as an inherent good in field research, and, subsequently, little work has focused explicitly on the utility of physical and emotional boundaries that develop in field research. Our experiences as feminist geographers who reside in our fields show there is much left to understand and subsequently disrupt regarding the boundaries of ‘the field.’ In this article, we build on the concept of ‘intimate insiders’ to discuss the complex negotiation of doing research in the places where we have created personal lives and our sense of community. We often found ourselves struggling to define the physical and emotional boundaries of ‘the field’ on the outside for the sake of our participants and ourselves. In this article, we reflect on boundary-making as a specific feminist methodological practice for addressing the complexity of fieldwork. We discuss the techniques and strategies we used for conducting research in the communities in which we are long-term community residents. In the tradition of feminist methodology, we draw from our research experiences in State College and Philadelphia, Pennsylvania, to reconsider how producing distance through boundary-making has the potential to benefit our participants, our projects, and ourselves.     

A love story: for ‘Buddy System’ research in the academy

This article makes a case for a ‘buddy system’ approach to research and scholarship, or a kind of ‘caring with’ our colleagues, as feminist praxis and as an intentional, politicized response to the neoliberalization of the academy. Through autoethnographic writing on our travels together into farmed animal auction yards, we explain the buddy system as a mode of caring, solidarity, and love that differs from collaborative research, focused as it is on caring for and about our colleagues and their research even (or especially) when we have no direct stakes in the research being conducted. We contribute to three feminist conversations with this approach: feminist care ethics in geography; emotional geographies; and critical perspectives on the neoliberalization of the academy. We advocate the buddy system as an extension of feminist care ethics, enriching how feminists think about ‘doing’ research. We draw on feminist geographies of emotion and our own emotions (grief especially) experienced while witnessing processes of nonhuman animal commodification to politicize the act of researching and to develop a more caring way of inhabiting the academy. This is particularly important, we argue, in the context of deepening neoliberal logics that turn the academy into a place where care and love become radical acts of resistance and transformation.     

A feminist perspective on digital geographies: activism,affect and emotion,and gendered human-technology relations in Australia

Feminist digital geographies are an important part of the digital turn currently underway in geographic scholarship. At the same time, feminist movements are taking advantage of, and emerging from, digital spaces. This article considers how the digital intersects with gender and what opportunities the digital affords feminist movements. We do so by drawing on a case study of feminist activism within Destroy the Joint (DTJ), an online social media activist group, and build a qualitative analysis of a dynamic, reflexive digital space. Qualitative studies of emotion, affect and the power of digital geographies, including social media spaces populated by groups like DTJ, demonstrate how cultural and social practices are changing along with technologies. This research does not draw on a techno-deterministic approach to digital geographies but forwards a feminist perspective that critically engages with the constraints and possibilities of the complex, paradoxical and contingent within the digital.     

Some rhizomatic recollections of a feminist geographer: working toward an affirmative politics

In celebration of the 21st anniversary of Gender, Place and Culture, I have taken the opportunity to argue for an affirmative politics for feminist geography. I offer a set of rhizomatic recollections of individualized moments of limit experiences that I have encountered in my own academic practice as a feminist geographer. Although perhaps not as transformative as one might expect, the limit experiences I write about are at the very least an attempt to garner attention to those experiences that transform us into academic subjects. As reflections, these recollections are an experiment in the practice of writing as part of an affirmative politics – a collective project valuing potential and possibilities. Through the writing, I assist this collective effort by many colleagues in orienting the wider projects of reflexivity, autoethnography, and autobiographical writing away from the undermining charge of being narcissistic habits borne out of the harsh criticism of not engaging the power that swirls around us toward the affirming claim of being part of a sustainable ethics whereby researchers and scholars can write from an embodied, embedded self through recounting their own intellectual and social practices.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.     

Bringing the ‘invisible farmer’ into sharper focus: gender relations and agricultural practices in the Peak District (UK)

Women's farm work and the gendered nature of the farm space and farm practices have been important intersecting themes within feminist enquiry over the last 30 years. Much research has tended to underplay the wider evolution of these gender relations – leaving under-explored the longer-term formation and contestation of the gendered activities, spaces and identities observed in the present. This article draws on research on 64 farms in the Peak District (UK) to take a wider temporal view of farm gender relations. Utilising a farm life history approach the article considers three key moments within farming histories to explore the active role(s) played by women in shaping farms and farming practices. In doing so the article adds complexity and nuance to understandings of both processes, such as the ‘masculinisation’ of agriculture, and to the gendered geographies of the farm space.     

Trans/national knowledge production through difference: dilemmas of doing research on veiling in Amman,Jordan

Abstract

This article examines some dilemmas I experienced while doing research on fashionable veiling in Amman, Jordan. My fieldwork experience and the knowledge I co-produced with the participants were shaped by each layer of my identity as a Jordanian, Muslim, non-veiled woman, with a particular classed, spatialized Ammani heritage and affiliation with western feminist academia. The article engages with the implications my positionality had on my insider-outsider status and the knowledge the participants and I co-produced. I argue that the research setting, while fraught with difference, constituted a site for transnational solidarity and knowledge production. The participants and I had divergent understandings of, and aspirations for, Jordanian Muslim femininity shaped by our varying positions within the Global North-Global South. I argue that we practiced solidarity by collaborating and co-constructing a transnational site to unpack and defend their viability. I found that our collaboration was not fuelled by a shared sense of injustice and did not produce a shared outlook on Islam, Jordanianness or femininity. Rather, it created a site where we were able to emphasize our divergent sense of these paradigms as women positioned differently within the trans/national, cultural, and religious spaces we shared.     

Getting personal while narrating the ‘field’: a researcher's journey to the villages of the Narmada valley

In this article, I discuss my experiences, dilemmas and emotions following my field surveys conducted in the rehabilitated villages of Sardar Sarovar. The Sardar Sarovar Project (SSP) is a multi-purpose river valley project that has dislocated thousands of Adivasis and non-Adivasis from their traditional lands. I have used the narrative method to research and gain insights into the lifestyle changes of the Adivasis displaced by the SSP. Accordingly, I reflect critically on the negotiation of ethics and insider–outsider status in international field research and pay close attention to the importance of reflexivity, positionality and power struggles.     

Care-less spaces and identity construction: transition to secondary school for disabled children

There is a growing body of literature which marks out a feminist ethics of care and it is within this framework we understand transitions from primary to secondary school education can be challenging and care-less, especially for disabled children. By exploring the narratives of parents and professionals, we investigate transitions and self-identity, as a meaningful transition depends on the care-full spaces pupils inhabit. These education narratives are all in the context of privileging academic attainment and a culture of testing and examinations. Parents and professionals, as well as children are also surveyed. Until there are care-full education processes, marginalisation will remain, impacting on disabled children’s transition to secondary school and healthy identity construction. Moreover, if educational challenges are not addressed, their life chances are increasingly limited. Interdependent caring work enables engagement in a meaningful education and positive identity formation. In school and at home, care-full spaces are key in this process.     

‘Will you be my mentor?’ Feminist mentoring at mid-career for institutional change

Abstract

This collaborative paper written by mid-career and senior faculty employed in public and private institutions explores the challenges of feminist mentoring at mid-career. We engage this problematic using dialogical writing as a means to highlight our experiences and needs for mentoring, while simultaneously co-mentoring one another to protect each other from cynicism and despair. Placing these experiences and dialogues in conversation with the existing literature on mentoring, we address the ways that mentoring can both reproduce and transform the neoliberal university, while simultaneously exploring the tensions these possibilities produce in the context of mid-career feminist mentoring. We discuss particular challenges associated with mid-career mentoring, focusing primarily on our roles as feminist, anti-racist mentors to non-traditional students and junior faculty. While recognizing that there is no clear solution to the challenges of feminist mentoring and institutional change, we examine various models of mentoring, highlighting both the potential and limitations of informal mentoring in producing institutional change. Our intention is that this dialogical piece of writing allows us to support each other as we share our own reflections, while offering mentoring advice for colleagues at different career stages. While mentoring can open up the possibility for minor disruptions and is an essential coping mechanism, it is just one small part of the struggle to challenge the structural inequality of the academy.     

Flourishing in fragile academic work spaces and learning environments: feminist geographies of care and mentoring

In this article we discuss the ways in which a feminist ethos of care and the associated practice of mentoring allows feminist geography to flourish in teaching, working and learning spaces. We argue that our working relationship – based on care, mentoring and friendship – is crucial in order to survive and deflect structural inequalities. Our working relationship spans across undergraduate, graduate, postgraduate and early career stages at a single university. We offer our personal stories as examples of establishing and maintaining collaborative mentoring and caring work relationships. Further, our commitment to a feminist ethos of care and mentoring is vital for our selfcare and causes trouble for structural power differentials. First, we share stories about how our working relationship began and developed within the critical, caring and fragile spaces of the Geography Programme at the University of Waikato and other feminist geography networks. Second, literature on care, mentoring and collaboration is discussed, with a focus on feminist politics of mentoring and collaboration. Third, we return to our own experiences to illustrate the ways embodied and emotional subjectivities and associated power dynamics shape mentoring and care relationships. Examples of joint supervision and research are offered to illustrate complex sets of spatially significant emotions, feelings and subjectivities. Finally, we highlight the ways in which place matters if feminist geography is to flourish.