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.     

The body eating its food politics: reflections on relationalities and embodied ways of knowing

This Viewpoint article builds on feminist geography research methods, scholarship of embodiment, and more-than-human geographies to challenge us to think about how relationalities are reconfigured through attention to the human eater’s body. Drawing on an example from ethnographic research, the author problematizes how an embodied act of eating other non-human bodies raises concerns for how we negotiate the complicated sets of ethical relations that we each confront on a daily basis. In particular, this example is used to describe the ethical dilemmas researchers encounter when the intellect conflicts or collides with the corporeal. Rather than reinstate the mind–body dualism that feminists have long argued against, this article grapples with the complicated and complex negotiations embodied knowledge contributes to academic knowledge production. Embodied knowledge is not straightforward, yet should be acknowledged in our academic scholarship and debated about its potential for epistemological and ontological openings in our areas of research.     

“It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia

This research, conducted with groups of undergraduate students before and after a European fieldwork exercise, critically examines the pedagogic value of fieldwork and its ability to provide students with transferable skills. This is achieved using Anderson and Erskine’s lens of tropophilia – the aesthetic connection between people and place – to explore the influence of “being” in the field upon affective learning. In doing so, this research suggests (1) that encouraging students to recognize how their own affective skills may influence the types of knowledge(s) that are produced on fieldtrips and (2) that people-place connections have the ability to inspire students to become more self-reflexive about their position(s) as learners.     

Expectation,motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of students immersed in the field course experience to better understand student engagement with fieldwork. We show that students base their field course choice on a range of factors (costs and benefits) and that these choices subsequently influence student expectations and motivation to engage with fieldwork. We also show that the motivation of students to engage with fieldwork-based learning varies from person to person and from day to day. Our findings suggest that having a more nuanced understanding of the decisions students make when deciding which field course to enrol upon would enhance our ability to design attractive, accessible and useful field courses; that having an awareness of the expectations of students around field courses would enable us to better prepare them to undertake them; and that students are more motivated when they are afforded an opportunity to work independently and perceive themselves to have ownership of their learning.     

Spatialising performance: masculinities and femininities in a ‘fragmented’ field

While there are many self-reflexive accounts of ‘field’ experience, few researchers have explicitly examined how different places within the field shape gender performances and subsequently the research process. This paper spatialises the notion of ‘performance’ by examining how male and female bodies in particular places of the field are perceived both by researchers and participants as markers of gender identity. The analysis is based on fieldwork in Subhash Camp, a squatter settlement in New Delhi where the author and her research assistant conducted semi-structured interviews with the residents. The fieldwork highlighted how the embedded power structures in different places of the field created encounters between different gendered bodies and, in turn, how different relationships between researchers and participants shaped the field ‘experience’. I suggest that the ‘field’ should not be understood as a homogeneous terrain, but as a fragmented collection of places, each constructing multiple gender identities in research, and each telling its own research story.     

A political geography of walking in Jordan: Movement and politics

The past 10-15 years has seen the growth of walking groups taking walkers from Amman to rural parts of Jordan at weekends and the development of the Jordan Trail. Through the narration and analysis of everyday accounts of walking, this paper explores political geographies of identity, movement, and territory in Jordan. Drawing on 12 months of ethnographic fieldwork, I suggest that at the heart of a growth of walking for leisure in Jordan are important political questions. How is walking conditioned by situated cultural politics? How can walking unearth intimate and embodied accounts of territory in Jordan? I build upon three developments in political geography to do this. First, research on political geography and walking; second research on everyday political geographies of the Middle East; third, critical and feminist work on territory. Literature on political geography and walking is developed by centring Jordanian walkers and the (post)colonial context of Jordan to explore what walking means under different political conditions and for individual bodies. In doing so I contribute to work on identity and nationalism in Jordan and the importance of the everyday to explore political geographies of the Middle East. I develop critical and feminist work on territory by arguing that walking bodies make and contest territory and in doing so calling for greater synergies between cultural and political geography. These arguments are made in two empirical sections. The first explores how different people talk about walking, the language for walking, and assumptions about walking bodies. The second explores how walking connects different bodies to territory, and creates territorial nationalist narratives, but also how walking can highlight indigenous and embodied relations with territory. This paper concludes that walking is political because it shapes and is shaped by situated political geographies and because it enables embodied and intimate accounts of territory to emerge.     

Using GIS in an Earth Sciences field course for quantitative exploration,data management and digital mapping

Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their field-observations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.     

Exploring normative whiteness: ensuring inclusive pedagogic practice in undergraduate fieldwork teaching and learning

Higher education commentators have become concerned about how learning and teaching praxis across the sector may unwittingly advantage White British (WB) compared to Black and Minority Ethnic (BME) students. Adopting critical race theory, this article explores these issues in relation to field teaching in geography and related subjects. It reports on primary data collected from students about to attend their first residential field trip. The research shows that WB and BME students approach their first field trip with diverse geographical experiences. The findings indicate a need to reflect critically on our fieldwork routines in order to promote inclusivity in field learning.     

You’re not welcome at my table: racial discourse,conflict and healing at the kitchen table

In this article, we reflect on the need for, and geography of, embodied cross-racial talk in the current political context. We reflect on our 2015 article ‘Kitchen Table Reflexivity: Negotiating Positionality through Everyday Talk’ to question whether we were too optimistic in our advocacy of the kitchen table as a space for racial reconciliation through interracial dialogue. We draw on our own experiences to explore multiple tables at which we may or may not both be present. In conclusion, we encourage everyone to do the hard work of determining which tables are the right ones for them to be present at to have the hard, but necessary, conversations about race and racialization in our contemporary society.     

Like father,like son: negotiation of masculinity in the ethnographic context in Hong Kong

Feminist geographers have indicated that ethnographic research is an inter-subjective process constructed in relation to the intersection between the gender and other social dimensions of both the researcher and the informants relevant to the field. In particular, the matching and adaptation of masculinities in the research context is a complex methodological issue that receives relatively little attention. Using my fieldwork experience, this article builds on the contribution of feminist geographers to discuss how my masculine self-presentation was negotiated with the research topic, the caring masculinity endorsed among my middle-aged male informants, the sociocultural milieu and my positionalities and bodily representations in producing collaborative ethnographic data. My young age and doctoral student status, combined with my ‘soft and meek’ self-presentation, produced wen masculinity within the Chinese cultural context, which facilitated the paradoxical reception of me as both a son and a consultant in the men's groups. This masculine embodiment not only facilitated our rapport but also signified my cultural competence to participate in decision-making and activist activities in the discussion groups, which brought me to some unexpected research lands. The effect of my masculine embodiment on the ethnographic research process indicates that fieldwork is not only situated in a place but is also itself a space constructed through cultural understanding of social interactions and embodied gender representations.     

Engaged acclimatization: Towards responsible community‐based participatory research in Nunavut

In this article, we consider the formation of responsible research relationships with Inuit communities from an “outsider” researcher perspective. Cautious not to prescribe what counts as responsible, we draw on research experiences in several Nunavut communities to introduce and explain “engaged acclimatization.” This neologism refers to embodied and relational methodological processes for fostering responsible research partnerships, and is inspired by the significance of preliminary fieldwork in orienting the lead author's doctoral thesis. As a complement to community‐based participatory methodologies, engaged acclimatization facilitates endogenous research by enacting ethics as a lived experience, initiating and nurturing relationships as a central component of research, and centring methods on circumstances within participating communities. After we locate engaged acclimatization within resonant literature and details of interrelated research projects, our article sketches out four aspects of engaged acclimatization: crafting relations, learning, immersion, and activism. In our discussion of each, we integrate specific insights derived from field notes, observations, photographs, critical reflections, and literature that have brought us to this understanding. The four aspects provide conceptual and methodological tools for readers to apply in the contexts of their own research programs or in guidelines for establishing partnerships with Inuit or Aboriginal communities. The value of this article lies in the extent to which it encourages readers to situate engaged acclimatization in their own research and further develop it as a process.     

Dialectical movements with the Toba people in the Argentine Chaco

Since 1998, I have undertaken fieldwork with the Indigenous peoples of the Argentine Chaco, focusing initially on their dances and embodied practices. After this ethnographic research, I began to think more deeply about the relationships between fieldwork and reflexivity and the possibilities of redefining analytical categories in the global South. The purpose of this article is to revisit my emphasis on a ‘dialectical approach to embodiment’ as a starting point for analysing cultural transformation in Latin America. I argue that this methodological approach has been closely linked to the interweaving of conflicting embodied experiences and peripheral geopolitical locations. In this regard I analyse how the contradictory experiences identified in my fieldwork with the Toba people, and also in my intersubjective and geopolitical positions as a Latin American academic woman, led me to a critical re-examination of dialectics. Further, I describe how this methodological approach, while well received among Latin American scholars has to some degree been resisted by (North) American and British scholars, and I explore the geopolitical implications of these disparate academic positions. Through these critical movements, I hope to contribute to rethinking dialectics in postcolonial contexts, adding some embodied voices from the Latin American South.     

Would Bring Your Own Device (BYOD) be welcomed by undergraduate students to support their learning during fieldwork?

This paper reports student perceptions of the benefits and challenges of Bring Your Own Device (BYOD) in a fieldwork context. Student perceptions from six field courses across two institutions have been gathered using questionnaires and focus groups. Whilst a number of studies have focused on BYOD in a classroom context, little research has been undertaken about BYOD in a fieldwork context. The key findings suggest that around one fifth of students were not willing to use their own device during fieldwork citing loss or damage as the main reason. This key challenge is different to that which are found in a classroom which generally focus on network security, connectivity etc. The findings also suggest that some students believe that BYOD can have a negative impact on group work. There is a misalignment here between student and practitioner thinking with previous literature which suggests that practitioners believe BYOD and smart devices can enhance group work. The one key challenge which is found regardless of learning environment is inequality between those who have a device and those who do not.     

Sexual harassment in Korean college classrooms: how self-construal and gender affect students' reporting behavior

This article examines the reasons why women students may hesitate to report sexual harassment. The research draws on the notion of ‘self-construal’. Self-construal is a form of self-identification in social relationships, which in this case relates, in particular, to gender within cultural environments in Korea. For the purposes of this research, a survey was conducted with 298 Korean college students from 7 to 14 March 2006. The results showed that different types of self-construal had different influences on Korean college students' and their reporting of sexual harassment, whereas gender did not. Grounded in the theoretical framework of self-construal, people with independent self-construal were found to express their uncomfortable feelings and to report to the university counseling center, whereas people with interdependent self-construal did not. Furthermore, we found that women were more likely than men to directly express their opinions and report sexual harassment to the university counseling center. Men are also harassed by women colleagues or students but are often more reluctant than women to recognize their experiences as ‘sexual harassment’ because of the stereotype that men are the perpetrators of this behavior, not its victims, and because they fear ‘loss of face.’ It is necessary to engage not just with femininity but also with masculinity and the relationship between these constructs because they are both temporally and geographically contingent.     

Affective nationalism: Banalities of belonging in Azerbaijan

While Michael Billig’s ‘banal nationalism’ points to the significance of the trivial reproduction of national representations in everyday routines, feminist political geographers have highlighted how the nation is brought into being through embodied and emotional practices. Building upon and extending these notions of the nation as represented and embodied, the paper argues that the nation also takes shape through bodily encounters and joyful as well as painful affections. In what we call ‘affective nationalism’, the nation emerges in moments of encounter between different bodies and objects through embodying, sharing, enjoying or disliking what feels national. We combine a Deleuzian reading of affect that discloses the mechanisms of material becomings with feminist scholarship sensitive to how bodies affect and are affected differently by materially produced nationalisms. Based on ethnographic field research in Azerbaijan, which we present in three vignettes, we untangle the affective becoming of national bodies, objects and places during a publicly staged ceremony of the collective remembrance of martyr and the celebration of a national holiday within the realm of a family. The paper makes two contributions to researching affective nationalism. First, it enquires into how people identify with Azerbaijan through their capacities to affect and to be affected by what feels national and, second, it explores how affective nationalism can be captured through vignettes of affective writing.     

Fitting in: the embodied politics of race in Seattle's desegregated schools

By considering the performative dimensions of racial identity construction, this paper joins recent calls to more fully incorporate the materiality of the body into geographical treatments of race (McKittrick 2000; Nash 2003; Saldanha 2006). Through an analysis of school desegregation in Seattle, Washington, this analysis investigates the ways in which students of different racial backgrounds negotiated the multiracial environments at their schools. Specifically, I examine how students' racial identities are worked through embodied practices as both conscious and unconscious attempts to fit into particular social realms. Drawing on performativity theory, I show how students actively mobilized their bodies to negotiate belongings that were ostensibly foreclosed by the primacy of phenotype. This paper suggests that by focusing on the active work that the body does in the social construction of race we can better theorize the ways in which racial categories are both reproduced and destabilized through everyday life.     

The Politics of Emotion in Participatory Processes of Empowerment and Change

In this article I reflect on the role of critical analysis and emotions in participatory approaches to empowerment and change. I argue that, in participatory research and practice, certain cognitive and analytical knowledges are prioritized as principal catalysts of empowerment and transformation at the cost of recognizing, and making full use of, the empowering potential of emotional and embodied knowledges. This argument is developed based on 2 years of fieldwork in a local youth participation project in Mejicanos, a poor and violent neighborhood in El Salvador, aiming at empowering young people by involving them in participatory action research (PAR). ¹ As part of my research, I looked critically at the young people's PAR process, asking whether and how they felt empowered by it and whether and how social change came about. Originally, the research did not focus on emotions, yet, in an inductive fashion, emotions and embodied knowledges evolved from fieldwork as crucial elements in understanding participation, empowerment and social transformation.     

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.     

EVALUATION OF ARCHAEOLOGICAL LAYERS AIDED BY SPECTROMETRY AND ROBOTICS*

All archaeologists have faced the problem of interpreting stratigraphy. While this task can sometimes be very clear and unambiguous, this is far from always being the case. Because human beings are limited in their appreciation of soil by subjectivity and by the ability of their senses, it can be useful to turn to technology for help. Here, we present our research on the characterization of archaeological soils by spectrometric analyses, and we demonstrate the perspectives offered by robotics to excavate in fieldwork and to record the stiffness of the earth.