PurposeThe purpose of this paper is to provide a more expansive recounting of the process of fieldwork, taking place over a number of years in diverse locations, in order to show how research design develops through the process of field research, as well as to highlight the complexity of fieldwork, especially issues of access, identity, and power.Design/methodology/approachThe paper is based on the author's fieldwork experiences in Sierra Leone, working from and expanding upon fieldnotes from time in the field. Reflexive, autoethnographic personal narratives of fieldwork experiences are juxtaposed with theoretical writing about ethnographic observation and qualitative research.FindingsThe expansive discussion of the process of fieldwork and the development of the research project through time demonstrates and explicates the complexity and temporal dimensions of qualitative field research. Issues of access, identities, and power/privilege are also crucial aspects of the fieldwork process.Research limitations/implicationsThis paper shows the importance of acknowledging and articulating the development of fieldwork and research design over time and in different places. It also discusses the complexity of fieldwork due to issues of access, identity, and power. Its claims are limited by its focus on one case, the author's fieldwork.Social implicationsThis piece will help members of society better understand the process of qualitative fieldwork. Given its format and writing style, this piece can be easily read and understood by interested members of the public.Originality/valueThis paper provides narratives and commentary that provide a more complete picture of the practice of field research and the development of research design over the course of time and in diverse locations. This will be valuable to researchers, especially those preparing for field experiences for the first time or for their first time in a particular field, as well as students interested in learning about qualitative fieldwork practices.
Purpose The purpose of this paper is to show how the principles of Black Lives Matter can be used to enact a culturally sustaining pedagogy (CSP) in higher education settings, particularly in small colleges that serve significant populations of students who are underrepresented in higher education. Design/methodology/approach Drawing on examples from college courses in media and society, organizational communication, and interpersonal communication, the case study shows application of the principles of Black Lives Matter in the college classroom at two different institutions in the urban Northeast USA, where the majority of the students are young people of color and/or first-generation college students. Findings The paper shows how founding principles of Black Lives Matter, particularly diversity, intersectionality, loving engagement, and empathy, can be used to guide concrete pedagogical practices. It provides examples of how to use Black Lives Matter as a framework to enhance and improve college teaching to make it more diverse and inclusive. Research limitations/implications This case study is based on the author’s experiences teaching at two majority-minority colleges in Greater Boston, Massachusetts, USA. This paper is not the result of a systematic research study. Practical implications This paper has significant implications for how to enact CSP in higher education settings. This paper is valuable to those looking for specific strategies to include more diverse and inclusive teaching strategies. This research also shows both the utility and impact of Black Lives Matter when applied to higher education. Social implications This paper improves public understanding of Black Lives Matter as a social movement. Originality/value Since the Black Lives Matter movement is fairly new, there is limited academic research on it. Further, there has not been attention to how Black Lives Matter provides insight into pedagogy, particularly in higher education.
Narrative approaches to health communication research have often been characterized by assumptions of the therapeutic and ameliorative effect of narratives. In this article, I call these assumptions into question by critically engaging extant research in narrative health communication research in light of testimony by a participant in South Africa's Truth and Reconciliation Commission. Drawing on his personal narrative, numerous retellings of his story in public and academic discourse, and his responses to his story's appropriation, I demonstrate the importance of conducting narrative research and theorizing with an appreciation of its therapeutic potential, as well as its ability to harm.
PurposeThe purpose of this paper is to respond to racial injustice and white supremacy, within the context of ongoing Black Lives Matter activism against police brutality through public protests.Design/methodology/approachIn this paper, the authors consider the work of organizing institutions of higher education so that Black Lives Matter.FindingsThe authors offer a number of practical insights and suggestions in order to deal with racial injustice and white supremacy and better support Black faculty, staff and students on college campuses.Originality/valueIn addressing issues of racial injustice and white supremacy on college campuses, the authors bring together our experiences and perspectives as diversity officer and faculty member, respectively.
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