Situating Feminist Dilemmas in Fieldwork

Wolf, Diane L.

doi:10.4324/9780429493843-1

Cited by 90 publications

(88 citation statements)

References 1 publication

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“…Local culture is rooted in its tradition and unique problem contexts, and when confronted with a foreign cultural representation in translation, it is forced to react to cultural otherness 15 . 15 Otherness is the condition of being different from the objects researched or from the context in which the research is being conducted (WOLF, 1996). In producing adaptations to another uses, translation needs to consider wider contexts since events, circumstances, daily phenomena, and asymmetrical power relations dictate it (YIFENG, 2009). Hence, ethnomodelling aims to enhance students' understanding of how historical and contemporary cultural interactions can be examined and conceptualized with the application of the translational process in the ethnomodelling research.…”

Section: An Ethnomodelling Example: Ancient Methods For Solving Problemsmentioning

confidence: 99%

Reflecting on glocalization in the contexts of local and global approaches through ethnomodelling<br>Refletindo sobre a glocalização no contexto das abordagens local e global através da etnomodelagem

Rosa

Orey²

2018

EMP

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The acquisition of both local (emic) and global (etic) knowledge forms an important goal for the implementation of ethnomodelling research. Local knowledge (emic) is essential for an intuitive and empathic understanding of mathematical ideas, procedures, and practices developed throughout history. Global knowledge (etic) is essential for the achievement of cross-cultural comparisons that demand standard analytical units and categories to enable communication. Glocalization (dialogic) uses both local and global knowledge through dialogue, and interaction through translation. We define ethnomodelling as the study of mathematical phenomena within a culture because it is a culturally bound social construct while ethnomodelling brings cultural aspects of mathematics into the mathematical modelling process. The main objective of this theoretical article is to share our reflections from feedback from ongoing work in ethnomodelling. In this article we discuss the local, global, and glocal approaches necessary for the development of ethnomodeling research. RESUMOA aquisição dos conhecimentos local (êmico) e global (ético) constitui um objetivo importante para a implementação de pesquisas em etnomodelagem. O conhecimento local (êmico) é essencial para uma compreensão intuitiva e empática das ideias, procedimentos e práticas matemáticas desenvolvidas no decorrer da história. O conhecimento global (ético) é essencial para a realização de comparações transculturais que exigem unidades e categorias analíticas padronizadas que possibilitam a comunicação. A glocalização (dialógico) utiliza os conhecimentos local e global através do diálogo e da interação por meio da tradução. Definimos etnomodelo como o estudo dos fenômenos matemáticos dentro de uma cultura, pois é um construto social culturalmente enraizado enquanto a etnododelagem traz os aspectos culturais da matemática para o processo de modelagem matemática. Então, o principal objetivo deste artigo teórico é compartilhar as nossas reflexões sobre os comentários relacionados com o nosso trabalho em etnomodelagem. Nesse artigo discutimos as abordagens local, global e glocal, que são necessárias para o desenvolvimento de pesquisas em etnomodelagem. Etnomodelagem, Abordagem Global, Glocalização, Abordagem Local, Tradução. Palavras-chave:

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Section: An Ethnomodelling Example: Ancient Methods For Solving Problemsmentioning

confidence: 99%

Reflecting on glocalization in the contexts of local and global approaches through ethnomodelling<br>Refletindo sobre a glocalização no contexto das abordagens local e global através da etnomodelagem

Rosa

Orey²

2018

EMP

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“…These works affirm that the researcher is a subjective being and that reflexive discussions on the researcher's subjectivities is instrumental in illuminating how positionalities shape fieldwork encounters and the impact they have on the research outcomes (Sultana, 2007;Wolf, 1996). Recent studies argue that positionality goes beyond the scholar's negotiations of his/ her identity (axes of difference) and that the researcher's positionality constantly varies in relation to the participants, the issues under discussion and the researcher's level of insider-ness (Mukherjee, 2017;Whitson, 2017).…”

Section: Gendered Fields Accompaniment and Positionalitymentioning

confidence: 99%

“Daughter” as a positionality and the gendered politics of taking parents into the field

Silva

Gandhi

2018

Area

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Research on gendered politics of the field has delved into the practices of accompaniment and its implications on research and knowledge production, particularly through the case of researchers’ children and partners. In comparison, the tendency to seek assistance from parents is neglected within the scholarship. Drawing on the PhD fieldwork experiences of two researchers in their “native” country, specifically a Sri Lankan researcher conducting fieldwork in Sri Lanka and a North Indian scholar researching in South India, the paper reveals parents’ contribution to the research process, in terms of enhancing researcher credibility, facilitating contact‐making and access, and providing emotional and practical care. The discussion illuminates two aspects of parents’ involvement in fieldwork: (1) how the unique nature of parent–child relationships shapes the research process at multiple stages, and (2) how the gendered notions of knowledge production result in parents’ contributions being typically unacknowledged. The paper emphasises that a researcher's positionality as a daughter shapes her ability to navigate gendered field sites in her “native” country and is implicated in the wider research process.

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“…This required careful consideration of power relations, and sensitivity towards my own participation in the institutional discourses and practice (see e.g. Wolff 1996).…”

Section: Mapping the Experiences Of Junior Female Academicsmentioning

confidence: 99%

The social organisation of boasting in the neoliberal university

Lund

2018

Gender and Education

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This article unpacks the social construction of the "ideal academic" in the context of major shifts in the governance of academia that have introduced managerial practices, standardised notions of excellence and accounting logics with the aim of increasing the efficiency and quality of higher education and academic knowledge production. More specifically it explores how the enacting of this ideal involves practices of boasting and explores how people are differently positioned in that regard. Drawing on a three-year ethnographic study at Aalto University in Finland the article shows how boasting involves the (re)production of gendered and classed social inequalities. I draw on the resources of Institutional Ethnography which enables me to analyse social relations of gender and class and show how culturally and situationally specific forms of boasting, become textually recognised and encouraged as appropriate behaviour for the "ideal academic".

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Situating Feminist Dilemmas in Fieldwork

Cited by 90 publications

References 1 publication

Reflecting on glocalization in the contexts of local and global approaches through ethnomodelling<br>Refletindo sobre a glocalização no contexto das abordagens local e global através da etnomodelagem

Reflecting on glocalization in the contexts of local and global approaches through ethnomodelling<br>Refletindo sobre a glocalização no contexto das abordagens local e global através da etnomodelagem

“Daughter” as a positionality and the gendered politics of taking parents into the field

The social organisation of boasting in the neoliberal university

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