Tag Archives: ethnographic data

Explaining Ethnography in the Field: A Conversation between Pasang Yangjee Sherpa and Carole McGranahan

What is ethnography? In anthropology, ethnography is both something to know and a way of knowing. It is an orientation or epistemology, a type of writing, and also a methodology. As a method, ethnography is an embodied, empirical, and experiential field-based way of knowing centered around participant-observation. This is obvious to anthropologists as it has been our central method for the last century. However, what ethnography is, how it works, and the unique specificity of ethnographic data is not always clear to outsiders, whether they are other researchers, officials, or members of the communities with whom we are working. Why is this, and how do we explain ethnography and its value when we are in the field? In April, we started a conversation about this in person at a conference at Cornell University, emailed back and forth over the summer, and concluded the conversation this month at a conference at the University of Colorado. We cover topics including the context of research, questions of technology, IRBs, being a native anthropologist, the usefulness of ethnography and stories, and ethnographic research as a unique sort of data.


Carole: What constitutes the field always differs by scholar. Who we are in dialogue with, where, and why depends on one’s research project. However, no matter where we are or who we are, explaining our research topic and method is critical. In your research, with whom are you discussing ethnography as method, and how do you explain it?

Pasang: In my research, I discuss ethnography as method with village residents, diaspora communities, government officials, NGO officials, scientists, youth leaders, students, policy makers, technocrats, and conservation practitioners. These categories often overlap. Continue reading

Ethnographic Field Data 2: When Not-Sharing is Caring

In my last post, I recommended that we consider archiving and sharing records from our fieldwork. Yet sharing both raw notes and publications can present challenges, as Rex recently covered with the controversy over Alice Goffman’s ‘anonymous’ but easily traced research in Philadelphia, published after she destroyed her fieldnotes.

Kristin Ghodsee similarly writes of the difficulties she encountered as she researched post-Socialist Muslims in Bulgaria—research that caught the interest of both local and American officials. After being detained and interrogated by Bulgarian officials, she decided to drop almost all of the ethnography from her forthcoming work. She describes her encounter with the state in this way:

He then asked me: “Are you responsible for this?”
“Excuse me?” I said, not quite understanding his implication.
“Is your purpose in Bulgaria to encourage these girls to assert their human rights?”
“No,” I stammered, “I’ve been doing this research since 2004, long before this summer.”
“But you know the girls?”
“Some of them.”
“And the people who are teaching them?”
“They are all the subject of my ongoing research. An academic research project.”
“Good,” he said. He nodded and jotted something down on his clipboard. He finally asked me if I had any questions for him.
“Is this interview a normal procedure for Americans applying for long-term residency?”
“No,” he said, matter-of-factly, “It is only for you.”
“Why me?”
“Your topic is interesting to us.” (Ghodsee 2011, p. 180).

As Ghodsee goes on to suggest, sharing the results of our research in any form, published or unpublished, can attract unwanted attention and Continue reading

Ethnographic Field Data 1: Should I Share my Fieldnotes?

[Savage Minds welcomes guest blogger Celia Emmelhainz.]

“This will be your office,” Dr. Bernson* says, unlocking the storage room near her office.

Tall wooden shelves frame rows of ethnography, gender studies, and area studies book, dog-eared dictionaries of minority languages, and obscure books she picked up in the field. A row of file cabinets faces the bookshelves, and in the back: two old computers for the graduate students.

One Tuesday, when work is slow, I unlock my office door and open the large file cabinet marked fieldnotes. Continue reading