Index
Ethics, Ethnography and Education
ISBN: 978-1-83982-247-6, eISBN: 978-1-80071-008-5
ISSN: 1529-210X
Publication date: 23 June 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Russell, L., Barley, R. and Tummons, J. (Ed.) Ethics, Ethnography and Education (Studies in Educational Ethnography, Vol. 19), Emerald Publishing Limited, Leeds, pp. 161-167. https://doi.org/10.1108/S1529-210X20220000019010
Publisher
:Emerald Publishing Limited
Copyright © 2022 Lisa Russell, Ruth Barley and Jonathan Tummons. Published under exclusive licence by Emerald Publishing Limited
INDEX
Actions, 55–56
in cultural context, 55
Active participants, 95–96
Activities, 55–56
Actor-network theory (ANT), 13, 20–21
Adaption, 12
Adult-child relationship, 52
Agency, 133, 151
Aggressive approach, 50–51
An Inquiry into Modes of Existence (AIME), 13–14, 23
meta-language of, 21
Analytic understanding of perspectives, 55–56
Anonymity, 97–98
Anthropocene, 69
Anthropology, 13
Anxiety, 50–51
ART-MAIL, 134
Audit processes, 11–12
Basque educational ethnographic research, ethics of
dialogue and negotiation between researched and researcher, 79–81
doubts cast by post-qualitative inquiry, 69–70
ethics in educational ethnography, 68–69
ethics in volatile research context, 71–72
method, 72–75
participant withdrawal from research, 75–76
unexpected characteristics of participants during fieldwork, 77–79
Blackboard Collaborates, 118
Blended online ethnography, 118–121
adaption of methods for blended ethnography, 121–123
changes, 121–122
ethical challenges in blended ethnography, 119–121
fieldnotes, 122–123
textual analysis, 121
British Educational Research Association Ethical Guidelines, 4
Case study methodology, 89
Child/children
contradiction in positioning of, 59
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
ethnographic research with children in India, 50–51
participation, 6, 52
rapport building with, 55–56
Childhood
cultural notions of, 49–50
in India, 50–51
sociology of, 50–51
Choreomundus research, ethical considerations during, 114
‘Co-laboured’ research, 59
‘Co-opted’ research, 59
Co-players, 91–92
Code of research ethics, 19–20
Codes of ethics practice, 12
Collaboration, 69
Collaborative Autoethnography (CAE), 73, 152–153
Collaborative research, 81
‘Collaborator’, 69
Colonial heritage, 50–51
Consequentialist ethical theory, 12
Counter Strike: Global Offensive (CS:GO), 90–91, 96
Counter-terrorism strategy, 43
COVID-19
global impact stopped face-to-face dancing, 115–116
pandemic, 4–5
safe virtual research methods, 4
Critical educational ethnography, 71–72
Critical ethnographic practice, 152–153
Cultural context, ethical decisions within, 50
Cultural experiences, 134
Cultural notions of childhood, 49–50
Culture, 1
Data bomb, 43
Data collection techniques, 73
Data ownership, ethical issues of, 36–40
‘Data providers’, 6–7
Digital, expansion of, 153–154
Digital research, 88
Digital technologies, 87–88
Digital zeitgeists
, 154–155
Digitally mediated practices, 87–88
Disposition, 72
Diverse methods, 72
Doctoral fieldwork, 115–118
Doubts cast by post-qualitative inquiry, 69–70
Economic and Social Research Council (ESRC), 29–30
Edinburgh University New Scotland Country Dance Society (EUNSCDS), 115
Education
continuing enquiry, 158
ethics work, 156–158
ethnographers, 12–13, 33–34
ethnographies of education across place and space, 151–153
ethnography of, 19–20
expansion of digital, 153–154
‘traditional’ anthropological ethnography, 154–156
Education-based research, 1
Educational Esports context, ethno-case study in, 91–92
Educational ethnographers, 29–30
Educational ethnography, 34
ethics in, 68–69
Empiricisms, 69
Ethical challenges, 1–2
in blended ethnography, 119–121
Ethical decisions, 34, 50
Ethical dilemmas, 1, 50, 55
contradiction in positioning of children, 59
ethnographic field, 132–135
ethnographic field in process, 135–138
experiences of time during pandemic, 138–140
intervene, 60–61
with Latin American children and youngsters, 130
letters/messages as means of communication and ethnographic documents, 142–145
participants and locations, 135
perceptions of field, 57–59
rapport building with children, 55–56
recruiting via kinship and friendship networks, 140–142
in situ
, 138, 152
time in pandemic, 139
Ethical issues, 50
Ethical regulation, 29–32
Ethical review board, 6–7
Ethics. See also Research ethics, 2, 5, 151
AIME, 13–14
document, 17–18
in educational ethnography, 2–3, 68–69
of educational ethnography, 12–13
emergent and unpredictable, 156–157
as fiction and as technology, 16–18
going back to actors and networks, 20–21
intervene and stay silent, 157
as knowledge, 14–16
less-than-straightforward world of ethics in ethnography, 11–13
observing illegal, 157–158
in online ethnographies, 153–154
within online fieldwork, 93–101
as politics, 18–20
research with, not about, people and practice, 156
in volatile research context, 71–72
work, 155–156
Ethics management, 4
dealing with sensitive data, 42–44
issues of consent, data ownership and intervention, 36–40
managing unpredictable in-situ, 41–42
personal, professional and political, 36
research with children and young people, 32–34
rise of ethical regulation, 30–32
studies, 34–36
Ethno-case study
in educational Esports context, 91–92
framework, 89
Ethnographer(s), 2, 29–30, 32, 34, 151
of education, 5–6, 12
Ethnographic field, 132–135
in process, 135–138
Ethnographic research with children in India, 50–51
Ethnographic work with children, 49–50
Ethnography/ethnographies, 2, 32–33, 154
of education, 19–20
of education across place and space, 151–153
less-than-straightforward world of ethics in, 11–13
managing ethics in, 31–32
in online, 87–88
production, 68
Euro-American scholarship, 50–51
Everyday ethics in changing times, 2–5
Evidence, 70
External voice chat (EVC), 91–92
Face-to-face fieldwork, 109–110
ethical considerations during Choreomundus research, 114
fieldnotes, 114
interviews, 113
in Lyon and Edinburgh, 111–114
participant observation, 112
research diary, 114
textual analysis, 111–112
Face-to-face interactions, 132–135
Facebook, 153
FaceTime, 118
Feminist, 12
Fiction mode (FIC), 16–17
ethics as, 16–18
Fictional narrative, 16–17
Fieldnotes, 114, 122–123
Fieldwork, 7, 54, 68–69, 73, 132
unexpected characteristics of participants during, 77–79
First person shooters (FPS), 90–91
Formal ethical approval, 35–36
Gamertags, 97–98
General Data Protection Regulation (GDPR), 4
Good ethical research management, 1
Half-Life game, 90–91
Higher education, ethnography production in, 81
Honesty, 69
Ideal childhood, 49–50, 52
Idealised notions of childhood and adult-child continuity in India, 52–54
Implicit ethical dilemmas, 138
Improvisation, 12
In situ ethics, 130
In-person fieldwork, 115–116
Inclusion, ethical issues around, 4–5
Inclusive ethics, 69
Inclusive research, 69, 71–72, 81
India
ethnographic research with children in, 50–51
idealised notions of childhood and adult-child continuity in, 52–54
Indian childhood, 50–51
Informed consent, 2–4, 12, 36, 94
ethical issues of, 36–40
Institutional ethics, 11–12
Institutional review boards (IRBs), 4
Institutionalisation of ethical processes, 2–3
Internal voice chat (IVC), 91–92
International Network of Ethnography with Children and Young People (RIENN), 136
Internet technologies, 119, 131
Interpersonal communication (IC), 119
Intervention, ethical issues of, 36–40
Interviews, 113
Knowledge, 70
ethics as, 14–16
transformation, 69
Latin America, ethnographic study in, 130, 138
Latour, Bruno, 13, 151
Law, 13
Letters/messages as means of communication and ethnographic documents, 142–145
‘Local school’, 50–51
‘Lurking’, 110–111
‘Mass problematisation’, 152–153
Massive multiplayer online role-playing games (MMORPGs), 90–91
Massive online battle arenas (MOBAs), 90–91
Materialisms, 69
Matter of concern, 18
Meta-language of AIME, 21
Methodological approach, 73–74
Mode of existence, 13–14
Modernity, 152–153
Modes of participation, 36
Mohollla club
, 50–51
MS Teams (online platform), 118
Multimodality in online ethnographies, 153–154
Multiplayer video game, 88
Non-anthropological ethnographers, 14
‘Normal child’, 52
Not in Employment Education or Training (NEET), 32–34
Offline data collection, 119
‘Offline’ ethnography, 134–135
One-size-fits-all approach, 4, 124–125
Online data collection, 119
Online ethnographic research, SCD adapting to, 125–126
Online ethnography, 109–110
blended, 118–121
ethics and multimodality in, 153–154
Online game in educational context, 89
Online SCD classes, 124–125
Online teaching, 117
Online video games, ethics in
(re) negotiation process, 101–102
conducting online fieldwork, 95–96
data analysis, 97–98
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
practical-ethical challenges, 101
reporting findings, 98–101
‘Online’ ethnography, 134–135
‘Online’ itself, 88
Ontological toolkit, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Actions
, 55–56
in cultural context
, 55
Active participants
, 95–96
Activities
, 55–56
Actor-network theory (ANT)
, 13, 20–21
Adaption
, 12
Adult-child relationship
, 52
Agency
, 133, 151
Aggressive approach
, 50–51
An Inquiry into Modes of Existence (AIME)
, 13–14, 23
meta-language of
, 21
Analytic understanding of perspectives
, 55–56
Anonymity
, 97–98
Anthropocene
, 69
Anthropology
, 13
Anxiety
, 50–51
ART-MAIL
, 134
Audit processes
, 11–12
Basque educational ethnographic research, ethics of
dialogue and negotiation between researched and researcher
, 79–81
doubts cast by post-qualitative inquiry
, 69–70
ethics in educational ethnography
, 68–69
ethics in volatile research context
, 71–72
method
, 72–75
participant withdrawal from research
, 75–76
unexpected characteristics of participants during fieldwork
, 77–79
Blackboard Collaborates
, 118
Blended online ethnography
, 118–121
adaption of methods for blended ethnography
, 121–123
changes
, 121–122
ethical challenges in blended ethnography
, 119–121
fieldnotes
, 122–123
textual analysis
, 121
British Educational Research Association Ethical Guidelines
, 4
Case study methodology, 89
Child/children
contradiction in positioning of, 59
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
ethnographic research with children in India, 50–51
participation, 6, 52
rapport building with, 55–56
Childhood
cultural notions of, 49–50
in India, 50–51
sociology of, 50–51
Choreomundus research, ethical considerations during, 114
‘Co-laboured’ research, 59
‘Co-opted’ research, 59
Co-players, 91–92
Code of research ethics, 19–20
Codes of ethics practice, 12
Collaboration, 69
Collaborative Autoethnography (CAE), 73, 152–153
Collaborative research, 81
‘Collaborator’, 69
Colonial heritage, 50–51
Consequentialist ethical theory, 12
Counter Strike: Global Offensive (CS:GO), 90–91, 96
Counter-terrorism strategy, 43
COVID-19
global impact stopped face-to-face dancing, 115–116
pandemic, 4–5
safe virtual research methods, 4
Critical educational ethnography, 71–72
Critical ethnographic practice, 152–153
Cultural context, ethical decisions within, 50
Cultural experiences, 134
Cultural notions of childhood, 49–50
Culture, 1
Data bomb, 43
Data collection techniques, 73
Data ownership, ethical issues of, 36–40
‘Data providers’, 6–7
Digital, expansion of, 153–154
Digital research, 88
Digital technologies, 87–88
Digital zeitgeists
, 154–155
Digitally mediated practices, 87–88
Disposition, 72
Diverse methods, 72
Doctoral fieldwork, 115–118
Doubts cast by post-qualitative inquiry, 69–70
Economic and Social Research Council (ESRC), 29–30
Edinburgh University New Scotland Country Dance Society (EUNSCDS), 115
Education
continuing enquiry, 158
ethics work, 156–158
ethnographers, 12–13, 33–34
ethnographies of education across place and space, 151–153
ethnography of, 19–20
expansion of digital, 153–154
‘traditional’ anthropological ethnography, 154–156
Education-based research, 1
Educational Esports context, ethno-case study in, 91–92
Educational ethnographers, 29–30
Educational ethnography, 34
ethics in, 68–69
Empiricisms, 69
Ethical challenges, 1–2
in blended ethnography, 119–121
Ethical decisions, 34, 50
Ethical dilemmas, 1, 50, 55
contradiction in positioning of children, 59
ethnographic field, 132–135
ethnographic field in process, 135–138
experiences of time during pandemic, 138–140
intervene, 60–61
with Latin American children and youngsters, 130
letters/messages as means of communication and ethnographic documents, 142–145
participants and locations, 135
perceptions of field, 57–59
rapport building with children, 55–56
recruiting via kinship and friendship networks, 140–142
in situ
, 138, 152
time in pandemic, 139
Ethical issues, 50
Ethical regulation, 29–32
Ethical review board, 6–7
Ethics. See also Research ethics, 2, 5, 151
AIME, 13–14
document, 17–18
in educational ethnography, 2–3, 68–69
of educational ethnography, 12–13
emergent and unpredictable, 156–157
as fiction and as technology, 16–18
going back to actors and networks, 20–21
intervene and stay silent, 157
as knowledge, 14–16
less-than-straightforward world of ethics in ethnography, 11–13
observing illegal, 157–158
in online ethnographies, 153–154
within online fieldwork, 93–101
as politics, 18–20
research with, not about, people and practice, 156
in volatile research context, 71–72
work, 155–156
Ethics management, 4
dealing with sensitive data, 42–44
issues of consent, data ownership and intervention, 36–40
managing unpredictable in-situ, 41–42
personal, professional and political, 36
research with children and young people, 32–34
rise of ethical regulation, 30–32
studies, 34–36
Ethno-case study
in educational Esports context, 91–92
framework, 89
Ethnographer(s), 2, 29–30, 32, 34, 151
of education, 5–6, 12
Ethnographic field, 132–135
in process, 135–138
Ethnographic research with children in India, 50–51
Ethnographic work with children, 49–50
Ethnography/ethnographies, 2, 32–33, 154
of education, 19–20
of education across place and space, 151–153
less-than-straightforward world of ethics in, 11–13
managing ethics in, 31–32
in online, 87–88
production, 68
Euro-American scholarship, 50–51
Everyday ethics in changing times, 2–5
Evidence, 70
External voice chat (EVC), 91–92
Face-to-face fieldwork, 109–110
ethical considerations during Choreomundus research, 114
fieldnotes, 114
interviews, 113
in Lyon and Edinburgh, 111–114
participant observation, 112
research diary, 114
textual analysis, 111–112
Face-to-face interactions, 132–135
Facebook, 153
FaceTime, 118
Feminist, 12
Fiction mode (FIC), 16–17
ethics as, 16–18
Fictional narrative, 16–17
Fieldnotes, 114, 122–123
Fieldwork, 7, 54, 68–69, 73, 132
unexpected characteristics of participants during, 77–79
First person shooters (FPS), 90–91
Formal ethical approval, 35–36
Gamertags, 97–98
General Data Protection Regulation (GDPR), 4
Good ethical research management, 1
Half-Life game, 90–91
Higher education, ethnography production in, 81
Honesty, 69
Ideal childhood, 49–50, 52
Idealised notions of childhood and adult-child continuity in India, 52–54
Implicit ethical dilemmas, 138
Improvisation, 12
In situ ethics, 130
In-person fieldwork, 115–116
Inclusion, ethical issues around, 4–5
Inclusive ethics, 69
Inclusive research, 69, 71–72, 81
India
ethnographic research with children in, 50–51
idealised notions of childhood and adult-child continuity in, 52–54
Indian childhood, 50–51
Informed consent, 2–4, 12, 36, 94
ethical issues of, 36–40
Institutional ethics, 11–12
Institutional review boards (IRBs), 4
Institutionalisation of ethical processes, 2–3
Internal voice chat (IVC), 91–92
International Network of Ethnography with Children and Young People (RIENN), 136
Internet technologies, 119, 131
Interpersonal communication (IC), 119
Intervention, ethical issues of, 36–40
Interviews, 113
Knowledge, 70
ethics as, 14–16
transformation, 69
Latin America, ethnographic study in, 130, 138
Latour, Bruno, 13, 151
Law, 13
Letters/messages as means of communication and ethnographic documents, 142–145
‘Local school’, 50–51
‘Lurking’, 110–111
‘Mass problematisation’, 152–153
Massive multiplayer online role-playing games (MMORPGs), 90–91
Massive online battle arenas (MOBAs), 90–91
Materialisms, 69
Matter of concern, 18
Meta-language of AIME, 21
Methodological approach, 73–74
Mode of existence, 13–14
Modernity, 152–153
Modes of participation, 36
Mohollla club
, 50–51
MS Teams (online platform), 118
Multimodality in online ethnographies, 153–154
Multiplayer video game, 88
Non-anthropological ethnographers, 14
‘Normal child’, 52
Not in Employment Education or Training (NEET), 32–34
Offline data collection, 119
‘Offline’ ethnography, 134–135
One-size-fits-all approach, 4, 124–125
Online data collection, 119
Online ethnographic research, SCD adapting to, 125–126
Online ethnography, 109–110
blended, 118–121
ethics and multimodality in, 153–154
Online game in educational context, 89
Online SCD classes, 124–125
Online teaching, 117
Online video games, ethics in
(re) negotiation process, 101–102
conducting online fieldwork, 95–96
data analysis, 97–98
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
practical-ethical challenges, 101
reporting findings, 98–101
‘Online’ ethnography, 134–135
‘Online’ itself, 88
Ontological toolkit, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Case study methodology
, 89
Child/children
contradiction in positioning of
, 59
ethical dilemmas with Latin American
, 130
ethics management research with
, 32–34
ethnographic research with children in India
, 50–51
participation
, 6, 52
rapport building with
, 55–56
Childhood
cultural notions of
, 49–50
in India
, 50–51
sociology of
, 50–51
Choreomundus research, ethical considerations during
, 114
‘Co-laboured’ research
, 59
‘Co-opted’ research
, 59
Co-players
, 91–92
Code of research ethics
, 19–20
Codes of ethics practice
, 12
Collaboration
, 69
Collaborative Autoethnography (CAE)
, 73, 152–153
Collaborative research
, 81
‘Collaborator’
, 69
Colonial heritage
, 50–51
Consequentialist ethical theory
, 12
Counter Strike: Global Offensive (CS:GO)
, 90–91, 96
Counter-terrorism strategy
, 43
COVID-19
global impact stopped face-to-face dancing
, 115–116
pandemic
, 4–5
safe virtual research methods
, 4
Critical educational ethnography
, 71–72
Critical ethnographic practice
, 152–153
Cultural context, ethical decisions within
, 50
Cultural experiences
, 134
Cultural notions of childhood
, 49–50
Culture
, 1
Data bomb
, 43
Data collection techniques
, 73
Data ownership, ethical issues of
, 36–40
‘Data providers’
, 6–7
Digital, expansion of
, 153–154
Digital research
, 88
Digital technologies
, 87–88
Digital zeitgeists
, 154–155
Digitally mediated practices
, 87–88
Disposition
, 72
Diverse methods
, 72
Doctoral fieldwork
, 115–118
Doubts cast by post-qualitative inquiry
, 69–70
Economic and Social Research Council (ESRC), 29–30
Edinburgh University New Scotland Country Dance Society (EUNSCDS), 115
Education
continuing enquiry, 158
ethics work, 156–158
ethnographers, 12–13, 33–34
ethnographies of education across place and space, 151–153
ethnography of, 19–20
expansion of digital, 153–154
‘traditional’ anthropological ethnography, 154–156
Education-based research, 1
Educational Esports context, ethno-case study in, 91–92
Educational ethnographers, 29–30
Educational ethnography, 34
ethics in, 68–69
Empiricisms, 69
Ethical challenges, 1–2
in blended ethnography, 119–121
Ethical decisions, 34, 50
Ethical dilemmas, 1, 50, 55
contradiction in positioning of children, 59
ethnographic field, 132–135
ethnographic field in process, 135–138
experiences of time during pandemic, 138–140
intervene, 60–61
with Latin American children and youngsters, 130
letters/messages as means of communication and ethnographic documents, 142–145
participants and locations, 135
perceptions of field, 57–59
rapport building with children, 55–56
recruiting via kinship and friendship networks, 140–142
in situ
, 138, 152
time in pandemic, 139
Ethical issues, 50
Ethical regulation, 29–32
Ethical review board, 6–7
Ethics. See also Research ethics, 2, 5, 151
AIME, 13–14
document, 17–18
in educational ethnography, 2–3, 68–69
of educational ethnography, 12–13
emergent and unpredictable, 156–157
as fiction and as technology, 16–18
going back to actors and networks, 20–21
intervene and stay silent, 157
as knowledge, 14–16
less-than-straightforward world of ethics in ethnography, 11–13
observing illegal, 157–158
in online ethnographies, 153–154
within online fieldwork, 93–101
as politics, 18–20
research with, not about, people and practice, 156
in volatile research context, 71–72
work, 155–156
Ethics management, 4
dealing with sensitive data, 42–44
issues of consent, data ownership and intervention, 36–40
managing unpredictable in-situ, 41–42
personal, professional and political, 36
research with children and young people, 32–34
rise of ethical regulation, 30–32
studies, 34–36
Ethno-case study
in educational Esports context, 91–92
framework, 89
Ethnographer(s), 2, 29–30, 32, 34, 151
of education, 5–6, 12
Ethnographic field, 132–135
in process, 135–138
Ethnographic research with children in India, 50–51
Ethnographic work with children, 49–50
Ethnography/ethnographies, 2, 32–33, 154
of education, 19–20
of education across place and space, 151–153
less-than-straightforward world of ethics in, 11–13
managing ethics in, 31–32
in online, 87–88
production, 68
Euro-American scholarship, 50–51
Everyday ethics in changing times, 2–5
Evidence, 70
External voice chat (EVC), 91–92
Face-to-face fieldwork, 109–110
ethical considerations during Choreomundus research, 114
fieldnotes, 114
interviews, 113
in Lyon and Edinburgh, 111–114
participant observation, 112
research diary, 114
textual analysis, 111–112
Face-to-face interactions, 132–135
Facebook, 153
FaceTime, 118
Feminist, 12
Fiction mode (FIC), 16–17
ethics as, 16–18
Fictional narrative, 16–17
Fieldnotes, 114, 122–123
Fieldwork, 7, 54, 68–69, 73, 132
unexpected characteristics of participants during, 77–79
First person shooters (FPS), 90–91
Formal ethical approval, 35–36
Gamertags, 97–98
General Data Protection Regulation (GDPR), 4
Good ethical research management, 1
Half-Life game, 90–91
Higher education, ethnography production in, 81
Honesty, 69
Ideal childhood, 49–50, 52
Idealised notions of childhood and adult-child continuity in India, 52–54
Implicit ethical dilemmas, 138
Improvisation, 12
In situ ethics, 130
In-person fieldwork, 115–116
Inclusion, ethical issues around, 4–5
Inclusive ethics, 69
Inclusive research, 69, 71–72, 81
India
ethnographic research with children in, 50–51
idealised notions of childhood and adult-child continuity in, 52–54
Indian childhood, 50–51
Informed consent, 2–4, 12, 36, 94
ethical issues of, 36–40
Institutional ethics, 11–12
Institutional review boards (IRBs), 4
Institutionalisation of ethical processes, 2–3
Internal voice chat (IVC), 91–92
International Network of Ethnography with Children and Young People (RIENN), 136
Internet technologies, 119, 131
Interpersonal communication (IC), 119
Intervention, ethical issues of, 36–40
Interviews, 113
Knowledge, 70
ethics as, 14–16
transformation, 69
Latin America, ethnographic study in, 130, 138
Latour, Bruno, 13, 151
Law, 13
Letters/messages as means of communication and ethnographic documents, 142–145
‘Local school’, 50–51
‘Lurking’, 110–111
‘Mass problematisation’, 152–153
Massive multiplayer online role-playing games (MMORPGs), 90–91
Massive online battle arenas (MOBAs), 90–91
Materialisms, 69
Matter of concern, 18
Meta-language of AIME, 21
Methodological approach, 73–74
Mode of existence, 13–14
Modernity, 152–153
Modes of participation, 36
Mohollla club
, 50–51
MS Teams (online platform), 118
Multimodality in online ethnographies, 153–154
Multiplayer video game, 88
Non-anthropological ethnographers, 14
‘Normal child’, 52
Not in Employment Education or Training (NEET), 32–34
Offline data collection, 119
‘Offline’ ethnography, 134–135
One-size-fits-all approach, 4, 124–125
Online data collection, 119
Online ethnographic research, SCD adapting to, 125–126
Online ethnography, 109–110
blended, 118–121
ethics and multimodality in, 153–154
Online game in educational context, 89
Online SCD classes, 124–125
Online teaching, 117
Online video games, ethics in
(re) negotiation process, 101–102
conducting online fieldwork, 95–96
data analysis, 97–98
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
practical-ethical challenges, 101
reporting findings, 98–101
‘Online’ ethnography, 134–135
‘Online’ itself, 88
Ontological toolkit, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Economic and Social Research Council (ESRC)
, 29–30
Edinburgh University New Scotland Country Dance Society (EUNSCDS)
, 115
Education
continuing enquiry
, 158
ethics work
, 156–158
ethnographers
, 12–13, 33–34
ethnographies of education across place and space
, 151–153
ethnography of
, 19–20
expansion of digital
, 153–154
‘traditional’ anthropological ethnography
, 154–156
Education-based research
, 1
Educational Esports context, ethno-case study in
, 91–92
Educational ethnographers
, 29–30
Educational ethnography
, 34
ethics in
, 68–69
Empiricisms
, 69
Ethical challenges
, 1–2
in blended ethnography
, 119–121
Ethical decisions
, 34, 50
Ethical dilemmas
, 1, 50, 55
contradiction in positioning of children
, 59
ethnographic field
, 132–135
ethnographic field in process
, 135–138
experiences of time during pandemic
, 138–140
intervene
, 60–61
with Latin American children and youngsters
, 130
letters/messages as means of communication and ethnographic documents
, 142–145
participants and locations
, 135
perceptions of field
, 57–59
rapport building with children
, 55–56
recruiting via kinship and friendship networks
, 140–142
in situ
, 138, 152
time in pandemic
, 139
Ethical issues
, 50
Ethical regulation
, 29–32
Ethical review board
, 6–7
Ethics. See also Research ethics
, 2, 5, 151
AIME
, 13–14
document
, 17–18
in educational ethnography
, 2–3, 68–69
of educational ethnography
, 12–13
emergent and unpredictable
, 156–157
as fiction and as technology
, 16–18
going back to actors and networks
, 20–21
intervene and stay silent
, 157
as knowledge
, 14–16
less-than-straightforward world of ethics in ethnography
, 11–13
observing illegal
, 157–158
in online ethnographies
, 153–154
within online fieldwork
, 93–101
as politics
, 18–20
research with, not about, people and practice
, 156
in volatile research context
, 71–72
work
, 155–156
Ethics management
, 4
dealing with sensitive data
, 42–44
issues of consent, data ownership and intervention
, 36–40
managing unpredictable in-situ
, 41–42
personal, professional and political
, 36
research with children and young people
, 32–34
rise of ethical regulation
, 30–32
studies
, 34–36
Ethno-case study
in educational Esports context
, 91–92
framework
, 89
Ethnographer(s)
, 2, 29–30, 32, 34, 151
of education
, 5–6, 12
Ethnographic field
, 132–135
in process
, 135–138
Ethnographic research with children in India
, 50–51
Ethnographic work with children
, 49–50
Ethnography/ethnographies
, 2, 32–33, 154
of education
, 19–20
of education across place and space
, 151–153
less-than-straightforward world of ethics in
, 11–13
managing ethics in
, 31–32
in online
, 87–88
production
, 68
Euro-American scholarship
, 50–51
Everyday ethics in changing times
, 2–5
Evidence
, 70
External voice chat (EVC)
, 91–92
Face-to-face fieldwork
, 109–110
ethical considerations during Choreomundus research
, 114
fieldnotes
, 114
interviews
, 113
in Lyon and Edinburgh
, 111–114
participant observation
, 112
research diary
, 114
textual analysis
, 111–112
Face-to-face interactions
, 132–135
Facebook
, 153
FaceTime
, 118
Feminist
, 12
Fiction mode (FIC)
, 16–17
ethics as
, 16–18
Fictional narrative
, 16–17
Fieldnotes
, 114, 122–123
Fieldwork
, 7, 54, 68–69, 73, 132
unexpected characteristics of participants during
, 77–79
First person shooters (FPS)
, 90–91
Formal ethical approval
, 35–36
Gamertags, 97–98
General Data Protection Regulation (GDPR), 4
Good ethical research management, 1
Half-Life game, 90–91
Higher education, ethnography production in, 81
Honesty, 69
Ideal childhood, 49–50, 52
Idealised notions of childhood and adult-child continuity in India, 52–54
Implicit ethical dilemmas, 138
Improvisation, 12
In situ ethics, 130
In-person fieldwork, 115–116
Inclusion, ethical issues around, 4–5
Inclusive ethics, 69
Inclusive research, 69, 71–72, 81
India
ethnographic research with children in, 50–51
idealised notions of childhood and adult-child continuity in, 52–54
Indian childhood, 50–51
Informed consent, 2–4, 12, 36, 94
ethical issues of, 36–40
Institutional ethics, 11–12
Institutional review boards (IRBs), 4
Institutionalisation of ethical processes, 2–3
Internal voice chat (IVC), 91–92
International Network of Ethnography with Children and Young People (RIENN), 136
Internet technologies, 119, 131
Interpersonal communication (IC), 119
Intervention, ethical issues of, 36–40
Interviews, 113
Knowledge, 70
ethics as, 14–16
transformation, 69
Latin America, ethnographic study in, 130, 138
Latour, Bruno, 13, 151
Law, 13
Letters/messages as means of communication and ethnographic documents, 142–145
‘Local school’, 50–51
‘Lurking’, 110–111
‘Mass problematisation’, 152–153
Massive multiplayer online role-playing games (MMORPGs), 90–91
Massive online battle arenas (MOBAs), 90–91
Materialisms, 69
Matter of concern, 18
Meta-language of AIME, 21
Methodological approach, 73–74
Mode of existence, 13–14
Modernity, 152–153
Modes of participation, 36
Mohollla club
, 50–51
MS Teams (online platform), 118
Multimodality in online ethnographies, 153–154
Multiplayer video game, 88
Non-anthropological ethnographers, 14
‘Normal child’, 52
Not in Employment Education or Training (NEET), 32–34
Offline data collection, 119
‘Offline’ ethnography, 134–135
One-size-fits-all approach, 4, 124–125
Online data collection, 119
Online ethnographic research, SCD adapting to, 125–126
Online ethnography, 109–110
blended, 118–121
ethics and multimodality in, 153–154
Online game in educational context, 89
Online SCD classes, 124–125
Online teaching, 117
Online video games, ethics in
(re) negotiation process, 101–102
conducting online fieldwork, 95–96
data analysis, 97–98
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
practical-ethical challenges, 101
reporting findings, 98–101
‘Online’ ethnography, 134–135
‘Online’ itself, 88
Ontological toolkit, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Gamertags
, 97–98
General Data Protection Regulation (GDPR)
, 4
Good ethical research management
, 1
Half-Life game
, 90–91
Higher education, ethnography production in
, 81
Honesty
, 69
Ideal childhood, 49–50, 52
Idealised notions of childhood and adult-child continuity in India, 52–54
Implicit ethical dilemmas, 138
Improvisation, 12
In situ ethics, 130
In-person fieldwork, 115–116
Inclusion, ethical issues around, 4–5
Inclusive ethics, 69
Inclusive research, 69, 71–72, 81
India
ethnographic research with children in, 50–51
idealised notions of childhood and adult-child continuity in, 52–54
Indian childhood, 50–51
Informed consent, 2–4, 12, 36, 94
ethical issues of, 36–40
Institutional ethics, 11–12
Institutional review boards (IRBs), 4
Institutionalisation of ethical processes, 2–3
Internal voice chat (IVC), 91–92
International Network of Ethnography with Children and Young People (RIENN), 136
Internet technologies, 119, 131
Interpersonal communication (IC), 119
Intervention, ethical issues of, 36–40
Interviews, 113
Knowledge, 70
ethics as, 14–16
transformation, 69
Latin America, ethnographic study in, 130, 138
Latour, Bruno, 13, 151
Law, 13
Letters/messages as means of communication and ethnographic documents, 142–145
‘Local school’, 50–51
‘Lurking’, 110–111
‘Mass problematisation’, 152–153
Massive multiplayer online role-playing games (MMORPGs), 90–91
Massive online battle arenas (MOBAs), 90–91
Materialisms, 69
Matter of concern, 18
Meta-language of AIME, 21
Methodological approach, 73–74
Mode of existence, 13–14
Modernity, 152–153
Modes of participation, 36
Mohollla club
, 50–51
MS Teams (online platform), 118
Multimodality in online ethnographies, 153–154
Multiplayer video game, 88
Non-anthropological ethnographers, 14
‘Normal child’, 52
Not in Employment Education or Training (NEET), 32–34
Offline data collection, 119
‘Offline’ ethnography, 134–135
One-size-fits-all approach, 4, 124–125
Online data collection, 119
Online ethnographic research, SCD adapting to, 125–126
Online ethnography, 109–110
blended, 118–121
ethics and multimodality in, 153–154
Online game in educational context, 89
Online SCD classes, 124–125
Online teaching, 117
Online video games, ethics in
(re) negotiation process, 101–102
conducting online fieldwork, 95–96
data analysis, 97–98
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
practical-ethical challenges, 101
reporting findings, 98–101
‘Online’ ethnography, 134–135
‘Online’ itself, 88
Ontological toolkit, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Ideal childhood
, 49–50, 52
Idealised notions of childhood and adult-child continuity in India
, 52–54
Implicit ethical dilemmas
, 138
Improvisation
, 12
In situ ethics
, 130
In-person fieldwork
, 115–116
Inclusion, ethical issues around
, 4–5
Inclusive ethics
, 69
Inclusive research
, 69, 71–72, 81
India
ethnographic research with children in
, 50–51
idealised notions of childhood and adult-child continuity in
, 52–54
Indian childhood
, 50–51
Informed consent
, 2–4, 12, 36, 94
ethical issues of
, 36–40
Institutional ethics
, 11–12
Institutional review boards (IRBs)
, 4
Institutionalisation of ethical processes
, 2–3
Internal voice chat (IVC)
, 91–92
International Network of Ethnography with Children and Young People (RIENN)
, 136
Internet technologies
, 119, 131
Interpersonal communication (IC)
, 119
Intervention, ethical issues of
, 36–40
Interviews
, 113
Knowledge
, 70
ethics as
, 14–16
transformation
, 69
Latin America, ethnographic study in, 130, 138
Latour, Bruno, 13, 151
Law, 13
Letters/messages as means of communication and ethnographic documents, 142–145
‘Local school’, 50–51
‘Lurking’, 110–111
‘Mass problematisation’, 152–153
Massive multiplayer online role-playing games (MMORPGs), 90–91
Massive online battle arenas (MOBAs), 90–91
Materialisms, 69
Matter of concern, 18
Meta-language of AIME, 21
Methodological approach, 73–74
Mode of existence, 13–14
Modernity, 152–153
Modes of participation, 36
Mohollla club
, 50–51
MS Teams (online platform), 118
Multimodality in online ethnographies, 153–154
Multiplayer video game, 88
Non-anthropological ethnographers, 14
‘Normal child’, 52
Not in Employment Education or Training (NEET), 32–34
Offline data collection, 119
‘Offline’ ethnography, 134–135
One-size-fits-all approach, 4, 124–125
Online data collection, 119
Online ethnographic research, SCD adapting to, 125–126
Online ethnography, 109–110
blended, 118–121
ethics and multimodality in, 153–154
Online game in educational context, 89
Online SCD classes, 124–125
Online teaching, 117
Online video games, ethics in
(re) negotiation process, 101–102
conducting online fieldwork, 95–96
data analysis, 97–98
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
practical-ethical challenges, 101
reporting findings, 98–101
‘Online’ ethnography, 134–135
‘Online’ itself, 88
Ontological toolkit, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Latin America, ethnographic study in
, 130, 138
Latour, Bruno
, 13, 151
Law
, 13
Letters/messages as means of communication and ethnographic documents
, 142–145
‘Local school’
, 50–51
‘Lurking’
, 110–111
‘Mass problematisation’
, 152–153
Massive multiplayer online role-playing games (MMORPGs)
, 90–91
Massive online battle arenas (MOBAs)
, 90–91
Materialisms
, 69
Matter of concern
, 18
Meta-language of AIME
, 21
Methodological approach
, 73–74
Mode of existence
, 13–14
Modernity
, 152–153
Modes of participation
, 36
Mohollla club
, 50–51
MS Teams (online platform)
, 118
Multimodality in online ethnographies
, 153–154
Multiplayer video game
, 88
Non-anthropological ethnographers, 14
‘Normal child’, 52
Not in Employment Education or Training (NEET), 32–34
Offline data collection, 119
‘Offline’ ethnography, 134–135
One-size-fits-all approach, 4, 124–125
Online data collection, 119
Online ethnographic research, SCD adapting to, 125–126
Online ethnography, 109–110
blended, 118–121
ethics and multimodality in, 153–154
Online game in educational context, 89
Online SCD classes, 124–125
Online teaching, 117
Online video games, ethics in
(re) negotiation process, 101–102
conducting online fieldwork, 95–96
data analysis, 97–98
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
practical-ethical challenges, 101
reporting findings, 98–101
‘Online’ ethnography, 134–135
‘Online’ itself, 88
Ontological toolkit, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Non-anthropological ethnographers
, 14
‘Normal child’
, 52
Not in Employment Education or Training (NEET)
, 32–34
Offline data collection
, 119
‘Offline’ ethnography
, 134–135
One-size-fits-all approach
, 4, 124–125
Online data collection
, 119
Online ethnographic research, SCD adapting to
, 125–126
Online ethnography
, 109–110
blended
, 118–121
ethics and multimodality in
, 153–154
Online game in educational context
, 89
Online SCD classes
, 124–125
Online teaching
, 117
Online video games, ethics in
(re) negotiation process
, 101–102
conducting online fieldwork
, 95–96
data analysis
, 97–98
ethics within online fieldwork
, 93–101
ethno-case study in educational Esports context
, 91–92
participant-centred research approaches online
, 89–91
practical-ethical challenges
, 101
reporting findings
, 98–101
‘Online’ ethnography
, 134–135
‘Online’ itself
, 88
Ontological toolkit
, 13–14
Pandemic, time experiences during, 138–140
Participant integrity
ethics within online fieldwork, 93–101
ethno-case study in educational Esports context, 91–92
participant-centred research approaches online, 89–91
Participant(s)
and locations, 135
observation, 112
unexpected characteristics of participants during fieldwork, 77–79
withdrawal from research, 75–76
Participatory approach, 35–36
Passive participants, 95–96
Personal education ethnographers, 36
Philosophical anthropology, 24
Philosophy, 13
Place, ethnographies of education across, 151–153
Political education ethnographers, 36
Politics
ethics and, 18, 20, 72
of research, 156
Positionality, 123–124
Positivism, 152–153
Post-colonial approaches, 22
Post-qualitative approaches, 22
Post-qualitative ethnography, 152
Post-qualitative inquiry, 68–69
doubts cast by post-qualitative inquiry, 69–70
Post-qualitative method, 12
Post-structuralist method, 12
Power dynamic, 29–30, 51
Practice of ethics, 50
Practise ethics, 2
Pre-digital research practice, 87–88
Pre-position (mode PRE), 20–21
‘Prevent Strategy’, 43–44
Professional education ethnographers, 36
Qualitative research, 71
Quality of online relationships, 124
Questionnaires, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Pandemic, time experiences during
, 138–140
Participant integrity
ethics within online fieldwork
, 93–101
ethno-case study in educational Esports context
, 91–92
participant-centred research approaches online
, 89–91
Participant(s)
and locations
, 135
observation
, 112
unexpected characteristics of participants during fieldwork
, 77–79
withdrawal from research
, 75–76
Participatory approach
, 35–36
Passive participants
, 95–96
Personal education ethnographers
, 36
Philosophical anthropology
, 24
Philosophy
, 13
Place, ethnographies of education across
, 151–153
Political education ethnographers
, 36
Politics
ethics and
, 18, 20, 72
of research
, 156
Positionality
, 123–124
Positivism
, 152–153
Post-colonial approaches
, 22
Post-qualitative approaches
, 22
Post-qualitative ethnography
, 152
Post-qualitative inquiry
, 68–69
doubts cast by post-qualitative inquiry
, 69–70
Post-qualitative method
, 12
Post-structuralist method
, 12
Power dynamic
, 29–30, 51
Practice of ethics
, 50
Practise ethics
, 2
Pre-digital research practice
, 87–88
Pre-position (mode PRE)
, 20–21
‘Prevent Strategy’
, 43–44
Professional education ethnographers
, 36
Qualitative research
, 71
Quality of online relationships
, 124
Questionnaires
, 122
Rapport building with children, 55–56
(re) negotiation process, 101–102
‘Real school’, 50–51
Recruiting via kinship and friendship networks, 140–142
Reference mode (REF), 14–15
Reflexivity, 55
Relational ethics, 130
Relational spaces, 134–135
between face-to-face and virtual interactions, 132–135
Religion, 13
Representation
ethical issues around, 4–5
of participants, 1
politics of, 156
Research context, 101–102
Research diary, 114
Research ethics, 5–6, 15–17, 21, 24–25
behaving ethically in field, 62
child participation, 52
ethical dilemmas, 55
ethnographic research with children in India, 50–51
framework, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India, 52–54
study, 54–55
Research ethics committees (REC), 4
Research processes, 71–72
Research project, 68
Researcher positionality, 75, 83
Researcher-respondent hierarchy, 22
Responsibility, 98–101
Royal Scottish Country Dance Society (RSCDS), 109–110, 115, 117, 121
RSCDS Autumn Gathering, 110
Scottish Country Dancing (SCD), 109–110
adapting to online ethnographic research, 125–126
adaption of methods for blended ethnography, 121–123
blended online ethnography, 118–121
doctoral fieldwork, 115–118
face-to-face fieldwork in Lyon and Edinburgh, 111–114
ongoing ethical considerations, 124–125
standpoint and positionality, 123–124
Screen recording, 89
Semi-structured interviews, 113
Semiotics, 13
Skype, 118
Social interactions, 87–88
Sociology, 13
of childhood, 50–51
Space(s), 133
ethnographies of education across, 151–153
for fieldwork, 136
Storytelling, 55–56
‘Sustained shared thinking’, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Rapport building with children
, 55–56
(re) negotiation process
, 101–102
‘Real school’
, 50–51
Recruiting via kinship and friendship networks
, 140–142
Reference mode (REF)
, 14–15
Reflexivity
, 55
Relational ethics
, 130
Relational spaces
, 134–135
between face-to-face and virtual interactions
, 132–135
Religion
, 13
Representation
ethical issues around
, 4–5
of participants
, 1
politics of
, 156
Research context
, 101–102
Research diary
, 114
Research ethics
, 5–6, 15–17, 21, 24–25
behaving ethically in field
, 62
child participation
, 52
ethical dilemmas
, 55
ethnographic research with children in India
, 50–51
framework
, 5–6, 29–30
idealised notions of childhood and adult-child continuity in India
, 52–54
study
, 54–55
Research ethics committees (REC)
, 4
Research processes
, 71–72
Research project
, 68
Researcher positionality
, 75, 83
Researcher-respondent hierarchy
, 22
Responsibility
, 98–101
Royal Scottish Country Dance Society (RSCDS)
, 109–110, 115, 117, 121
RSCDS Autumn Gathering
, 110
Scottish Country Dancing (SCD)
, 109–110
adapting to online ethnographic research
, 125–126
adaption of methods for blended ethnography
, 121–123
blended online ethnography
, 118–121
doctoral fieldwork
, 115–118
face-to-face fieldwork in Lyon and Edinburgh
, 111–114
ongoing ethical considerations
, 124–125
standpoint and positionality
, 123–124
Screen recording
, 89
Semi-structured interviews
, 113
Semiotics
, 13
Skype
, 118
Social interactions
, 87–88
Sociology
, 13
of childhood
, 50–51
Space(s)
, 133
ethnographies of education across
, 151–153
for fieldwork
, 136
Storytelling
, 55–56
‘Sustained shared thinking’
, 35–36
Team members, 91–92
Technology mode (TEC), 17
ethics as, 16–18
Tensions, 4
Text-based chat (TBC), 91–92
Textual analysis, 111–112, 121
‘Thick description’, 90
Time experiences during pandemic, 138–140
Traditional ethnography, 72
‘Traditional’ anthropological ethnography, 151, 154, 156
Transformation of knowledge, 69
Transparency, 98–101
Trust, 32–33
Twitter, 94
UN convention of 1989, 52
United Nations Human Rights Council, 42
University of Edinburgh Research Guidelines, 116
Unstructured informal interviews, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Team members
, 91–92
Technology mode (TEC)
, 17
ethics as
, 16–18
Tensions
, 4
Text-based chat (TBC)
, 91–92
Textual analysis
, 111–112, 121
‘Thick description’
, 90
Time experiences during pandemic
, 138–140
Traditional ethnography
, 72
‘Traditional’ anthropological ethnography
, 151, 154, 156
Transformation of knowledge
, 69
Transparency
, 98–101
Trust
, 32–33
Twitter
, 94
UN convention of 1989
, 52
United Nations Human Rights Council
, 42
University of Edinburgh Research Guidelines
, 116
Unstructured informal interviews
, 35–36
Verification, 70
Video ethnographic research, 90
Virtual ethnography (VE), 119–121
Virtual interactions, 132–135
Virtual learning environment, 23–24
Virtual meeting, 139–140
Visuality, 91
Voices, 1
of children, 52
Volatile research context, ethics in, 71–72
WhatsApp, 136–137
World Wide Web, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Verification
, 70
Video ethnographic research
, 90
Virtual ethnography (VE)
, 119–121
Virtual interactions
, 132–135
Virtual learning environment
, 23–24
Virtual meeting
, 139–140
Visuality
, 91
Voices
, 1
of children
, 52
Volatile research context, ethics in
, 71–72
WhatsApp
, 136–137
World Wide Web
, 118–119
Young people
ethical dilemmas with Latin American, 130
ethics management research with, 32–34
Youth Offending Team (YOT), 34–35
Youth-centred representations, 33
Zoom (online platform), 118, 120
SCD on, 115–116
Young people
ethical dilemmas with Latin American
, 130
ethics management research with
, 32–34
Youth Offending Team (YOT)
, 34–35
Youth-centred representations
, 33
Zoom (online platform)
, 118, 120
SCD on
, 115–116
- Prelims
- Chapter 1 Is This Ethical? Using This Question as a Starting Point
- Chapter 2 The Many Worlds of Ethics: Proposing a Latourian Investigation of the Work of Research Ethics in Ethnographies of Education
- Chapter 3 Managing Ethics When Working with Young People and Children
- Chapter 4 Research Ethics: Reflections from Fieldwork with Children in India
- Chapter 5 Revisiting the Ethics of Basque Educational Ethnographic Research Based on a Post-Qualitative Inquiry: A Proposal for Inclusive Ethics
- Chapter 6 Maintaining Participant Integrity – Ethics and Fieldwork in Online Video Games
- Chapter 7 Adapting Ethnographic Methods in Light of the COVID-19 Pandemic: Scottish Country Dancing
- Chapter 8 Ethical Dilemmas and Reflections in a Collaborative Study with Children during the Pandemic
- Chapter 9 Ethics and Ethnographies of Education: Current Themes and New Directions
- Index