Expert answer:observing place paper

Solved by verified expert:This paper should include three part, and I have attached the details(assignment doc). Memo (2 pages maximum, double-spaced, 1-inch margins, 12 point font):• What sub-social worlds did you find operating?• What puzzled you? How can you investigate that?Pre-work – Assumptions (1 paragraph):• Address the questions above…this is a sort of reflection-based free-write to noticehow your attention is primed before your observation beginsField Notes (whatever it takes to describe your observation—at least 3 single spacedpages, 1-inch margins, 12 point font):• See attached Ethnographic Field Notes Essay by Emerson, Fretz, & Shaw• Typed field notes of everything you recall observing during your hour of observation(no need to submit jottings) – be descriptive; hold off on interpretation
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Spend at least one hour closely observing social life at a location like those listed at the end of
this document. You may visit one of the suggested locations.
Pay attention to whatever catches your attention but also to issues related to what, how, when,
where, and who. That is, who is doing what and with whom? With what means and materials?
How is the setting or environment organized? When are these activities occurring and what is
their rhythm and tempo? And, finally, in what ways are they doing the activities?
In general, pay attention to differences and details. The closer you observe the more
differences and details you will notice, even if you’re only watching one thing. Be as specific
as possible about what you notice. For example, do not just observe that someone is,
“Walking down the beach;” instead, notice how they are walking down the beach. Are they
walking quickly and with a seeming purpose? Are they walking with their arms crossed? Are
they looking down at the ground? And so on. If you begin to get bored, see what else is
happening around you that you have yet to notice.
Bring a small notebook with you so you can make “jottings” – e.g. small notes – of what you
are seeing, hearing, or feeling while you are being observant. These jottings are to help you
remember what you observed. After you leave the location, but on the same day that you
conduct the observation, type up Field Notes of everything you can remember observing. Do
not worry about spelling, grammar, or length; just write down every detail that you can until
you have exhausted your memory. While writing your Field Notes try to focus on describing
what you could observe, and put anything that you are or were inferring or feeling inside of
[brackets]. For example, if I was drafting a Field Note about one of our lectures I might write:
I clipped on the microphone. It was a bit chipped and has been used a lot. The battery
life was at 2 of 3 bars, and I wondered if it would last the length of the lecture. I
plugged in the iClicker module to my laptop and glanced over at Lilly, who was
sitting in one of the chairs to my left, talking to Kim, one of the TAs. Lilly was
wearing a dress, and Kim was wearing jeans and a long-sleeved shirt. I was wearing a
button down shirt and jeans. I looked out at the students sitting in the center section of
the lecture hall as I talked about legitimation processes in social worlds. As they often
do, the TAs were sitting in the front few rows on either side of the room. Most
of them moved their heads up and down periodically as they shifted their gaze
between their laptop monitors and the large screens at the front of the class. One or
two are using tablets. They are typing quickly [perhaps writing notes about the lecture,
or perhaps writing something else? I wondered if they are bored.]…
After you have written your field notes pause to reflect. Next, write a memo of no more than
two pages about something that intrigued, surprised, or confused you. Describe the
phenomenon in detail and tell us why you find it intriguing. Refer back to field notes, as
needed, to provide examples or check your memory about particular moments you noted.
Assumptions to write down before you go:
• Who do you think will be there?
• What do you think they’ll be doing?
• What activities will be central?
• How do you think your personal experience/biography (e.g., the social worlds and sub social
worlds you inhabit) influence your expectations?
What to turn in?
The Memo should be on top and should include your name and section number, as well as the
date, time, and location of your observation.
Memo (2 pages maximum, double-spaced, 1-inch margins, 12 point font):
• What sub-social worlds did you find operating?
• What puzzled you? How can you investigate that?
Pre-work – Assumptions (1 paragraph):
• Address the questions above…this is a sort of reflection-based free-write to notice
how your attention is primed before your observation begins
Field Notes (whatever it takes to describe your observation—at least 3 single spaced
pages, 1-inch margins, 12 point font):
• See attached Ethnographic Field Notes Essay by Emerson, Fretz, & Shaw
• Typed field notes of everything you recall observing during your hour of observation
(no need to submit jottings) – be descriptive; hold off on interpretation
LOCATIONS
Choose ONE of the following:
1. Black’s Beach
2. Central Branch, San Diego Public Library, 330 Park Ave, San Diego, CA 92101
or
Another Branch Library of your choosing (in the SD Public Library system)
3. Chicano Park in Barrio Logan (Search map for location)
4. Balboa International Market, 5905 Balboa Ave., San Diego, CA 92111(behind See’s
Candies),
5. San Diego Superior Court, Central Courthouse (check the hours)
http://www.sdcourt.ca.gov/portal/page?_pageid=55,1059008&_dad=portal&_sche
ma=PORTAL
Court calendar:
http://www.sdcourt.ca.gov/portal/page?_pageid=55,1056880&_dad=portal&_sche
ma=PORTAL
NOTE: When selecting a location, consider the degree to which you have experience with or
feel membership in a location. This will affect your attention and, in turn, your observation.
P,.Oi3rRr M. EMERSON is professor of sociology at University of California, Los
54321
CIP
94-47093
the American National Standard for Information Sciences–Permanence of
Paper for Printed Library Materials, ANSI Z39.48-1984.
@ The paper used in this publication meets the minimum requirements of
305.8’00723–dc20
GN307.7.E44 1995
Ili. Tide. IV. Series.
3. Ethnology–Research. I. Fretz, Rachel 1. 1I. Shaw, Linda L.
1. Ethnology–Authorship. 2. Ethnology–Field work.
ISBN 0-226-20680-7 (cloth). — ISBN 0-226-20681-5 (pbk.)
Includes bibliographical references (p.
) and index.
cm. — (Chicago guides to writing, editing, and
publishing)
p.
I. Fretz, Linda L. Shaw.
Writing ethnographic fieldnotes / Robert M. Emerson, Rachel
Emerson, Robert M.
Library of Congress Cataloging-in-Publication Data
ISBN (paper): 0-226-20681-5
ISBN (cloth): 0-226-20680-7
04 03 02 01 00 99 98 97 96 95
Printed in the United States of America
All rights reserved. Published 1995
© 1995 by The University of Chicago
The University of Chicago Press, Ltd., London
The University of Chicago Press, Chicago 60637
versity.
Angeles. LnVDA L. SHAW is assistant professor of sociology at Syracuse Uni-
search in the Writing Program at the University of California, Los
AngeJes. RÿCHEL L FmÿTZ is a folklorist who teaches ethnographic field re-
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30
26
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63
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100
Choices
105
Reflections: Fieldnotes as Products of Writing
and Memos
In-Process Analytic Writing: Asides, Commentaries,
Writing Extended Entries: Organization
Writing Detailed Notes: Depiction of Scenes
PAGE
WRITING UP FIELDNOTES II: CREATING SCENES ON THE
Reflections: “Writing” and “Reading” Modes
The Process of Writing Up
Stance and Audience in Writing Fieldnotes
At the Desk
WRITING UP FIELDNOTES I: FROM FIELD TO DESK
Reflections: Writing and Ethnographic Marginality
Phrases?
Jomngs as Mnemonic Devices: What Words and
Two Illustrations of Jottings
Participating in Order to Write
Making Jottings: How, Where, and When
NOTES
IN THE FIELD: PARTICIPATING, OBSERVING, AND JOTTING
Practice
Reflections: Writing Fieldnotes and Ethnographic
Inscribing Experienced/Observed Realities
Implications for Writing Fiddnotes 11
Ethnographic Participation
FIELDNOTES IN ETHNOGRAPHIC RESEARCH
Preface
Contents
PPÿEFACE
response” after reading an earlier draft of the manuscript.
us to use excerpts from their fieldnotes, but also for providing a “student
especially thank Lisa Holmes and Martha Millison, not only for allowing
Waiters, David Whelan, Nicholas H. Wolfinger, and Terri Young. We
Stokes, Kathryn L. Tatar, Laura Miles Vahle, Linda Van Leuven, Karina
D. Schaefer, Joe Scheuermann, Cliff Spangler, Lakshmi Srinivas, Martha
moto, Blair PaleS Kristin Rains, Lisa P,.avitch, Joanna Saporito, Kristin
Francisco “Chuck” Martinez, Martha Moyes, Deanna Nitta, Phil Oka-
xviii
requires physical and social proximity to the daily rounds of people’s lives
ties and everyday experiences of other people. “Getting close” minimaUy
Ethnographers are committed to going out and getting close to the activi-
ETHNOGRAPHIC PARTICIPATION
ines and then trace out their implications for writing fieldnotes.
pation. In the following sections we examine in detail each of these activ-
duction of written accounts of that world by drawing upon such partici-
hand participation in some initially unfamiliar social world and the pro-
connected activities comprise the core of ethnographic research: First-
written record of these observations and experiences. These two inter-
rounds of life of others. Thus the researcher creates an accumulating
anc ways what she observes and learns while participating in the daily …..
approach. But, second, the ethnographer writes down in regular, system-i,
“participant-observation” is often used to characterize this basic research
people in it, and observes all the while what is going on. Indeed, the term
the daily routines of this setting, develops ongoing relations with the
previously known in an intimate way. The ethnographer participates in
and gets to know the people involved in it; usually, the setting is not
two distinct activities. First, the ethnographer enters into a social setting
they go about their everyday lives. Carrying out such research involves
Ethnographic field research involves the study of groups and people as
Research
Fieldnotes in Ethnographic
chapter one
FIELDNOTES IN ETHNOGRAPHIC RESEARCH
ford 1985) on the grounds that by becoming members they gain fuller
faith havej oined churches or religious groups (Jules-Rosette 1975: Roch-
they are seeking to understand (Diamond 1993; Lynch 1985) or in good
about. Ethnographers, for example, have become skilled at work activities
ing-to the extent possible–whatever it is they are interested in learning
deed, some ethnographers seek to do field research by doing and becom-
events and meanings in ways that approximate members’ experiences2 In-
learns what is required to become a member of that world, to experience
their code of moral regxllation” (Wax 1980:272-73). In participating as
fully and humanly as possible in another way of life, the ethnographer
to participate in their system of organized activities, and to feel subject to
searcher comes “to enter into the matrix of meanings of the researched,
resocialization. Sharing everyday life with a group of people, the field re-
affairs. Such participation, moreover, inevitably entails some degree of
the lives of those studied by actively participating in their day-to-day
as a detached, passive observer; the field researcher can only get close to
Clearly, ethnographic immersion precludes conducting field research
events as they happen and experiencing for oneself these events and the
circumstances that give rise to them.
then, involves both being with other people to see how they respond to
situation, or their ethnic situation.” Immersion in ethnographic research,
penetrate their circle of response to their social situation, or their work
play upon a set of individuals, so that you can physically and ecologically
personality, and your own social situation, to the set of contingencies that
field research involves “subjecting yourself, your own body and your own
which such living is subject. Goffman (1989:125) in particular insists that
der which people conduct their lives, and the constraints and pressures to
ibly experience for herself both the ordinary routines and conditions un-
Furthermore, immersion enables the fieldworker to directly and forc-
to interaction and process.
worker access to the fluidity of others’ lives and enhances his sensitivity
meaningful, and how they do so. In this way immersion gives the field-
lives, how they carry out their daily rounds of activities, what they find
order to grasp what they experience as meaningful and important. With
immersion, the field researcher sees from the inside how people lead their
ponent: The ethnographer seeks a deeper immersion in others’ worlds in
understand them. But getting close has another, far more significant com-
midst of the key sites and scenes of other’s lives in order to observe and
and activities; the field researcher must be able to take up positions in the ]
2
carefully controlled or elminated in entirety, the ethnographer needs to
alone,s Consequently, rather than viewing reactivity as a defect to be
often not readily accessible through observation or interview methods
understanding the more subtle, implicit underlying assumptions that are
can learn, first-hand relations with those studied may provide clues to
bilities toward others. Rather than detracting from what the fieldworker
assign her a kinship term which then designates her rights and responsi-
based on kinship ties, people may adopt a fieldworker into a family and
which people form social ties in the first place. For example, in a xÿAlage
ongoing patterns of social interaction as reveal the terms and bases on
field researcher and people in the setting do not so much disrupt or alter
learning and observation (Clarke 1975:99). Relationships between the
observed and learned. Rather, these effects are the very source of that
may talk and behave), should not be seen as “contaminating” what is
(that is, the effects of the ethnographer’s participation on how members
those studied.4 “Consequential presence” often linked to reactive effects
worker must necessarily interact with and hence have some impact on
implications and consequences for what is taking place, since the field-
Furthermore, the ethnographer’s presence in a setting inevitably has
lives.3
mine “the truth” but to reveal the multiple truths apparent in others’
points of view. As a result, the task of the ethnographer is not to deter-
setting, exposing the ethnographer selectively to varying priorities and
relationships with those under study follow political fault lines in the
relationships rather than others. Moreover, it will often be the case that
develop certain perspectives by engaging in some activities and
,not take in everything; rather, he will, in conjunction with those in the
}erspective and methods” (Mishler 1979:10). The ethnographer can-
!Which does not have objective characteristics independent of the observ-
those studied, his perspective “is intertwined with the phenomenon
1988). Rather, as the ethnographer engages in the lives and concerns
independent of the observed phenomena (Pollner and Emer-
No field researcher can be a completely neutral, detached observer,
the fieldworker cannot and should not attempt to be a fly on the
about others through active participation in their lives and
expectations (Fretz n.d.).
which obligates her to participate and resocialize herself
an ethnographer a role, such as sister or mother in an
and understanding into these groups and their activities. Or villag-
ETHNOGRAPHIC PARTICIPATION
5
actually performs the activities that are central to the lives of those studied.
INSCRIBING EXPERIENCED/OBSERVED tÿ.EALITIES
had a loose maroon bow tie, not like a man’s bow tie, more hangie and fluffy.
Fieldnotes are accounts describing experiences and observations the re-
alien.7
a teal blue v-neck knit sweater with black leggings. In her section was juice, a
was dark skinned with straight dark brown hair cut in a page boy. She was wearing
[Describes the first two men at the front of the line.] The woman behind him
Her name tag on her left chest side had red writing that said “Candy” on it.
a white blouse, short sleeved, with a maroon shoulder to mid thigh apron. She
commitments qualify ethnographic immersion, making the field re-
searcher at least something of an outsider and, at an extreme, a cultural
hear what she was saying, but recognized some accent to her speech. She was in
as objects of possible research interest, as events that he may choose to
prox., about 5’2″ dark skinned woman with curly dark brown hair. I couldn’t
of the black bars to separate my items. The cashier was in her mid thirties, ap-
linoleum conveyor belt” and I reached on top of the cash register to retrieve one
18″ rectangular black rubber bar. I put my frozen bags down on the “lazy susan
There were four people in line with their purchases separated by an approx.
Mayfair Market Express Line
because they make different writing choices:
the researchers observe different people and occasions, but also in part
what happened on the express lines in different ways–in part because
tions are written from different points of view, and they shape and present
actions, ignoring and marginalizing others. Furthermore, these descrip-
supermarket express line. Each selects and emphasizes certain features and
each of these fieldnote accounts takes a different tack in describing a
attend closely to some minute details of behavior in express lines. Yet
shoppers–and of at least some of the items they are purchasing; and all
scriptions of the other major players in the lines–the checker, other
observers moving through express checkout lines; all provide physical de-
common features: all describe events from the point of view of shoppers/
ten by three student researchers. These descriptions share a number of
express checkout lines in three different Los Angeles supermarkets, writ-
Consider, for example, the following descriptions of moving through
tions and events are possible.
perception and interpretation, different descriptions of “the same” situa-
what one observes. Rather, because descripfons involve issues of
in fact, there is no one “natural” or “correct” way to write
to assume that there is but one “best” description of any particu-
write down and preserve in fieldnotes. In these ways, research and writing
more, the fieldworker orients to many local events not as “real life” but
nor as constrained as the native’s” 0Karp and Kendall 1982:257). Further-
result “the participation that the fieldworker gives is neither as committed
stay, and his experience of local life is colored by this transience. As a
bers.6 The fieldworker plans on leaving the setting after a relatively brief
member in the same sense that those “naturally” in the setting are mem-
Even vcith intensive resocialization, the ethnographer never becomes a
process.
to others’ daily lives and activities heightens sensitivivi to social life as
pretations change over time. In all these ways, the fieldworker’s closeness
emerge through talk and collective action, how understandings and inter-
how people grapple with uncertainty and confusion, how meanings
Through participation, the field researcher sees first-hand and up close
appreciation of social life as constituted by ongoing, fluid processes.
Finally, close, continuing participation in the lives of others encourages
are socialized to and acquire empathy for local ways of acting and feeling.
searcher participating in ÿllage life actively engage in local activities and
unknown settings. The intern with real work responsibilities or the re-
portunities to get close to, participate in, and experience life in previously
functions and tasks, as in service learning internships, provides special op-
In this view, assuming real responsibility for actually carrying out core
producing texts that correspond accurately to what has been ob-
activities. To view the writing of descriptions simply as a
tory roles (Adler, Adler, and Rochford 1986) in which the researcher
¢ as possible observed reality, of”putting into words” overheard talk
ginal observer roles that have long held sway as the implicit ideal i …
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