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In-Depth Information
many ethnographers because the ethnographer does not always know what
questions will be asked in the field. Many of the reviewers adopt a biomedical
model instead of a sociological or anthropological model. Participants are
often collaborators working together, rather than subjects receiving a treat-
ment. In spite of these legitimate concerns (Denzin, 2003; Madison, 2005,
pp. 118-119), it is possible and useful to draft well-written proposals with a
detailed methods section, interview questions, formal surveys questions, and
informed consent forms acceptable to IRBs. Many IRBs are helpful collabo-
rators, finding problems and making constructive suggestions designed to
address those problems before the proposal is formally reviewed. They can
help facilitate the birthing process. The proposal and the IRBs force the ethnog-
rapher to think ahead and plan the effort (with the benefit of a “secondary set
of eyes”) in spite of the inevitable detours and diversions required in the field.
(See Sieber, 2009, for additional detail about ethically responsible research.)
Childhood: Field Preparation
Given a healthy beginning, the ethnographic project enters its formative
years—field preparation. Although the proposal presents a detailed blueprint
of what the ethnographer plans to do, much work still remains before entering
the field. The ethnographer must identify key actors and informants and make
detailed schedules, appointments, and other plans to arrange for entrance into
the field. In addition, the researcher can mitigate most ethical, methodologi-
cal, and contractual surprises through regular “checkups” with the sponsor at
this stage. During this period, first impressions dominate interactions. The
sponsor and program personnel or community member may interpret miscal-
culations, miscommunications, and protocol violations as ethical faux pas or
as outright deceit. These transgressions, conscious or unconscious, real or per-
ceived, can stop an ethnographic study dead in its tracks. The ethnographer,
therefore, must take great care to set the stage for fieldwork.
Adolescence and Adulthood: Fieldwork
Conducting fieldwork is initially like adolescence—for fieldworker and for
the project. The fieldworker must learn a new language, new rituals, and a
wealth of new cultural information. This period is marked by tremendous
excitement, frustration, and confusion. The ethnographer endures personal and
professional turmoil as a part of the learning experience.
A variety of underlying principles crosscut all forms of ethnographic
research and occur at various junctures throughout the ethnographic research
