Fieldwork design: case studies

The case studies below are examples of a short- and long-term approaches to (ethnographic) fieldwork. These are brief descriptions to illustrate the diversity of fieldwork, as well as some challenges and benefits of conducting fieldwork.

Overall, fieldwork is a valuable methodology, which may be necessary for certain types of research and research questions. During fieldwork various data-collection methods may be employed, but in all cases fieldwork requires the researcher to enter (or get immersed in) the “field” and leave their home institution (i.e., school, university) in order to collect first-hand data. Ethical considerations are excessively important for everyone who engages in research with other people, especially if it may pose any psychological or physical risk. To that end, all students who wish to engage in (ethnographic) fieldwork should closely familiarize with the Ethics module. Researchers must prepare for fieldwork ahead of time to assure that all necessary arrangements have been made before research begins.

Topic No.1 – Interpretation of Textbook Content

Topic: General textbooks (readers) for children contain tales from various countries and nations, including Roma tales.

Research question: Does reading Roma tales in textbooks for elementary school children challenge negative stereotypes?

Preparation for fieldwork:

  • Age-appropriate questionnaire for students about the tales to be read in class
  • Institutional ethical clearance
  • Consent forms (from all relevant parties – school, teacher, parents)
  • Setting up a date for visitation

Type of fieldwork: short-term, single visit in two classes

Ethics while in the field:

„All research ethical considerations were met and the author received an ethical review approval (…). Accordingly, the school was informed ahead of time about the purpose of the research and my methodology of data collection. After securing institutional consent, the head teacher discussed the matter with all students who were able to participate in my research voluntarily. I prepared age-appropriate tasks and guiding questions in consultation with the head teacher. At the beginning of the class, I re-stated the purpose of my research and students were also informed that their responses will be used for my research as a case study – in an aggregate, synthesized manner, or individually as quotes or drawings. After that, we carried on reading and discussing the tales in the presence of the head teacher. All participating students and the institution were assured of anonymity. There was no risk, discomfort or research benefit for any participants. Those who wished to participate in class but not in the study did not turn in their unanimous answers at the end of the class.”

Limitations of fieldwork:

„The limitation of the study stems from the small student sample who participated during fieldwork. Expansion of fieldwork was challenging primarily due to the growing restrictions in schools as a result of the COVID-19 pandemic, but also because of the contentious topic of the research.”

Benefits of research:

Authentic understanding of students’ perceptions, a variety of interactions (with students and teachers), study takes place in “real” environment (school).

Findings:

“Form the discussion with both classes, it was clear that the two tales included in textbooks evoked negative stereotypes from nearly everyone. As I experienced in other field research in classrooms, there is at least one daring student, who does not shy away from challenging the story line.”

Source: Dunajeva, J. (2022, forth.). “Teaching about Roma in contemporary Hungary” in K. Górak-Sosnowska and U. Markowska-Manista (eds.) Non-inclusive Education in Central and Eastern Europe . London: Bloomsbury.

Topic No.2 – Identity Formation

Topic: Identities change over time and schools are a primary site where children socialize. Schools are then an important institution where ethnic and political identities are being formed.

Research question: How does schooling (curriculum, disciplinary measures, etc.) affect identity formation of minority groups?

Preparation for fieldwork:

  • Preparing a research plan
  • Assuring funding to cover costs for 12-16 months fieldwork
  • Identification of research sites in countries of research, as well as places to stay and other related tasks (medica insurance, transportation, etc)

Type of fieldwork: long-term, multi-country research, multi-method

  • Training of two research assistants in two countries of research to conduct household surveys
  • Participant observation
  • Interviews

Ethics while in the field:

„ Ethical data collection was assured through the fulfilment of all federal and state research compliance regulations. [The study] (…) has been reviewed by the University of Oregon Institutional Review Board (IRB) and Research Compliance Services and permission was granted (…) identifying it as a ‘minimal risk study’.”

Limitations of fieldwork:

„ (…) Arguments are based on observations and collected data from Roma communities studied in the two countries, so findings may not be generalizable, and only suggestive.”

Benefits of research:

Authentic understanding of identity formation based on real life experience, a variety of interactions (with students, teachers, community members, parents and others), study takes place in “real” environments (schools, settlements, homes), detailed description of “personal journeys”

Findings:

“(…) Ethnic labels charged with normative content (…) developed over time and became mobilized through formal and non-formal educational institutions through time.”

Source: Dunajeva J. (2021). Constructing Identities over Time. "Bad Gypsies" and "Good Roma" in Russia and Hungary. Budapest: CEU Press. ISBN: 9789633864159.