Fieldwork and Parenting

by | Aug 1, 2017 | Community engagement, Research, Women in Academia

I am a parent. I am also a qualitative researcher, whose work often requires time in the field. In my last blog post I talked a bit about the challenges of avoiding “parachute research.” In that post I discussed the importance of continual reflexivity–the process of self-reflection wherein I am constantly checking my own power and privileged as the researcher and how my “position” might influence not only my analyses, but the people with whom I interact.  It requires that I adapt my research to the needs and interests of the people with whom I am working, continually reflecting on my role in the community. Avoiding parachute research, also requires being present. Working with communities, building relationships with people, and gaining a sense of “life on the ground” requires fieldwork. Yet, doing fieldwork as a parent is complicated. Some scholars have the ability to spend a year doing field work, others a few months. What do you do when your time is dictated, in part, by your role as a parent? I can’t leave for a year. For one, my kids are school-aged. Second, I have a job that requires me to be present. So, I typically carve out  3-6 week periods during the summer months to “live” in the community. I rent rooms from local residents, stay at local B&Bs, and attend an array of events, meetings, and get-togethers. I schedule my interviews during this time, too. So, as I am trying to be continually reflexive, I am also thinking about my role as a parent: “I wonder how the kids are doing?” or “I can’t wait to see my kids.” Thus, my identity and role...