positionality Flashcards

(49 cards)

1
Q

Front

A

Back

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2
Q

Positionality — concise definition?

A

The shifting nexus of a researcher’s social location, epistemic allegiance, and field power relations that shapes every research decision.

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3
Q

Reflexivity — what does it demand?

A

Systematic self‑interrogation that logs how the researcher’s standpoint influences data collection, analysis, and representation.

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4
Q

Durkheimian ‘social facts as things’ — methodological meaning?

A

Treat social phenomena with disciplined detachment, submitting private prejudices to shared procedural rules.

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5
Q

Kuhn’s paradigm insight?

A

Scientific ‘facts’ are recognised within historically contingent frameworks; neutrality is aspirational, not automatic.

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6
Q

Burawoy’s Extended‑Case Method (ECM) — essence?

A

Use anomalies in situated fieldwork to revise macro‑theory through reflexive dialogue between observer and observed.

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7
Q

Geertz’s ‘thick description’ — core idea?

A

Interpret culture by embedding observed acts in multilayered webs of local meaning accessible via textual translation.

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8
Q

Writing Culture critique — key takeaway?

A

Ethnographic texts are political constructions; authors must expose narrative devices and privilege positions.

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9
Q

Ahmad’s ‘ethnography ≠ anthropology’ warning?

A

Conflating method with discipline hides geopolitical power that governs knowledge production.

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10
Q

Marcus’s multi‑sited ethnography — purpose?

A

Trace people or artifacts across locations to illuminate globally networked processes and shifting researcher roles.

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11
Q

Pink et al. on digital ethnography — novelty?

A

Records algorithmic mediation of presence; requires meta‑logs capturing interface effects on rapport.

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12
Q

Bernard’s mixed‑method relay principle?

A

Large‑N surveys map terrain; qualitative drills beneath — each phase critiques and enriches the other.

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13
Q

Goldthorpe’s ‘numbers & narratives’ integration rule?

A

Quantitative and qualitative findings only cohere when categories and variables align with shared theory.

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14
Q

Becker’s ‘How not Why’ trick?

A

Pose process‑oriented questions to avoid projecting motives that mirror the researcher’s own worldview.

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15
Q

Becker’s real‑time memo rule?

A

Capture reflexive flashes immediately to prevent retrospective sanitisation of bias.

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16
Q

Emplacement diary — what is logged?

A

Daily record of physical location, body posture, and access constraints signalling power hierarchies.

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17
Q

Adrenaline note — when used?

A

Written during or right after emotionally charged moments to preserve affective data.

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18
Q

Field‑note dual columns (Emerson et al.) — function?

A

Left column: description; right: commentary—protects subjective impressions for later analysis.

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19
Q

Interviewer identity register — why crucial?

A

Allows analysis of response bias linked to enumerator traits (gender, accent, dress).

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20
Q

Metadata diary in digital ethnography — content?

A

Logs platform roles, algorithmic feeds, timestamps, and visibility settings to contextualise online interactions.

21
Q

Narayan’s ‘native anthropologist’ dilemma?

A

Insider scholars risk co‑optation by community or nationalist politics; insider status ≠ immune to power.

22
Q

Thompson’s transcript‑return protocol — benefit?

A

Turns participants into co‑authors, enhancing accuracy and shared ownership.

23
Q

Scott on documentary sources — caution?

A

Archives reflect earlier positionalities; analysts must read for silences and provenance biases.

24
Q

Project focus — guiding research question?

A

How has the term ‘prep school’/‘hazırlık okulu’ shifted in meaning within Turkish higher education from 1950–present?

25
Four document categories in corpus?
University statutes; parliamentary debates; national newspaper articles; social‑media hashtags & memes.
26
Koselleck’s ‘time layers’ — analytic step?
Plot first appearance and semantic pivots across decades to reveal historical strata.
27
Contextual coding labels used?
Credential, hurdle, stigma, status marker.
28
Etymological triangulation — comparative anchors?
Contrast Turkish usage with U.S. private‑school and British prep‑school traditions.
29
Reflexive memoing sequence?
Write pre‑reading assumptions; analyse sources; revisit memos to mark projection.
30
Walking interview purpose in study?
Map spatial hotspots of ‘prep culture’ via student‑guided campus tours.
31
Focus‑group goal with instructors?
Test whether hierarchy signified by ‘prep’ matches researcher’s prior U.S. perception.
32
Three decades & key shifts (findings)?
1950s elitism; 1970s depoliticising buffer; post‑1997 EU compliance; 2010s meme‑driven frustration.
33
Translation trap & solution?
Literal equivalence masks semantic fields; maintain dual‑language codebook updated iteratively.
34
Gatekeeper unease mitigation?
Share interim frequency charts to show descriptive—not evaluative—intent.
35
Archivist scepticism workaround?
Co‑host workshop where Turkish historians critique time‑layer categories.
36
Conceptual history vs ethnography — complement?
Conceptual history reveals longue durée semantics; ethnography adds lived nuance.
37
Bernard’s sequencing triad?
Map historically → drill ethnographically → test quantitatively.
38
Şentürk’s multiplexity — definition?
Layering documentary, ethnographic, and numeric methods so each corrects another’s blind spots.
39
Goldthorpe’s commensurability warning?
Ensure categories align across methods to avoid analytic incoherence.
40
Marcus’s spatial stretch contribution?
Compare provincial and metropolitan campuses to widen semantic analysis.
41
Lune & Berg’s insider/outsider drill?
Rotate interpretations among team members with different standpoints; annotations become data.
42
Becker memo‑while‑doing value?
Prevents rationalising bias after the fact; stores raw reflexive insight.
43
Lesson 1 — Visibility breeds validity. Explain.
Transparent reflexive artefacts let readers audit how claims emerge, satisfying Durkheimian rigour.
44
Lesson 2 — Plural perspectives propel theory.
Confronting discrepant standpoints refines and extends theoretical categories.
45
Lesson 3 — Ethics inseparable from method.
Researcher location influences both knowledge produced and risks borne by participants.
46
Future direction: co‑authored epistemologies?
Community researchers and students collaborate on concept histories, surveys, and dissemination, dismantling hierarchy.
47
Wallerstein’s disciplinary challenge relevance?
Opening social sciences starts with dismantling internal project hierarchies through shared authorship.
48
Mnemonic for five methodological lineages?
D‑G‑W‑M‑B = Durkheimian detachment, Geertzian description, Writing‑Culture critique, Multi‑sited turn, Bernard mixed‑methods.
49
Mnemonic for project analytic steps?
M‑C‑E‑M: Map time‑layers, Code context, Etymology triangulate, Memo reflexively.