TY - JOUR
T1 - Speaking for the ‘other’?
T2 - Representation, positionality and subjectivity in ethnographic fieldwork in Danish and Kenyan education institutions
AU - Dahl, Kari Kragh Blume
PY - 2023/4
Y1 - 2023/4
N2 - Scholars have focused on the term ‘subalternity’ in various theoretical discourses, identifying the problem of speaking in research on behalf of ‘others’, leading to the problem of deprivation and a lack of representation (Spivak, 1988). Based on two long-term periods of ethnographic fieldwork with student teachers (hereafter: students) and teachers in paradigmatically different contexts, Kenya and Denmark, this article explores the dilemma of making subalterns ‘speak for themselves’ or, alternatively, ‘speaking for them’, positioning the subjects in diverse roles, including entering a potentially foreign discourse, for instance a ‘matrix of domination’ (Collins, 1998) that may deprive them of their own language (Spivak, 1988). ‘The matrix of domination’ (Collins, 1998) is a coherent system of different, oppressive systems deciding what is illegitimate, abnormal and inappropriate. This article discusses how issues of representation, positionality and subjectivity in ethnographic fieldwork may be deeply ingrained part of a research endeavour, inspired by Geertz’s notion of experience as both ‘near and distant’ (1983), simultaneously being a participant and an observer. The question is how a representation of ‘the other’ may emerge and what it may look like during fieldwork that juggles the dilemma of engaging with objectivity and neutrality (Tedlock, 2000), at the same time implies partisanship because the researcher must inevitably choose side (Hammersley, 2000).
AB - Scholars have focused on the term ‘subalternity’ in various theoretical discourses, identifying the problem of speaking in research on behalf of ‘others’, leading to the problem of deprivation and a lack of representation (Spivak, 1988). Based on two long-term periods of ethnographic fieldwork with student teachers (hereafter: students) and teachers in paradigmatically different contexts, Kenya and Denmark, this article explores the dilemma of making subalterns ‘speak for themselves’ or, alternatively, ‘speaking for them’, positioning the subjects in diverse roles, including entering a potentially foreign discourse, for instance a ‘matrix of domination’ (Collins, 1998) that may deprive them of their own language (Spivak, 1988). ‘The matrix of domination’ (Collins, 1998) is a coherent system of different, oppressive systems deciding what is illegitimate, abnormal and inappropriate. This article discusses how issues of representation, positionality and subjectivity in ethnographic fieldwork may be deeply ingrained part of a research endeavour, inspired by Geertz’s notion of experience as both ‘near and distant’ (1983), simultaneously being a participant and an observer. The question is how a representation of ‘the other’ may emerge and what it may look like during fieldwork that juggles the dilemma of engaging with objectivity and neutrality (Tedlock, 2000), at the same time implies partisanship because the researcher must inevitably choose side (Hammersley, 2000).
UR - http://www.scopus.com/inward/record.url?scp=85156150017&partnerID=8YFLogxK
M3 - Journal article
AN - SCOPUS:85156150017
SN - 1613-8953
VL - 20
JO - Social Work & Society
JF - Social Work & Society
IS - 2
ER -