Studying Up: Four Modalities, Two Challenges

2021 ◽  
Vol 3 (2) ◽  
pp. 232-252
Author(s):  
Hugh Gusterson

Abstract In her 1973 article “up the anthropologist” Laura Nader called on anthropologists to engage in critical studies of the relationship between powerful institutions and the broader society, using a “vertical slice” approach. But Nader worried that participant observation was hard in the context of studying up, and yet it has been presented as definitive of anthropology’s methodology. This article discusses four methodological strategies for studying up in the light of this concern: insider ethnography; covert ethnography; remote ethnography; and adapted participant observation. The first two have intellectual or ethical liabilities. The last is increasingly normalized. Going forward, anthropologists studying up face two obstacles: first, the increasingly totalizing hold of corporate and government workplaces over their employees, even when they are not at work; and, second, university institutional review boards (irb s) concerned to avoid conflictual or critical research.

2008 ◽  
Vol 24 (4) ◽  
pp. 373-374 ◽  
Author(s):  
James H. Lubowitz ◽  
Gary G. Poehling ◽  
Stephen S. Burkhart

2007 ◽  
Vol 36 (7) ◽  
pp. 401-407 ◽  
Author(s):  
Amanda L. Nolen ◽  
Jim Vander Putten

Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K–12 school professionals and teacher educators, and national professional and representative organizations.


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