Ethics in Contemporary Ethnographic Research  Changes On Branch 48f0b58705a0c195

# Assignment 1: Data Walk

Due date
: April 23, 15:00
: April 25, 15:00

The goal of this assignment is to sensitize you to the ways in which data is continually produced in contemporary social settings. In another context we might talk about the *opportunities* this holds for social researchers, many of whom have welcomed the "data deluge" as an opportunity to invent new ways of knowing the social. In the context of this class, however, we will mostly discuss its ethical implications---the ways in which the research process is shot through with ethical concerns when it takes place in data-saturated environments.

Canadian media scholar [Alison Powell](https://www.alisonpowell.ca/?page_id=71) came up with the idea for **data walkshops** with the express purpose of "opening up civic discussions about data and its ethics within urban space." A variation on the ethnographic go-along method, it has been adopted by scholars around the world, including the [Centre for BOLD Cities](https://www.centre-for-bold-cities.nl/projects/data-walks) in our own region.

In this assignment, you will plan, carry out and report on a data walk. Each student will submit **a brief report** (around 600 words) with supporting materials such as maps, photographs and notes taken en route.

During the walk, you will focus on _data hubs_: objects or sites that collect data. Examples include customer loyalty cards, ATMs, traffic cameras, RIFD tracking systems, OV chip card scanners, QR codes, parking meters, air quality meters, but the list could go on and on.

Under "normal circumstances" a data walk would involve a small group of 6--8 people taking on different roles, such as navigator, note-taker or photographer. For the purposes of this assignment, you should only involve one other person, such as a roommate or family member. Plan your walk someplace convenient, for instance in your own neighborhood, and restrict it to about one hour.
A data walk should involve a small group, with members taking on different roles, such as navigator, note-taker or photographer. For the purposes of this assignment, you should involve at least one other person, such as a roommate or family member. Plan your walk someplace convenient, for instance in your own neighborhood, and restrict it to about one hour. You may also ride by bike, but we advise not to drive unless you or your participant is unable to be mobile in other ways.

Your report should address the planning, execution and your reflection on the data walk. You may take the following points as a guide as you complete the assignment:

1. **Plan your walking route ahead of time.** Make a map or list some landmarks you intend to pass on your walk.
2. **What will you look for?** Which data hubs do you expect to encounter along the way?
3. **Collect evidence.** Take pictures or bring back objects from your walk.
4. **Tell a story.** Why did you walk where you walked? What was an important thread that you decided to follow? What did you learn about your environment? Did the other participant in your walkshop see things differently?
5. **Discuss the results.** How visible are the data hubs you spotted? What kinds of data do they collect? Who owns the data? Where are they stored? What value might they bring to you or others? What do you think are the "costs" of data collection---in terms of the technology required for its collection, the likely environmental impact, encroachments on privacy, or possible "chilling effects"?

Please write your report in clear and coherent prose. Use proper references as needed.
Please write your report in clear and coherent prose. The format should resemble a fieldnote memo rather than an academic paper. Use proper references as needed.

# Assignment 2: Hacking Ethnography

Due date
: May 17, 15:00
: May 9, 15:00

Working in groups of up to four students, you will design and produce a contribution to a collection of public-facing resources on the theme of Hacking Ethnography. Your contribution can take one of several forms:
Working in groups of up to four students, you will design and produce a contribution to a collection of public-facing resources on the theme of Hacking Ethnography. Your contribution can take one of two forms:

1. A zine (for instance, to provide guidelines for how to protect the identities of your research participants).
1. An instructional video (for instance, to show how to use a certain tool to secure research data).
2. A zine (for instance, to provide guidelines for how to protect the identities of your research participants).
2. An instructional video (for instance, to show how to use a certain tool to secure research data).

3. A curated list of resources (for instance, to help qualitative researchers understand potential risks of data-saturated environments).
**You will find a selection of last year's assignments in [this collection](https://www.jboy.space/blog/hacking-ethnography.html).**

Regardless which format you choose, try to create your resource in such a way that it will be useful to others like you wondering what kinds of practices they can adopt in the course of ethnographic research to protect research participants, secure data, and otherwise ensure that their research is ethical. We will discuss possible topics during tutorials in [week 4](../weeks/4.md).

When you have created your resource, choose a [Creative Commons license](https://creativecommons.org/share-your-work/) under which to release your work into the public.
When you have created your resource, [choose a Creative Commons license](https://creativecommons.org/choose/) under which to release your work into the public.

## Instructional Video

Create a video that conveys a useful skill for ethnographers in 4--9 minutes. Aim to make an engaging and concise video that (1) incorporates visual cues highlighting important information, (2) uses minimal text, and (3) has some personality!

You can find a rushed (i.e., poorly made) example [here](https://video.leidenuniv.nl/media/t/1_onr7x18p). You can definitely do better!

Once you have chosen a Creative Commons license for your video, upload it to [archive.org](https://archive.org/create/), the university's [Kaltura site](https://video.leidenuniv.nl/), or a PeerTube instance like [TubEdu](https://tubedu.org). Submit the public link through Brightspace.

## Zine

Zines are a self-published format with a DIY aesthetic. They usually consist of literally cut-and-pasted texts and graphics, and traditionally they have been reproduced using copying machines. Zines have been associated with a variety of subcultures, such as the punk scene of the seventies and riot grrrl scene of the nineties.

ABC No Rio, a cultural institution in New York that archives zines, has the following [advice](http://www.abcnorio.org/facilities/zine_library.html) for "new zinesters":

> Look at a variety of zines before starting out on one of your own, to really take your time with the layout, and to think about how your zine might be different, depending on where you are in the world: does it have a sense of PLACE? Be specific and descriptive. ... Just to let you know, there are a LOT of punk rock zines out there, so if you're doing one, go the extra mile to make yours stand out. 

You can find lots of examples of zines created through the ages on [archive.org](https://archive.org/details/zines). For additional inspiration, look at the zines created by [Nika Dubrovsky](https://a4kids.org/) and [Julia Evans](https://wizardzines.com/zines/wizard/). You may also want to build on [a template](https://medium.com/data-feminism-lab-mit/announcing-a-beautiful-open-source-zine-template-76d6279831f4) (though that may not exactly help with standing out).
You can find lots of examples of zines created through the ages on [archive.org](https://archive.org/details/zines). For additional inspiration, look at the zines created by [Nika Dubrovsky](https://a4kids.org/), [Psaroskala](https://psaroskalazines.gr/zines/), and [Julia Evans](https://wizardzines.com/zines/wizard/). You may also want to build on [a template](https://medium.com/data-feminism-lab-mit/announcing-a-beautiful-open-source-zine-template-76d6279831f4) (though that may not exactly help with standing out).

After choosing a Creative Commons license for your zine, submit it, preferably as a single PDF, through Brightspace. Making hard copies to distribute to your friends is optional but encouraged!

## Curation
## Instructional Video

What do we mean by curation? Allow us to quote liberally from [this resource](https://www.cultofpedagogy.com/curation/):

Create a video that conveys a useful skill for ethnographers in 4--9 minutes. Aim to make an engaging and concise video that (1) incorporates visual cues highlighting important information, (2) uses minimal text, and (3) has some personality!
> When a museum director curates, she collects artifacts, organizes them into groups, sifts out everything but the most interesting or highest-quality items, and shares those collections with the world. When an editor curates poems for an anthology, he does the same thing.
> 

> The process can be applied to all kinds of content: A person could curate a collection of articles, images, videos, audio clips, essays, or a mixture of items that all share some common attribute or theme. When we are presented with a list of the "Top 10" anything or the "Best of" something else, what we’re looking at is a curated list. Those playlists we find on Spotify and Pandora? Curation. "Recommended for You" videos on Netflix? Curation. The news? Yep, it's curated. In an age where information is ubiquitous and impossible to consume all at once, we rely on the curation skills of others to help us process it all.

Once you have chosen a Creative Commons license for your video, upload it to [archive.org](https://archive.org/create/), the university's [Kaltura site](https://video.leidenuniv.nl/), or a PeerTube instance like [TubEdu](https://tubedu.org). Submit the public link through Brightspace.
The idea is to bundle resources that can address a concrete need or question an ethnographer might have. Your curation shouldn't just be a grab bag of resources, but should be integrated into a cohesive whole that presents an argument. You can also think of the curation as a "syllabus" for self-study about a certain concept or skill (see [here](http://www.racismreview.com/blog/hashtag-syllabus-project/) for inspiration).

Present your curation as a self-contained website using images, hyperlinks, and text. You can build such a site using [TiddlyWiki](https://tiddlywiki.com/) or [Domino](https://kool.tools/domino/), but you are free to use other tools. Clearly state your site's Creative Commons license. You can choose to either submit the files for site itself (in the case of both TiddlyWiki and Domino, it's just a single HTML file), or publish it on the web, for instance at [Neocities](https://neocities.org/), and then submit the public link.

# Assignment 3: Essay Questions

Due date
: May 26, 15:00
: June 6, 15:00

Self-assessment due date
: June 9, 15:00

This assignment consists of essay questions that will be posted to Brightspace ahead of the final tutorial session. In your answers to these questions, you will have the chance to demonstrate what you have learned about ethical issues ethnographers face and ways they can respond practically. Successful answers will make connections between the course content (lectures, readings and discussions in tutorials) and _Dealing in Desire_.
This assignment consists of **essay questions** that will be posted to Brightspace in the final week of May. In your answers to these questions, you will have the chance to demonstrate what you have learned about ethical issues contemporary ethnographers face and ways they can respond practically. Successful answers will make connections between the course content (lectures, readings, and discussions in tutorials) and _Dealing in Desire_.

This assignment is **self-assessed**. This means that, after submitting your answers, you will grade your own effort. Here's how that works:

1. We will prepare a "model answer" for each of the essay questions. Read these model answers and the assessment criteria that they are intended to demonstrate. The "model answers" are *not* the definitive answers, and it is possible that a good answer will differ significantly in its content provided it successfully demonstrates understanding and analytical thinking.
2. You will write a brief reflection on your own answers. Think of your reflection as a letter addressed to the instructors in which you explain what you think was successful about your answer, and what, with the benefit of hindsight, you think could have been improved. What did you find challenging about writing your answer? What did you learn as a result of preparing your answer and reviewing it?
3. Finally, you will tell us what grade you would give yourself for the assignment as a whole. (Ideally, we would give everyone the grade they give themselves, but we reserve the right to raise or lower grades as appropriate.)

You will find the self-assessment as a "quiz" on Brightspace after you submit this assignment and the deadline has passed.

# Frequently Asked Questions
# Frequently Anticipated Questions

To be honest, none of these questions have been asked yet, let alone *frequently*, but we expect they'll come up.

## How much work is this class?

ECER is a class of 5 EC, which corresponds to 140 hours of work total. That means that, in addition to attending lectures and tutorials, you should plan on spending an average of 12 hours per week on readings, homework, and assignments.

## What will we work on?

Attendance during lectures is voluntary but strongly advised. Participation in tutorials is obligatory. You may miss one session, but your tutorial instructor may ask you to complete an additional assignment to make up for the missed session. Students who miss more than one session without valid reasons will have a penalty of half a grade point applied to their final grade.

## What is my grade based on?

Assessment in this class is based on three assignments:

1. Your research report on a data walk (30 percent).
2. Your group contribution to the Hacking Ethnography collection (pass/fail, 20 percent).
3. Your answers to essay questions relating the course content to _Dealing in Desire_ (50 percent).
1. Your [research report](assignments/1.md) on a data walk (40 percent).
2. Your [group contribution](assignments/2.md) to the Hacking Ethnography collection (pass/fail, 10 percent).
3. Your answers to [essay questions](assignments/3.md) relating the course content to _Dealing in Desire_ (50 percent). This assignment is self-assessed.

We will discuss all three assignments during tutorials.

## Why do I have to grade my own work?

Yes, it is true: [Assignment 3](assignments/3.md) is self-assessed, which means you will give yourself a grade. Two big reasons we've adopted self-assessment are (1) it enables metacognition (thinking about thinking), and (2) it gives some more control to you, the learner, over the learning process.

## Can I redo any of the assignments?

In accordance with Institute and Faculty policies, you can redo an assignment if your overall grade is lower than 5.5. Your revised assignment will need to be a noticeable improvement over your original assignment to be considered for an improved grade. Be sure to incorporate any feedback provided on your first attempt.

Revised assignments will be due within two weeks after the grades for assignment 3 have been published. If you decide to redo an assignment at that point, please let the course coordinator know as soon as possible which one you intend to redo.
Revised assignments will be due within two weeks after the grades for assignment 3 have been published. If you decide to redo an assignment at that point, please let the course coordinator know which one you intend to redo.

## How should I format my assignments?

Assignments 1 and 3 should follow the Institute's Style Guide, employ consistent references, and include a list of works cited. Aim to write clear prose, and use paragraphs and subheadings to organize your writing. Use your creativity in assignment 2---no formal criteria apply (though you should still make sure to credit your sources!).
Assignments 1 and 3 should follow the Institute's Style Guide, employ consistent references, and include a list of works cited. Aim to write clear prose, using paragraphs and subheadings to organize your writing. Use your creativity in assignment 2---no formal criteria apply (though you should still make sure to credit your sources!).

## Your question here!

Got more questions? [Contact us](index.md#instructors) and we'll do our best to clear everything up!

[course listing]: https://studiegids.universiteitleiden.nl/en/courses/103329
[course listing]: https://studiegids.universiteitleiden.nl/en/courses/108877

: Semester 2, Block 2

## Instructors

| Name                                    | Email                                   |
|-----------------------------------------|-----------------------------------------|
| [John Boy, PhD](https://www.jboy.space) | <j.d.boy@fsw.leidenuniv.nl>             |
| Anne Veens                              | <j.b.m.veens@fsw.leidenuniv.nl>         |
| Anna Notsu                              | <a.notsu@fsw.leidenuniv.nl>             |
| Irene Moretti                           | <i.moretti@fsw.leidenuniv.nl>           |
| Marit Hiemstra                          | <m.c.j.hiemstra@fsw.leidenuniv.nl>      |
| Ruben Reus                              | <r.t.reus@fsw.leidenuniv.nl>            |
| Tim van de Meerendonk                   | <t.van.de.meerendonk@fsw.leidenuniv.nl> |
| Wiebe Ruijtenberg                       | <w.d.ruijtenberg@fsw.leidenuniv.nl>     |
| Willem van Wijk                         | <w.l.van.wijk@fsw.leidenuniv.nl>        |

## Dates

|      week       | theme                                            | lecture              | tutorials  | due                              |
|:---------------:|--------------------------------------------------|----------------------|------------|----------------------------------|
| [1](weeks/1.md) | Contemporary Challenges to Ethical Research      | Apr 12, 9:15--11:00  | Apr 12--13 |                                  |
| [2](weeks/2.md) | Data, Data Everywhere                            | Apr 19, 9:15--11:00  | Apr 19--20 | [Assignment 1](assignments/1.md) |
| [3](weeks/3.md) | Hacking Ethnography I                            | Apr 26, 9:15--11:00  | **none**   |                                  |
| [4](weeks/4.md) | Hacking Ethnography II                           | **none**             | May 3--4   | [Assignment 2](assignments/2.md) |
| [5](weeks/5.md) | Metrics, Impact and Academic Audit Cultures      | May 6, 14:30--16:00  | **none**   |                                  |
| [6](weeks/6.md) | The Open Imperative                              | May 17, 9:15--11:00  | May 17--18 | [Assignment 3](assignments/3.md) |
|      week       | theme                                       | lecture             | tutorials  | due                              |
|:---------------:|---------------------------------------------|---------------------|------------|----------------------------------|
| [1](weeks/1.md) | Contemporary Challenges to Ethical Research | Apr 14, 9:15--11:00 | **none**   |                                  |
| [2](weeks/2.md) | Data, Data Everywhere                       | Apr 21, 9:15--11:00 | Apr 21--22 | [Assignment 1](assignments/1.md) |
| [3](weeks/3.md) | Hacking Ethnography                         | Apr 28, 9:15--11:00 | Apr 28--29 |                                  |
| [4](weeks/4.md) | The Ethics of Ethnography in Industry       | May 12, 9:15--11:00 | **none**   | [Assignment 2](assignments/2.md) |
| [5](weeks/5.md) | Metrics, Impact and Academic Audit Cultures | May 19, 9:15--11:00 | May 19--20 |                                  |
| [6](weeks/6.md) | The Open Imperative                         | Jun  2, 9:15--11:00 | Jun 2      | [Assignment 3](assignments/3.md) |

Please consult [MyTimetable 🐓][rooster] for the schedule of your tutorial sessions.

*All times CEST unless otherwise noted.*

## Readings

We will refer **all suspected violations** of these regulations to the examination committee. Be careful to **properly cite** all works you draw on in your assignments. The University Library offers [tutorials and advice][lib-tutorials] on what and how to cite.

## Changes

This syllabus is a living document and may be adapted as the course progresses. You can keep track of changes in the [timeline][].

[rooster]: https://rooster.universiteitleiden.nl
[readings-link]: https://surfdrive.surf.nl/files/index.php/s/EfzhBGe2M1G5vy5
[readings-link]: https://surfdrive.surf.nl/files/index.php/s/hAn2GFKRE2yvT05
[plagiarism-rules]: https://www.organisatiegids.universiteitleiden.nl/en/regulations/general/plagiarism
[lib-tutorials]: https://www.library.universiteitleiden.nl/students/citing
[timeline]: https://code.jboy.space/ecer/timeline

# Week 1

## Lecture

Readings
: - Le Guin (1973)
- Mutaru (2018)
: - Mutaru (2018)
- Le Guin (1973)

Contemporary ethnographic research continues the tradition of ethnographic inquiry in anthropology and sociology, but has some distinguishing characteristics. We will discuss the past and present of ethnographic research and how at every stage it involves decisions where ethical concerns are at stake, forcing us to ask what "the good" is in society and how we are meant to act.
Contemporary ethnographic research continues the tradition of ethnographic inquiry in anthropology and sociology, but has some distinguishing characteristics. We will discuss the past and present of ethnographic research and how at every stage it involves decisions where ethical concerns are at stake, forcing us to ask what "the good" is in society and how we are meant to act. Further, we will cover the current research ethics regime, where it comes from, what it entails, what it looks like in practice, and why it is at times contested.

## Tutorial
**No tutorials yet this week.**

Homework
: - Find the ethics code of an anthropological association in your home country or region and read it with Mutaru (2018) in the back of your mind.
: - Find the ethics code of an anthropological or sociological association in your home country or region and read it with Mutaru (2018) at the back of your mind.
- Read Kell (2021) and find at least one other story about the same issue.

- Ask yourself: How well do you think the code could guide you when dealing with emerging ethical dilemmas? Jot down some notes.
During tutorials, you will study and discuss ethics guidelines of various professional associations. You will also discuss controversies around anthropology's historical entanglement with imperialist or settler-colonial projects and their perduring implications for research ethics.

# Week 2

## Lecture

Readings
: - Bratich (2017)
- Thomas-Hébert (2019)
- Mejias and Couldry (2019)

Whether we like it or not, we live in data-saturated environments. The lecture will present concepts for thinking about this situation, discuss specific cases that illustrate risks that result for individuals and groups, and discuss some implications for the conduct of ethnographic research.
Whether we like it or not, we live in data-saturated environments. The lecture will present concepts for thinking about this situation, introduce cases that illustrate risks that result for individuals and groups, and discuss some implications for the conduct of ethnographic research.

## Tutorial

Homework
: - Read Powell (2018) and think about how to put the ideas discussed in the interview into practice.
- Find a news article about a recent data breach, or visit the [GDPR Enforcement Tracker](https://www.enforcementtracker.com/) and read about the details of at least one violation that was sanctioned by authorities in the Netherlands, your home country (if GDPR applies there), or another country of your choice. Come prepared to discuss the details of the case you read about.

During tutorials, you will discuss and plan the [first assignment](../assignments/1.md).

# Week 3

## Lecture

Readings
: - Markham (2012)
- De Seta (2020)

We have discussed challenges we face as we want to conduct ethnographic research in an ethical manner in today's world. But what can we do as researchers to put ethical principles into practice? How can we avoid causing harm and protect those in the field, ourselves included? We will draw on a range of practices and literatures to think through ways of "hacking" ethnography.

**No tutorials this week.**
## Tutorial

Homework
: - Come up with a fictional ethnographic research project and complete the [EFF risk assessment](https://ssd.eff.org/en/module/your-security-plan) for that hypothetical scenario. Think about what skills or tools you would need to mitigate the risks you identified.
- Browse some of the following resources and write down a few ideas for what you would like to work on for your second assignment:
    - <https://defendourmovements.org/resources/>
    - <https://myshadow.org/>
    - <https://securityinabox.org/en/>
    - <https://totem-project.org/>

During tutorials, you will discuss and plan the [second assignment](../assignments/2.md). This will require forming groups with two or three other students in your tutorial group and coming up with a contribution to the Hacking Ethnography collection.

# Week 4

**No lecture on Monday, but we do have a special lecture on Thursday (see [week 5](5.md)).**
## Lecture

Readings
## Tutorial
: - TK

Homework
: - Come up with a fictional research scenario and complete the [EFF risk assessment](https://ssd.eff.org/en/module/your-security-plan) for that hypothetical scenario. Think about what skills or tools you would need to mitigate the risks you identified.
- Browse some of the following resources and write down a few ideas for what you would like to work on for your second assignment:
    - <https://defendourmovements.org/resources/>
    - <https://myshadow.org/>
    - <https://securityinabox.org/en/>

During tutorials, you will discuss and plan the [second assignment](../assignments/2.md). This will require forming groups with two or three other students in your tutorial group and coming up with a contribution to the Hacking Ethnography collection.
In this lecture, we will be joined by **Danny Spitzberg**.

About our guest speaker:

> [Danny Spitzberg](https://twitter.com/daspitzberg) leads user research for a cooperative economy. He currently works with [Turning Basin Labs](https://turningbasinlabs.com), a staffing and training cooperative, and is based in Oakland, California. Over the last few years he has created an original model for user- and worker-led co-design, a more efficient and lasting approach than mainstream inclusive design. Danny's background and training is in economic sociology and experimental research, and he has done applied research for over a decade.
>
> His work focuses on financial security, shared ownership, workforce development, and predistributive strategies of building wealth and power. Examples of participant-led research and design collaborations include conducting human factors field work in rural India around biomass energy; developing case studies and frameworks for credit unions and other member-led organizations worldwide to build shared leadership; and facilitating co-design for California ridehail drivers to effectively file over 5,000 wage claims through a custom-build spreadsheet tool and web app, which led to a $1.3b suit filed by the state. With [Tech Workers Coalition](https://techworkerscoalition.org), Danny also co-edits a newsletter and curates an oral history project about international labor in and around the digital tech and software industry. Danny believes in stories that brings people together for collective action.
>
> For more information, consider viewing Danny's talk [How Not to be an Advocate](https://joinlearners.com/talk/how-not-to-be-an-advocate) (UXRConf 2021).

**No tutorials this week.**

Homework
: - Learn about the Crisis Text Line scandal by reading McNeil (2022) and at least one additional source of your own choice.
- Take some notes to prepare for the discussion in next week's tutorials.

# Week 5

## Lecture

**This lecture is scheduled for Thursday, May 6, at 14:30.**

Readings
: - Wouters (2017)
- [Leiden Manifesto](http://www.leidenmanifesto.org/)
- [Leiden Manifesto](http://www.leidenmanifesto.org/) (2015)

For this session we are honored to welcome Professor **Paul Wouters**, Dean of the Faculty of Social Sciences, who will speak from his vantage point about the ethics and politics of scientific knowledge production. Dean Wouters was a driving force behind the Leiden Manifesto on Research Metrics and, as a scholar of science and technology, he has studied important trends such as open science and mixed-methods research. He will also talk to us about issues that are unique to the Dutch social sciences and our own Faculty.

**No tutorials this week.**
## Tutorial

Homework
: - Watch the [teaser video](https://pardoguerra.org/quantifiedscholar/) for Juan Pablo Pardo-Guerra's _The Quantified Scholar_.
- Review your notes from last week's lecture and come prepared to discuss what you learned.

Tutorials will be an occasion to discuss specific cases and think through ethical implications of doing research both inside and outside of academic settings.

# Week 6

## Lecture

Readings
: - Fassin (2013) 
- Reyes (2017)
- Dilger et al. (2018)
- De Koning et al. (2019)

Researchers have a responsibility to address issues of public concern, and critical scholars in particular have the ambition of making public interventions. This requires finding formats for scholarly communication that can reach the public, but also resisting tendencies that enclose scholarly knowledge behind paywalls or within proprietary systems. In that sense, ethnographers are champions of opening up our work. The demand to be "open" can also challenge the conduct of critical research, particularly for ethnographers who are unable to share their data or be totally transparent about their research process. We will discuss a variety of ethical issues that are at stake in this tension.
Researchers have a responsibility to address issues of public concern, and critical scholars in particular have the ambition of making public interventions. This requires finding formats for scholarly communication that can reach the public, but also resisting tendencies that enclose scholarly knowledge behind paywalls or within proprietary systems. In that sense, ethnographers are champions of opening up our work. The demand to be "open" can also be a challenge to those conducting critical research, particularly for ethnographers who are unable to share their data or be totally transparent about their research process. We will discuss a variety of ethical issues that are at stake in this tension.

## Tutorial

Homework
: Review your notes and come prepared with questions.

During tutorials, you will discuss [assignment 3](../assignments/3.md).

site_name: Ethics in Contemporary Ethnographic Research
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  edition   = {5},
  address   = {Thousand Oaks, Calif.},
  publisher = {SAGE},
  year      = {2017},
  pages     = {526--545},
}
@ARTICLE{Mutaru2018,
  author = {Saibu Mutaru},
  title = {Conducting Anthropological Fieldwork in Northern Ghana},
  author   = {Saibu Mutaru},
  title    = {Conducting Anthropological Fieldwork in Northern Ghana},
  subtitle = {Emerging Ethical Dilemmas},
  journal = {Anthropology Southern Africa},
  volume = {41},
  number = {3},
  year = {2018},
  pages = {185--198},
  doi = {10.1080/23323256.2018.1465350},
  journal  = {Anthropology Southern Africa},
  volume   = {41},
  number   = {3},
  year     = {2018},
  pages    = {185--198},
  doi      = {10.1080/23323256.2018.1465350},
}
@ONLINE{Kell2021,
  author       = {Gretchen Kell},
  title        = {Kroeber {H}all, Honoring Anthropologist Who Symbolizes Exclusion, is Unnamed},
  organization = {Berkeley News},
  url          = {https://news.berkeley.edu/2021/01/26/kroeber-hall-unnamed/},
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