Ethics in Contemporary Ethnographic Research  Changes On Branch 6d74c239a19beac8

# Assignment 1: Data Walk

Due date
: April 25, 15:00
: May 3, 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.
In this assignment, you will plan, carry out and report on a data walk. Each student will submit **a brief report** (around 800 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.

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:

# Assignment 2: Hacking Ethnography

Due date
: May 9, 15:00
: May 19 (end of day)

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).
2. An instructional video (for instance, to show how to use a certain tool to secure research data).

**You will find a selection of last year's assignments in [this collection](https://www.jboy.space/blog/hacking-ethnography.html).**
**You will find a selection of earlier 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).
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 3](../weeks/3.md).

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

## 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":
ABC No Rio, a cultural institution in New York City 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/), [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).
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/). Design tools like Canva and templates can be helpful, they don't exactly help with standing out---and they may also contain copyrighted material, limiting your ability to share your zine.

Let your creativity run free. You don't even have to stick to the zine format too strictly. For instance, you can also consider making a deck of [tarot cards](https://bleu255.com/~marloes/projects/Tangible_Cloud_Oracle/).

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!

## 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!

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.

# Assignment 3: Essay Questions

Due date
: June 7, 15:00

Self-assessment due date
: June 9, 23:59
: June 9 (end of day)

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.
1. We will prepare a "model answer" for each essay question. 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.
You will find the self-assessment on Brightspace after you submit this assignment and the deadline has passed.

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](assignments/1.md) on a data walk (40 percent).
1. Your [research report](assignments/1.md) on a data walk (50 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.
3. Your answers to [essay questions](assignments/3.md) relating the course content to _Dealing in Desire_ (40 percent). This assignment is self-assessed.

We will discuss all three assignments during tutorials.
We will discuss all three assignments during tutorials and lectures.

## Can I retake any assignments?

Yes, if you do not pass an assignment after making an honest first attempt, you are entitled to a retake. If you think you will not be able to submit an assignment by the deadline, please let us know well in advance and/or consult the study advisor. We will require you to appeal to the exam board before we can allow you to retake an assignment for which you did not submit a first attempt.

## What happens if I don't pass this course?

Completing this course is required to register for the second-year courses Fieldwork NL, Research Preparation, and Multivariate Analysis. If you do not earn a passing grade, that may result in a delay in your studies. If you are worried about your progress, please do not hesitate to reach out to the course coordinator and study advisor.

## 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 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, 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!).

## I'm a pre-master's student, what can *I* hope to get out of this class?

We will tailor tutorial discussions to issues you are likely to encounter as a master's student.

## 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/108877
[course listing]: https://studiegids.universiteitleiden.nl/en/courses/115788/

## Instructors

| Name                                    | Email                                   |
|-----------------------------------------|-----------------------------------------|
| [John Boy, PhD](https://www.jboy.space) | <j.d.boy@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>            |
| Suzanne Naafs                           | <s.naafs@fsw.leidenuniv.nl>             |
| Tim van de Meerendonk                   | <t.van.de.meerendonk@fsw.leidenuniv.nl> |
| Willem van Wijk                         | <w.l.van.wijk@fsw.leidenuniv.nl>        |
| Tom Legierse                            | <t.legierse@fsw.leidenuniv.nl>          |

## Dates

|      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) |
|      unit       | theme                                       | lecture             | tutorials | due                              |
|:---------------:|---------------------------------------------|---------------------|-----------|----------------------------------|
| [1](weeks/1.md) | Contemporary Challenges to Ethical Research | Apr 13, 9:15--11:00 | Apr 17    |                                  |
| [2](weeks/2.md) | Data, Data Everywhere                       | Apr 20, 9:15--11:00 | Apr 24    | [Assignment 1](assignments/1.md) |
| [3](weeks/3.md) | Hacking Ethnography                         | May  4, 9:15--11:00 | May 8     |                                  |
| [4](weeks/4.md) | The Ethics of Ethnography in Industry       | May 11, 9:15--11:00 | May 22    | [Assignment 2](assignments/2.md) |
| [5](weeks/5.md) | Metrics, Impact and Academic Audit Cultures | May 25, 9:15--11:00 | **none**  |                                  |
| [6](weeks/6.md) | The Open Imperative                         | Jun  1, 9:15--11:00 | **none**  | [Assignment 3](assignments/3.md) |

Please consult [MyTimetable 🐓][rooster] for the schedule of your tutorial sessions.
<small>All times CEST.</small>

*All times CEST unless otherwise noted.*
Please consult [MyTimetable 🐓][rooster] for the schedule of your tutorial sessions. Note: There are **no tutorials** on May 1.

## Readings

The required book for this class is Kimberly Kay Hoang, _Dealing in Desire_ (University of California Press, 2015). It is available electronically through the university library catalog. You will read this book at your own pace, aiming to complete it in time for [assignment 3](assignments/3.md).

Other required and supplementary readings will be [available for download][readings-link].

## Academic Integrity

This class adheres to Leiden University's [regulations on academic integrity][plagiarism-rules]. According to the university, "Plagiarism is understood as presenting, intentionally or otherwise, someone else's words, thoughts, analyses, argumentations, pictures, techniques, computer programmes, etc., as your own work."

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/hAn2GFKRE2yvT05
[readings-link]: https://surfdrive.surf.nl/files/index.php/s/7iAOBX50mhAOUsC
[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

Location
: PdlC SC01

Readings
: - 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. 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.

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

Homework
: - 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.
- Ask yourself: How well do you think the code could guide you when dealing with emerging ethical dilemmas? Jot down some notes.

# Week 2

## Lecture

Location
: Kamerlingh Onnes A1.44

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, introduce cases that illustrate risks that result for individuals and groups, and discuss some implications for the conduct of ethnographic research.

# Week 3

## Lecture

Location
: Kamerlingh Onnes A1.44

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.

## Tutorial

# Week 4

## Lecture

Location
: Kamerlingh Onnes A1.44

Readings
: - Spitzberg et al. (2020)
: - TK
- Spitzberg and Schneider (2022)

In this lecture, we will be joined by **Danny Spitzberg**.
In this lecture, we will be joined by TK.

About our guest speaker:
About our guest speaker: TK

> [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 $1.3 billion (!) 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.
>
## Tutorial

> 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).

During tutorials, you will have a chance to show off what you made for assignment 2.
**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.
- Take some notes to prepare for a discussion in tutorials.

# Week 5

## Lecture

Location
: Kamerlingh Onnes A1.44

Readings
: - Wouters (2017)
- [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.
For this session we are honored to welcome Dr. **Andrew Hoffman**, the Faculty of Social Sciences data steward, who will speak from his vantage point about TK.

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

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

Location
: Kamerlingh Onnes A1.44

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 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

You will also have a chance to ask questions about [assignment 3](../assignments/3.md) following the final lecture.
Homework
: Review your notes and come prepared with questions.

During tutorials, you will discuss [assignment 3](../assignments/3.md).
**No tutorials this week.**

  journal  = {Anthropology Southern Africa},
  volume   = {41},
  number   = {3},
  year     = {2018},
  pages    = {185--198},
  doi      = {10.1080/23323256.2018.1465350},
}
@ARTICLE{Powell2018,
  author  = {Alison Powell},
  title   = {Alison Powell on Data Walking},
  journal = {{TMG} Journal for Media History},
  volume  = {21},
  number  = {2},
  year    = {2018},
  pages   = {146--150},
@INCOLLECTION{Powell2018,
  author    = {Alison Powell},
  title     = {The Data Walkshop and Radical Bottom-Up Data Knowledge},
  booktitle = {Ethnography for a Data-Saturated World},
  editor    = {Hannah Knox and Dawn Nafus},
  address   = {Manchester},
  publisher = {Manchester University Press},
  year      = {2018},
  pages     = {212--232},
  doi     = {10.18146/2213-7653.2018.371},
}
@ARTICLE{Dilger2018,
  author  = {Hansj\"{o}rg Dilger and Peter Pels and Margaret Sleeboom-Faulkner},
  title   = {Guidelines for Data Management and Scientific Integrity in Ethnography},
  journal = {Ethnography},
  volume  = {20},
  number  = {1},

  journal  = {Information,  Communication {\&} Society},
  volume   = {15},
  number   = {3},
  year     = {2012},
  pages    = {334--353},
  doi      = {10.1080/1369118x.2011.641993},
}
@ARTICLE{Wouters2017,
  author  = {Paul Wouters},
  title   = {Bridging the Evaluation Gap},
  journal = {Engaging Science, Technology, and Society},
  volume  = {3},
  year    = {2017},
  pages   = {108--118},
  doi     = {10.17351/ests2017.115},
}
@ARTICLE{Reyes2017,
  author   = {Victoria Reyes},
  title    = {Three Models of Transparency in Ethnographic Research},
  subtitle = {Naming Places, Naming People, and Sharing Data},
  journal  = {Ethnography},
  volume   = {19},
  number   = {2},

@ARTICLE{McNeil2022,
  author  = {Joanne McNeil},
  title   = {Crisis Text Line and the Silicon Valleyfication of Everything},
  journal = {Motherboard},
  date    = {2022-02-10},
  url     = {https://www.vice.com/en/article/wxdpym/crisis-text-line-and-the-silicon-valleyfication-of-everything},
}
@INPROCEEDINGS{Spitzberg2020,
  author       = {Spitzberg, Danny and Shaw, Kevin and Angevine, Colin and Wilkins, Marissa and Strickland, M and Yamashiro, Janel and Adams, Rhonda and Lockhart, Leah},
  title        = {Principles at Work},
  subtitle     = {Applying \mkbibquote{Design Justice} in Professionalized Workplaces},
  booktitle    = {CSCW '20 Workshop},
  booksubtitle = {Collective Organizing and Social Responsibility},
  date         = {2020-10-15},
  doi          = {10.21428/93b2c832.e3a8d187},
}
@ARTICLE{Spitzberg2022,
  author  = {Danny Spitzberg and Nathan Schneider},
  title   = {You---Yes, You!---Would Be a Better Owner for {T}witter Than {E}lon {M}usk},
  journal = {Wired},
  date    = {2022-04-16},
  url     = {https://www.wired.com/story/you-yes-you-would-be-a-better-owner-for-twitter-than-elon-musk/},
@ARTICLE{Chin2021,
  author  = {Monica Chin},
  title   = {File Not Found},
  journal = {The Verge},
  date    = {2021-09-22},
  url     = {https://www.theverge.com/22684730/students-file-folder-directory-structure-education-gen-z},
}