Ethics in Contemporary Ethnographic Research  Changes On Branch e3026d877fd040d0

# Assignment 1: Data Walk

Due date
: May 3, 15:00
: April 26 (end of day)

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 800 words) with supporting materials such as maps, photographs and notes taken en route.
Powell describes the data walkshop as "a radically bottom-up process of exploring and defining data, big data and data politics from the perspectives of groups of citizens, who walk, observe, discuss and record connections between data, processes of datafication, and the places that they live in" (p. 213). 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. While we take inspiration from Powell's format (also succinctly discussed in [this interview][powell-interview]), we make a few modifications. We trust the assignment description that follows is detailed enough, but please let us know if you have any further questions.

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.
A data walk should involve participants, each taking on a different role, such as navigator, note-taker or photographer. For the purposes of this assignment, you should involve at least one other person, meaning you will complete it in pairs. You are free to involve more people, but only if that doesn't cause you extra work or delays. Your participant could be a roommate or a family member (not a fellow CADS student, but somebody coming to the walk with a different perspective).

Plan your walk someplace convenient, for instance in your own neighborhood, and restrict it to about one hour. You should make at least a rough plan for your walk ahead of time. Most importantly, remember these questions from Powell's summary, and try to set yourself up for an affirmative answer: "Can [these activities] provoke joy, curiosity and engagement? New ways to tell stories and new ways of thinking about why data matters?"

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

Here's hoping your walk is stimulating and sunny! ☀️

[powell-interview]: https://doi.org/10.18146/2213-7653.2018.371 "Alison Powell on Data Walking"

# Assignment 2: Hacking Ethnography
# Assignment 2: Care Manuals for Ethnography

Due date
: May 19 (end of day)
: May 17 (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:
Working in groups of up to four students, you will design and produce **a care, maintenance or repair manual** for ethnographic research. This assignment encourages you to use your creativity and to experiment with ways of presenting and explaining concepts touched on in this course for a wider public.

1. A zine (for instance, to provide guidelines for how to protect the identities of your research participants).
The manuals are intended to be public-facing resources for other ethnographers, so you will create your manual 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 respond to emerging dilemmas, protect themselves and 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).
2. An instructional video (for instance, to show how to use a certain tool to secure research data).

**You will find a selection of earlier assignments in [this collection](https://www.jboy.space/blog/hacking-ethnography.html).**
After you have created your manual, you will [choose a Creative Commons license](https://creativecommons.org/choose/) under which to release your work to the public. Submit your assignment, preferably as a single PDF, through Brightspace. Making hard copies to distribute to your friends is optional but encouraged!

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).
## Resources

When you have created your resource, [choose a Creative Commons license](https://creativecommons.org/choose/) under which to release your work into the public.
Care, maintenance or repair manuals come in all kinds of formats. Aside from basic information about the thing being cared for, common elements include:

- bulleted lists
- checklists
- flowcharts
## Zine
- diagrams
- step-by-step instructions
- recommendations for tools and instructions for their use

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.
Manuals combine technical communication with intercultural awareness of the needs of the audience. They have to find a balance between, on the one hand, providing enough information to be helpful (or else risk knowledge gaps) and, on the other hand, maximalism (which may be overwhelming, lead to resignation, and create a hierarchy between the more or less technically competent). Will your group be able to find the right balance?

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":
For inspiration regarding the form of your manual, consult the following projects:

> 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 or curated by [Nika Dubrovsky](https://a4kids.org/), [Psaroskala](https://psaroskalazines.gr/zines/), [Julia Evans](https://wizardzines.com/zines/wizard/), and [Sprout Distro](https://www.sproutdistro.com/). 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
- [Manuals + Guides](https://www.are.na/shannon-mattern/manuals-guides)
- [The Manual Library](https://archive.org/details/manuals)
- [Step by Step: Thinking Through and Beyond the Repair Manual](https://placesjournal.org/article/step-by-step-repair-manuals-political-ecology)
- [Academic Repair Manual](https://redesigningacademy.wordsinspace.net/spring2022/academic-repair-manual/)
- [Debt Resistor's Manual](https://strikedebt.org/drom/)
- [Dish of the Day: Digital Care Meal](https://pratododia.org/en/) (*Prato do Dia*)
- [Read the Feminist Manual](https://psaroskalazines.gr/zines/RTFM/)
- [A Rough Guide to Bicycle Maintenance](https://cpezine.omeka.net/items/show/7)
- [Bicycle Maintenance Zine](https://neighborhoodanarchists.org/bike-maintenance-zine/)
- [How to Darn Your Clothes](https://iffybooks.net/darning/) 
- [iFixit Repair Guides](https://www.ifixit.com/Guide)

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 consult work by preceding cohorts of students in this course for inspiration regarding the content of your manual:

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.
- [Zines](https://archive.org/details/@j_boy/lists/1/ecer?sort=date) by former ECER students
- [Zines and other resources](https://www.jboy.space/blog/hacking-ethnography.html) by former ECER students

# Assignment 3: Essay Question

Due date
: June 7 (end of day)

Self-assessment due date
: June 9 (end of day)
: May 29 (end of day)

This assignment consists of **an essay question** that will be posted to Brightspace in the final week of May. In your answer to this question, 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 answer, you will grade your own effort. Here's how that works:

1. We will prepare a "model answer" for the essay question. Read the model answer and the assessment criteria it is 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 answer. 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. (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 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 (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_ (40 percent). This assignment is self-assessed.
2. Your [group contribution](assignments/2.md) to the Care Manuals collection (pass/fail, 10 percent).
3. Your answers to [essay questions](assignments/3.md) relating the course content to _Dealing in Desire_ (40 percent).

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/115788/
[course listing]: https://studiegids.universiteitleiden.nl/en/courses/118801

: 100

Period
: Semester 2, Block 4

## Instructors

| Name                                    | Email                                   |
|-----------------------------------------|-----------------------------------------|
| [John Boy, PhD](https://www.jboy.space) | <j.d.boy@fsw.leidenuniv.nl>             |
| Anna Notsu                              | <a.notsu@fsw.leidenuniv.nl>             |
| Suzanne Naafs                           | <s.naafs@fsw.leidenuniv.nl>             |
| Tim van de Meerendonk                   | <t.van.de.meerendonk@fsw.leidenuniv.nl> |
| Tom Legierse                            | <t.legierse@fsw.leidenuniv.nl>          |
| Name                  | Email                                   |
|-----------------------|-----------------------------------------|
| [John Boy, PhD][jboy] | <j.d.boy@fsw.leidenuniv.nl>             |
| Anna Notsu            | <a.notsu@fsw.leidenuniv.nl>             |
| Suzanne Naafs         | <s.naafs@fsw.leidenuniv.nl>             |
| Tim van de Meerendonk | <t.van.de.meerendonk@fsw.leidenuniv.nl> |
| Tommie Lambregts      | <t.j.a.m.lambregts@fsw.leidenuniv.nl>   |

## Dates

|      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     |                                  |
|      week       | theme                                          | lecture             | tutorials | due                              |
|:---------------:|------------------------------------------------|---------------------|-----------|----------------------------------|
| [1](weeks/1.md) | Contemporary Ethnography and the Ethics Regime | Apr 11, 9:15--11:00 | Apr 15    |                                  |
| [2](weeks/2.md) | Data, Data Everywhere                          | Apr 18, 9:15--11:00 | Apr 22    | [Assignment 1](assignments/1.md) |
| [3](weeks/3.md) | How to Care about Ethics                       | Apr 25, 9:15--11:00 | Apr 29    |                                  |
| [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) | Data Management in Action                   | 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) |

| [4](weeks/4.md) | Data Management in Action                      | May  2, 9:15--11:00 | May 13    | [Assignment 2](assignments/2.md) |
| [5](weeks/5.md) | The Open Imperative                            | May 16, 9:15--11:00 | **none**  |                                  |
| [6](weeks/6.md) | TK                                             | May 23, 9:15--11:00 | **none**  | [Assignment 3](assignments/3.md) |
<small>All times CEST.</small>

Please consult [MyTimetable 🐓][rooster] for the schedule of your tutorial sessions. Note: There are **no tutorials** on May 1.
<small>Please consult [MyTimetable 🐓][rooster] for the schedule of your tutorial sessions.</small>

## Readings

The **required book** for this class is Kimberly Kay Hoang's _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].
Unless available through the university library catalog, 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/7iAOBX50mhAOUsC
[jboy]: https://www.jboy.space
[lib-tutorials]: https://www.library.universiteitleiden.nl/students/citing
[plagiarism-rules]: https://www.organisatiegids.universiteitleiden.nl/en/regulations/general/plagiarism
[readings-link]: https://surfdrive.surf.nl/files/index.php/s/y6OE06i358Tb9h7
[lib-tutorials]: https://www.library.universiteitleiden.nl/students/citing
[rooster]: https://rooster.universiteitleiden.nl
[timeline]: https://code.jboy.space/ecer/timeline

- 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.

## 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.
: - 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. Some examples:
[Netherlands](https://antropologen.nl/abv/ethical-guidelines/) (anthropology),
[Netherlands](https://www.nsv-sociologie.nl/?page_id=3697) (sociology),
[Brazil](https://portal.abant.org.br/codigo-de-etica/),
[Britain](https://www.therai.org.uk/about-the-rai/ethical-policy),
[Czechia](https://www.narodopisnaspolecnost.cz/index.php/o-nas/eticky-kodex-cns),
[Germany](https://www.dgska.de/en/ethics/),
[Mexico](https://ceasmexico.wordpress.com/ceas/codigo-de-etica/),
[Norway](https://www.antropologi.org/feef),
[Philippines](https://www.ugat-aghamtao.org/constitution-and-bylaws),
[South Africa](https://www.asnahome.org/about-asna/ethical-guidelines),
[United States](https://americananthro.org/about/anthropological-ethics/),
and [more](https://waunet.org/wcaa/members/wcaa-members-associations/).
- Ask yourself: How well do you think the code would guide you when dealing with emerging ethical dilemmas in the course of fieldwork? Jot down some notes.
- *For pre-master's students:* Install the [Dilemma Game][] app and familiarize yourself with it.

[Dilemma Game]: https://www.eur.nl/en/about-eur/policy-and-regulations/integrity/research-integrity/dilemma-game

# Week 2

## Lecture

Location
: Kamerlingh Onnes A1.44
: PdlC SC01

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
: PdlC SC01

Readings
: - Markham (2012)
- De Seta (2020)
: - King (2021)
- Mattern (2018)

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.
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 discuss ways in which "care" may provide a useful framework for putting ethics into practice. We will also discuss care as an example of an ethically rich and resonant research focus.

## Tutorial

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 an idea for a manual.

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/>

: - Review some resources included in the description of [assignment 2](../assignments/2.md) and brainstorm some ideas for how you can practically relate the conduct of ethnography to care/repair/maintenance.
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

## Lecture

Location
: Kamerlingh Onnes A1.44
: PdlC SC01

Readings
: - Cohen (2005)
: - Jarzabkowski et al. (2014)

In this lecture, we will be joined by **Zinzy Waleson Geene** for a conversation about navigating ethical and other considerations as a researcher in industry.
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 data management, its institutionalization and professionalization in contemporary academic research, its relation to ethnography---but especially what it looks like in practice and why it can be a helpful skill even if you don't intend to become an academic researcher.

About our guest speaker:

> [Zinzy Waleson Geene](https://www.zinzy.website/) is a researcher and designer specialized in building products for people at work. She taught herself to build websites when she was a child, and has 16 years of professional experience in research, design, and development. She likes to think about what "research" means in a business context, and how academia can help make it better.
> [Andrew Hoffman](https://www.universiteitleiden.nl/en/staffmembers/andrew-hoffman) had an early career as a research data coordinator in academic cancer medicine before going on to complete a doctoral degree in sociology/social studies of medicine at McGill University. Over the course of two subsequent postdoctoral fellowships, Andrew studied and collaborated with researchers, data scientists, and software engineers on the development of new knowledge infrastructures, predominantly in the domain of translational science.
>
> Combining training as an ethnographer with dedication to user-centered design, Andrew aims to make data management policies and workflows legible, useful for, and responsive to the values and practices of social science researchers working across the methodological spectrum. As a Data Steward, his primary responsibility is to liaise with researchers and support staff in Cultural Anthropology & Development Sociology and the Centre for Science & Technology Studies (CWTS) to address research data management needs spanning the whole project lifecycle.

## Tutorial

During tutorials, you will have a chance to show off what you made for assignment 2. You will also discuss ethical issues you might encounter as industry researchers.
During tutorials, you will have a chance to show what you are working on for assignment 2. You will also discuss ethical issues you might encounter as a researchers working in a nonacademic context.

Homework
: - If possible, bring a hardcopy of your group assignment.
: - If possible, bring a hardcopy of your group assignment (to the extent that you have completed it).
- 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 a discussion in tutorials.
- Put some of this week's lessons into action by rethinking how you organize your own files and folders. You have a [backup](https://www.worldbackupday.com/), right?

# Week 5

## Lecture

Location
: Kamerlingh Onnes A1.44
: PdlC SC01

Readings
: - Chin (2021)
- Jarzabkowski et al. (2014)

: - Fassin (2013) 
- Reyes (2017)
- Dilger et al. (2018)
- De Koning et al. (2019)
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 data management, its institutionalization and professionalization in contemporary academic research, its relation to ethnography---but especially what it looks like in practice and why it can be a helpful skill even if you don't intend to become an academic researcher.

About our guest speaker:

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.
> [Andrew Hoffman](https://www.universiteitleiden.nl/en/staffmembers/andrew-hoffman) had an early career as a research data coordinator in academic cancer medicine before going on to complete a doctoral degree in sociology/social studies of medicine at McGill University. Over the course of two subsequent postdoctoral fellowships, Andrew studied and collaborated with researchers, data scientists, and software engineers on the development of new knowledge infrastructures, predominantly in the domain of translational science.
>

> Combining training as an ethnographer with dedication to user-centered design, Andrew aims to make data management policies and workflows legible, useful for, and responsive to the values and practices of social science researchers working across the methodological spectrum. As a Data Steward, his primary responsibility is to liaise with researchers and support staff in Cultural Anthropology & Development Sociology and the Centre for Science & Technology Studies (CWTS) to address research data management needs spanning the whole project lifecycle.

**No tutorials this week.**

Homework
: - Put some of this week's lessons into action by rethinking how you organize your own files and folders. You have a [backup](https://www.worldbackupday.com/), right?

# Week 6

## Lecture

Location
: Kamerlingh Onnes A1.44
: PdlC SC01

Readings
: - Fassin (2013) 
: - TK
- 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.

You will also have a chance to ask questions about [assignment 3](../assignments/3.md) following the final lecture.
You will have a chance to ask questions about [assignment 3](../assignments/3.md) following the final lecture.

**No tutorials this week.**

site_name: Ethics in Contemporary Ethnographic Research
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  - Assignments:
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    - 'assignments/2.md'
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  journal  = {Cultural Anthropology},
  volume   = {28},
  number   = {4},
  year     = {2013},
  pages    = {621--646},
  doi      = {10.1111/cuan.12030},
}
@ARTICLE{Markham2012,
  author   = {Annette Markham},
  title    = {Fabrication as Ethical Practice},
  subtitle = {Qualitative Inquiry in Ambiguous Internet Contexts},
  journal  = {Information,  Communication {\&} Society},
  volume   = {15},
  number   = {3},
  year     = {2012},
  pages    = {334--353},
  doi      = {10.1080/1369118x.2011.641993},
}
@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},

  author  = {Charlotte Thomas-H{\'e}bert},
  title   = {Conducting Sensitive Research as an Alien Ethnographer in the United States},
  journal = {American Studies Journal},
  volume  = {68},
  year    = {2019},
  doi     = {10.18422/68-07},
}
@ARTICLE{DeSeta2020,
  author  = {De Seta, Gabriele},
  title   = {Three Lies of Digital Ethnography},
  journal = {Journal of Digital Social Research},
  volume  = {2},
  number  = {1},
  year    = {2020},
  pages   = {77--97},
  doi     = {10.33621/jdsr.v2i1.24},
}
@ARTICLE{Mejias2019,
  author  = {Ulises A. Mejias and Nick Couldry},
  title   = {Datafication},
  journal = {Internet Policy Review},
  volume  = {8},
  number  = {4},
  year    = {2019},
  doi     = {10.14763/2019.4.1428},
}
@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},
}
@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},
}
@INPROCEEDINGS{Cohen2005,
  author       = {Kris R. Cohen},
  title        = {Who We Talk About When We Talk About Users},
  booktitle    = {EPIC '05},
  booksubtitle = {Ethnographic Praxis in Industry Conference},
  pages        = {9--30},
  year         = {2005},
  doi          = {10.1111/j.1559-8918.2005.tb00005.x},
}
@article{Jarzabkowski2014,
@ARTICLE{Jarzabkowski2014,
  author   = {Paula Jarzabkowski and Rebecca Bednarek and Laure Cabantous},
  title    = {Conducting Global Team-Based Ethnography},
  subtitle = {Methodological Challenges and Practical Methods},
  journal  = {Human Relations},
  volume   = {68},
  number   = {1},
  pages    = {3--33},
  doi      = {10.1177/0018726714535449},
  year     = {2014},
}
@ARTICLE{King2021,
  author    = {Gabrielle King},
  title     = {Towards a Culture of Care for Ethical Review},
  subtitle  = {Connections and Frictions in Institutional and Individual Practices of Social Research Ethics},
  journal   = {Social \& Cultural Geography},
  volume    = {24},
  number    = {1},
  pages     = {104--120},
  doi       = {10.1080/14649365.2021.1939122},
  year      = {2021},
}
@ARTICLE{Mattern2018,
  author       = {Shannon Mattern},
  title        = {Maintenance and Care},
  journaltitle = {Places Journal},
  date         = {2018-11},
  doi          = {10.22269/181120},
}

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