Ethics in Contemporary Ethnographic Research  Check-in [1f9d6f78b4]

REFS=refs.bib
RAWBIB=refs.md
PROCBIB=docs/bib.md

.PHONY: publish clean serve purge
site: build

build: clean $(PROCBIB)
	mkdocs build
publish: build
	fossil uv add `find site`
	fossil uv sync
clean: 
	rm -f $(PROCBIB)
	find -name '*~' | xargs -r rm
serve:
	mkdocs serve
purge:
	fossil uv ls | xargs fossil uv rm {}
	rm -rf site/

$(PROCBIB): $(REFS) $(RAWBIB)
	pandoc -C \
$(PROCBIB): $(REFS)
	echo -e "# References\n" > $@
	pandoc -C $(REFS) \
	    --bibliography=$(REFS) \
	    $(RAWBIB) \
	    -t markdown_strict \
	    -t markdown_strict >> $@
	    -o $@

# Assignment 1: Data Walk

Due date
: April 25, 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 600 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 9, 15:00
: 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).
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).**

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).
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).

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

## Zine
## Resources

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.
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
- diagrams
- step-by-step instructions
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":
- recommendations for tools and instructions for their use

> 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. 
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?

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).
For inspiration regarding the **form** of your manual, consult the following projects:

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 Questions
# Assignment 3: Essay Question

Due date
: June 7, 15:00

: May 31 (end of day)
Self-assessment due date
: June 9, 23:59

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 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 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.

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).
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.
1. Your [research report](assignments/1.md) on a data walk (50 percent).
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.
We will discuss all three assignments during tutorials and lectures.

## Can I retake any assignments?
## Why do I have to grade my own work?

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?
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.

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.

## 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/118801

ECTS
: 5.0

Level
: 100

Period
: Semester 2, Block 2
: 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>             |
| Name                  | Email                                   |
|-----------------------|-----------------------------------------|
| [John Boy, PhD][jboy] | <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>            |
| Tim van de Meerendonk                   | <t.van.de.meerendonk@fsw.leidenuniv.nl> |
| Willem van Wijk                         | <w.l.van.wijk@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

|      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) |
|      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) | 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) | Standpoint, Representation, Embodiment         | May 23, 9:15--11:00 | **none**  | [Assignment 3](assignments/3.md) |

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

*All times CEST unless otherwise noted.*

## 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).
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/hAn2GFKRE2yvT05
[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

# 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.
: - 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
: 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.

## Tutorial

Homework
: - Read Powell (2018) and think about how to put the ideas discussed in the interview into practice.
: - Read Powell (2018) and think about how you can put her ideas 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

Location
: 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
: PdlC SC01

Readings
: - Spitzberg et al. (2020)
Reading
: - Jarzabkowski et al. (2014)
- Spitzberg and Schneider (2022)

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

> [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.
> [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.
>
> 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.
>
> 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).
> 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

**No tutorials this week.**
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 different contexts.

Homework
: - If possible, bring a hardcopy of your group assignment to your tutorial session (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.
- Learn about the case of Mohammad Soroush by reading Rana (2019), and about the Crisis Text Line scandal by reading McNeil (2022). If you know of other cases of researcher misconduct, bring sources about them with you. Take some notes to prepare for a discussion in tutorials.
- Take some notes to prepare for the discussion in next week's tutorials.
- Put some of this week's lessons about data management 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
: PdlC SC01

Readings
: - Fassin (2013) 
: - Wouters (2017)
- [Leiden Manifesto](http://www.leidenmanifesto.org/) (2015)

- Reyes (2017)
- Dilger et al. (2018)
- De Koning et al. (2019)
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.

## Tutorial

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.
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.
**No tutorials this week.**

# Week 6

## Lecture

Location
: PdlC SC01

Readings
: - Fassin (2013) 
- Reyes (2017)
- Dilger et al. (2018)
: - Hoang (2019)
- Reich (2021)
- Small (2015)
- 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.

The final lecture will go into themes raised by _Dealing in Desire_, including questions of standpoint, embodiment, and representation in ethnography. We will also look at finalized group assignments together.
## Tutorial

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

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

site_name: Ethics in Contemporary Ethnographic Research
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    - 'weeks/5.md'
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  - Assignments:
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# - with-pdf:
#     cover_subtitle: "Spring 2024"
#     toc_title: "Contents"
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  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  = {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{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},

  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{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},
}
@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{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},
}
@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{Rana2019,
  author       = {Jasmijn Rana},
  title        = {The Negative Impact of Unethical and Fraudulent Research},
  subtitle     = {The Case of Soroush},
  journaltitle = {Leiden Anthropology Blog},
  date         = {2019-04-04},
  url          = {https://www.leidenanthropologyblog.nl/articles/the-negative-impact-of-unethical-and-fraudulent-research},
}
@INCOLLECTION{Hoang2019,
  author       = {Kimberly Kay Hoang},
  title        = {Gendering Carnal Ethnography},
  subtitle     = {A Queer Reception},
  booktitle    = {Other, Please Specify},
  booksubtitle = {Queer Methods in Sociology},
  editor       = {D'Lane R. Compton and Tey Meadow and Kristen Schilt},
  publisher    = {University of California Press},
  year         = {2019},
  pages        = {230--246},
  doi          = {10.1525/9780520963993-016},
}
@ARTICLE{Reich2021,
  author  = {Jennifer A. Reich},
  title   = {Power, Positionality, and the Ethic of Care in Qualitative Research},
  journal = {Qualitative Sociology},
  volume  = {44},
  year    = {2021},
  pages   = {575--581},
  doi     = {10.1007/s11133-021-09500-4},
}
@ARTICLE{Small2015,
  author   = {Mario L. Small},
  title    = {De–Exoticizing Ghetto Poverty},
  subtitle = {On the Ethics of Representation in Urban Ethnography},
  journal  = {City \& Community},
  volume   = {14},
  number   = {4},
  year     = {2015},
  pages    = {352--358},
  doi      = {10.1111/cico.12137},
}

---
nocite: '@*'
---

# References

with import <nixpkgs> {};
stdenv.mkDerivation rec {
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    mkdocs
    pandoc
    (python311.withPackages
      (p: with p; [ mkdocs weasyprint ])).pkgs.venvShellHook
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