There is a serious challenge to describing people’s appearances in ethnographic fieldnotes; observers often resort to stereotyped descriptions based on gender, age, or race (Emerson et al., 2011). These can be simplistic and clichéd, detracting from an otherwise engaging account and accurate portrayal. Fieldworkers often use such descriptions not to convey visual details but to label characters for clarity within the narrative. However, the ethnographer is urged to move beyond these stereotypes and capture distinctive qualities that enrich the reader’s understanding of the observed individuals (Emerson et al., 2011).
I encountered significant challenges in my approach, primarily due to ethical constraints and my limited experience. As a result, I often relied on simplistic descriptors such as age, race, and gender, which I now realize are inherently limiting. Nonetheless, I endeavoured to transcend these limitations by characterizing participants based on their individual abilities and actions, attributing nuanced dynamics to them. For instance, I remember Raphael, a nine-year-old boy from South America, who assumed the role of translator during our interactions. This portrayal offers a more insightful and authentic representation, moving beyond clichés. Similarly, when discussing Sara, a five-year-old from Afghanistan, I emphasized her exceptional intelligence and innate leadership qualities, which challenge the stereotypical portrayal of Afghan girls as being passive. By highlighting these individual traits and talents, I sought to humanize the participants and present a more nuanced understanding of their identities. Below is an example of reflective field notes that were written the day after the workshop. They portray the children’s abilities and courage.
Imaginary Ball
This apparently simple scenario involves courage and creativity while helping children feel included and welcomed. For instance, Athena, the four-year-old, looks into Karine’s eyes before throwing the ball, finds the courage to ask her name in French, to which she is still very new as she is still acquiring that language, and she poses an imperative question, all of which is quite a brave act. It is a simple question, but it needs a very complex development on the part of a child who arrived only a few months ago in Quebec, Canada, picking a new language and culture.
This method of detailed “description,” as delineated by Emerson and advocated by Goffman (1961), accentuates the significance of crafting a vibrant narrative through descriptive prose. It revolves around the idea of immersing the reader in the story by appealing to their senses and conjuring vivid mental images. Emerson et al. (2011) highlight description as a method of bringing concrete sensory details, settings, and characters to life through the evocative description. By incorporating elements such as colour, shape, sound characteristics, smell, and gestures, the writer can create a multi-dimensional experience for the reader. Goffman’s counsel to write “lushly” underscores the importance of employing rich language, including adjectives and adverbs, to enrich the descriptive quality of the narrative. This approach adds depth and nuance to the writing, enabling readers to visualize scenes and characters with greater clarity and immersion.
Dashti Khavidaki, A. (2024). Reflexively Engaging in Studying Childhood Ethics and Agency: Implications for Conducting Participatory Research.