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Summary of Feminist Ethnography: Thinking through Methodologies, Challenges, and Possibilities – 1st Edition
From publisher Rowman & Littlefield Publishers:
Feminist Ethnography: Methodologies, Challenges and Possibilities will offer a timely textbook-style discussion of the breadth and history of feminist ethnography and the application of feminist ethnographic methods. Although feminist anthropology has a long and complex history of reclaiming female anthropologists from the late 19th and early 20th century, theoretical explorations of women s roles in the 1970s, experiments with feminist writing in the 1980s and 90s, and the move toward establishing an Anthropology of Gender (and Sexuality) into the 21st century, we tease out more pointedly the influences of feminist ethnography on the discipline. Moving into the 21st century, in what ways might we explain a reinvigorated feminist anthropological commitment to social justice? What are the possibilities (and challenges) that exist for feminist ethnography 25 years after its initial examinations of reflexivity, objectivity, reductive individualism, and the social relevance of activist scholarship? What does feminist ethnography look like now? This volume explores how feminist ethnography has developed following the debate over whether there can be a feminist ethnography. After the initial interest peaked regarding the challenges and ethics of feminist ethnography in the 1980s, much of the scholarly discussion of feminist ethnography quieted. Attention turned to the necessary resituation of feminist anthropology based on Micaela di Leonardo s edited volume Gender at the Crossroads of Knowledge: Feminist Anthropology in the Postmodern Era (1991). The work of Ruth Behar and Deborah Gordon (1995) in Women Writing Culture also explicated how the threads of ethnographic practice, production and feminism are woven together. And Irma McLaurin s (2001) important volume, Black Feminist Anthropology, demonstrated the key theoretical and methodological contributions of women anthropologists of color. This textbook emerges out of these discussions to reflect on the challenges and possibilities for feminist ethnography in the context of a (post)neoliberal era. The textbook is organized into eight sections. The first section provides an introduction, which establishes the importance of feminist ethnography, its meanings over time and how the textbook itself is representative of a feminist collaboration. This first section will also include a how to guide for using the textbook. The second section is an historical overview of feminist ethnography, noting that the feminist ethnographic approach is not often identified as such by authors. The third section examines feminist methodologies. It answers the question, how does one do feminist ethnography? We will not attempt to cover every possible feminist ethnographic method, but will explore methods such as participant-observation, oral history, narrative analysis, participatory action research, to examine ways of conducting data analysis and presenting data within a feminist framework. The fourth section explores the ethics of feminist ethnography. We seek to advance the discussion that Judith Stacey began in 1988 and explore the ethics of feminist ethnography within the contemporary context of neoliberalism. The fifth section will explore the challenges and critiques of feminist ethnography, including the challenges faced during participatory research, and critiques of bias in insider research. In the sixth section, we explore the production and distribution of feminist ethnography with particular attention to different ways that ethnography can be popularized. In the seventh section, we discuss how anthropologists are able link their findings to broader publics through activism, advocacy and public policy. In the final chapter, we engage in a conversation with other feminist ethnographers about their visions for the future of feminist ethnography. Each section will include ethnographic textboxes featuring the work of feminist ethnographers and other features particularly useful in the classroom,
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