By Isabella Ng, The Education University of Hong Kong
In a village in the southernmost province of Hainan, China, women were not compensated when the government decided to remove some of the houses for tourism development; only the men were compensated for the loss. What is more, a new law passed in China in 2011 allowed no split in properties during divorce, but rather the property would be awarded to the person named within the deeds. In another part of China, Hong Kong the former British colony which was returned to China two decades ago, walled village women who lived in the territory were treated unfairly until 2004 when a law was passed that allowed women to have equal inheritance rights as their male counterparts. I was interested to find out how they fared after the old law was revoked and to find out more about gender dynamics in the walled villages. When I entered the field to conduct fieldwork, I soon discovered that studying a group intensively as a researcher is a journey that I needed to walk with the researched in order to produce ethical and fruitful research.
As a nascent ethnographer venturing into the field during my second year of PhD study, I felt anxious but thrilled about my initial pursuit in fieldwork. It seemed ‘cool’ to be an ethnographer—at least that’s what I thought initially—and I liked introducing myself to informants as an ethnographer. That feeling of excitement ended when one of my supervisors reminded me about my field notes, and how I should go about writing them. My notes should not just contain factual accounts and observations, but also my reflections and my state of mind. I should reflect upon the day’s event(s) and how I felt at the time. One important aspect that I failed to consider at that time was my role as an ethnographer. I had the naivety to believe that my work (research) and my personal life were, and could, remain completely separated. I thought that as long as I stayed away from personal involvement (meaning, keeping my private life to myself when conducting my fieldwork), then I could remain professional and avoid being too subjective.
However, it was not until I began my fieldwork that I realised that conducting fieldwork is more complicated than I had thought. Over time, I discovered that field experience is reciprocal, and that the lives of researchers are linked with the lives of the researched. I realised that my multiple positionality, the nuances in my life, and my personal experiences affected my day-to-day interactions with my informants. The way that things evolved in my life during my fieldwork, the way that prolonged interactions and connections with people and the environment intertwined with my personal life, and all the knowledge I acquired through this, could enrich my research and make it multi-dimensional.
In my recent paper, ‘When [Inter-]Personal is Transformational: [Re]examining Life Course Emotion in PhD Research’, recently published in Area, I explore the ways in which different life events I experienced between 2008 and 2013 affected my research as a PhD student. By examining the relationship between these events and my development as a researcher, I consider how the complexity of emotions and affect helped me understand my research participants and helped me produce multi-dimensional, ethical research.
Drawing upon a series of life events that happened to me during the research period—such as my divorce and then a new romance—I examine how these events affected not only my research perspective when looking into gender dynamics in the indigenous villages in Hong Kong, but how they also affected my interactions and connections with my research subjects. I discovered how research is an interactive and dynamic activity. The researchers and the researched are walking through a journey to mutual understanding. The lives of the researcher and those researched are connected, and they affect each other. In this auto-ethnographic account of my fieldwork, I demonstrate how life events happening to the researcher during the research period can affect the researcher’s emotional and affectual state, and how this in turn can enrich a researcher’s study of the subject.
Emotion and affect here play a critical part in my research. As Rose (1997) points out, emotions of researchers are affected by events preceding the fieldwork and during the research process. This alters the researcher’s positionality—defined in terms of gender, age, race, social status, economic status, and marital status. In geography, studies on emotions and affect have examined conscious and expressive factors. These factors are generally understood as emotion—as well as non-cognitive, non-linguistic, and non-representational factors—involving affect (Pile 2010; Thrift 2004). During the research process the discursive, conscious, and cognitive parts work in coordination with the non-cognitive, non-discursive aspects that affect how subjects and objects perceive the world and their relations with the world (Bondi 2005; Narvaro-Yashin 2009; Thrift 2004). In my case, these aspects affected how we saw each other.
In this paper, I argue that as researchers, we need to realise that research is an ongoing, interactive, ever-changing process. Also, we need to recognise the reciprocal relationship between researchers and the researched subjects during the research process in order to create a better understanding of one’s own work and the ways in which the research itself fits within one’s broader life goals.
About the author: Isabella Ng received her doctorate from SOAS, University of London. She is an assistant professor in the Department of Asian and Policy Studies, The Education University of Hong Kong.
Bondi L 2005 Making connections and thinking through emotions: between geography
and psychotherapy Transactions of the Institute of British Geographers 30 433-48
Branigan T 2015 For richer, for poorer: how China’s laws put women second The Guardian Online https://www.theguardian.com/world/2015/feb/24/chinese-women-equality-laws-land-housing 24 February 2015
Burton L M and Bengtson V L 1985 Black grandmothers: issues of timing and
continuity of roles in Bengtson V L and Robertson J F eds Grandparenthood Sage, Beverly Hills CA 61-77
Elder Jr. G H, Johnson M K and Crosnoe R 2004 The emergence and development
of life course theory in Mortimer J T and Shanahan M J eds Handbook of the life course Springer Science + Business Media, New York 3-19
Haraway D 1988 Situated knowledges: The science question in feminism and the
privilege of partial perspective Feminist studies 14 575-599
Navaro-Yashin Y 2009 Affective spaces, melancholic objects: ruination and the
production of anthropological knowledge Journal of the Royal Anthropological Institute 15 1-18
Ng, I. (2017), When [inter]personal becomes transformational: [re-]examining life course-related emotions in PhD research. Area. doi:10.1111/area.12325
Pile S 2010 Intimate distance: the unconscious dimensions of the rapport between
researcher and researched The Professional Geographer 62 483-95
Rose G 1997 Situating knowledges: positionality, reflexivities and other tactics
Progress in Human Geography 21 305-20
Thrift N 2004 Intensities of feeling: towards a spatial politics of affect Geografiska
Annaler: Series B, Human Geography 86 57-78
Harris G (2013) 
The scientific method has close connections to ideas about progress and innovation. In 2010, a question was posed in the Guardian: “Can a human break the sound barrier?” This question may well be answered later this year when skydiver, Felix Baumgartner, will free fall to earth from the edge of space. Taking a balloon to roughly 37km above the earth’ surface, the skydiver is expected to be the first human to break the sound barrier during his ten minute return flight. Baumgartner’s adventure will be facilitated by a range of technical apparatus including oxygen tanks and a special suit designed to withstand temperatures of -94ºF.
Pauline Couper & Richard Yarwood, 2012, 
by Caitlin Douglas,
Hardin, P. and Hardin, T. 2010. 
