Beyond Classroom Knowledge and Experience: How Can Fieldwork Enrich Students’ Learning and Perception on Gender?

Abstract

Purpose

In this study we examine how doing research on gender impacts identity, sense of self, and relation to community; and how fieldwork is mediated by gender structures.

Methodology/approach

We draw on feminist epistemology, qualitative methodologies, and critical pedagogies to analyze the fieldwork experiences of 15 women students and nine men fieldwork partners in Afghanistan, Bangladesh, India, and Pakistan.

Findings

By conducting fieldwork which challenged gender norms, students and partners gained greater awareness of themselves and confidence. Their actions challenged the appropriate place of women (and minority ethnicities) as perceived by research participants in these communities. The experience rendered the community a site of hope and learning for them, working to empower them as well as building relationships grounded in lived experiences with their communities.

Research limitation

Women’s voices are more prominent in this analysis than men’s.

Originality/value

This chapter points to the potentially empowering aspects of doing gender-related fieldwork in the developing context, as well as how gender and other power structures mediate fieldwork experiences in Muslim communities in South Asia.

Citation

Nuzhat Amin, S., Mostafa, M., Kaiser, M.S., Hussain, F. and Ganepola, V. (2015), "Beyond Classroom Knowledge and Experience: How Can Fieldwork Enrich Students’ Learning and Perception on Gender?", At the Center: Feminism, Social Science and Knowledge (Advances in Gender Research, Vol. 20), Emerald Group Publishing Limited, Leeds, pp. 199-222. https://doi.org/10.1108/S1529-212620150000020020