Personal pasts become academic presents: engaging reflexivity and considering dual insider/outsider roles in physical cultural fieldwork
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
When conducting qualitative research, researchers tend to find themselves closely connected to the participants in the field. This paper examines the complexities that existed for two researchers during time in the field conducting research closely related to their lived histories. Specifically, we consider the complicated dual role of insider/outsider that some researchers may occupy during field work when they ‘return home’ to a specific space or population that they did, or do, consider themselves to be a part of in order to conduct research. Through the use of vignettes, we detail the tensions that arose during the research process, discussing topics with which they were intimately connected. Additionally, this paper calls attention to important methodological concerns, considering the personal and public relationships at work in insider/outsider research, and examining the acute importance of reflexivity when the work requires a researcher to exist simultaneously as an insider/outsider. Our aim is to discuss the important, but complicated role of reflexivity as it is intricately woven into the field work, analysis, and personal process of research, specifically when the researcher is attempting to balance the roles of both insider and outsider perspectives.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.040 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it