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Improvising Theory: Process and Temporality in Ethnographic Fieldwork

Contributor(s): Cerwonka, Allaine (Author), Malkki, Liisa H (Author)

ISBN: 9780226100319

Publisher: University of Chicago Press

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Pub Date: July 15, 2007

Dewey: 305.8009451

LCCN: 2006036523

Lexile Code: 0000

Features: Bibliography, Index, Table of Contents

Target Age Group: NA to NA

Physical Info: 0.47" H x 6.13" L x 8.92" W ( 0.67 lbs) 224 pages

Descriptions, Reviews, etc.

Description:

Scholars have long recognized that ethnographic method is bound up with the construction of theory in ways that are difficult to teach. The reason, Allaine Cerwonka and Liisa H. Malkki argue, is that ethnographic theorization is essentially improvisatory in nature, conducted in real time and in necessarily unpredictable social situations. In a unique account of, and critical reflection on, the process of theoretical improvisation in ethnographic research, they demonstrate how both objects of analysis, and our ways of knowing and explaining them, are created and discovered in the give and take of real life, in all its unpredictability and immediacy.

Improvising Theory centers on the year-long correspondence between Cerwonka, then a graduate student in political science conducting research in Australia, and her anthropologist mentor, Malkki. Through regular e-mail exchanges, Malkki attempted to teach Cerwonka, then new to the discipline, the basic tools and subtle intuition needed for anthropological fieldwork. The result is a strikingly original dissection of the processual ethics and politics of method in ethnography.

Brief description: Allaine Cerwonka is associate professor in and chair of the Gender Studies Department at Central European University, Budapest, and author of Native to the Nation: Disciplining Landscapes and Bodies in Australia.

Review Quotes: "Improvising Theory represents the stupendous outcome of what should be an ordinary procedure--the interaction between a faculty member and her advisee in the field. What makes this book so remarkable is that both sides to this correspondence maintain a tone that is richly literary. Moreover, the exchange is a model for the kind of pedagogical relationship we should all aim to have with our students."--Michael Herzfeld, Harvard University (9/27/2006 12:00:00 AM)

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