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By Brinda Jegatheesan
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2007). Constructing identities, perceiving lives: Armenian high school students’ perceptions of identity and education. Unpublished doctoral dissertation. Los Angeles, CA: University of California. Smith, D. (1974). Women’s perspective as a radical critique of sociology. Sociological Inquiry, 44, 7–13. Villenas, S. (1996). The colonizer/colonized chicana ethnographer: Identity, marginalization, and co-optation in the ﬁeld. Harvard Educational Review, 66(4), 711–731. Wax, R. (1971). Doing ﬁeldwork: Warnings and advice.
Matthew ‘I wouldn’t have said if I knowed you would ask me that’. Matthew thought it was ﬁne to tell me this about these experiences, as I was a perceived outsider who he saw as there for him and to understand Examining Privacy as a Shared Concern 43 his experience. However, the idea of there being consequences to such a disclosure had clearly not crossed his mind. For me as the researcher, whilst this child is not in immediate risk, there are issues around his emotional well being, ability to handle the situation and my own ethical stance on intervening in the ﬁeld.
Unpleasant details of medical treatments were OK one day but not on the second interview and so forth. These were sensitive areas that were open to daily evaluation by the child according to how their day had been, but I was surprised at how few topics were completely taboo all the time. As the research progressed Examining Privacy as a Shared Concern 41 I began to realise that there could be deeper reasons for the children refraining from imposing too many barriers on interaction; reasons that researchers have to be aware of and which resonates with Finch’s (1984) comments about interviewing women.
Access. A Zone of Comprehension and Intrusion by Brinda Jegatheesan