Call for book chapters- Decolonizing Fieldwork: A Practical Guide for the Humanities and Social Sciences

Decolonizing Fieldwork: A Practical Guide for the Humanities and Social Sciences

Editors: Kira Jumet (Hamilton College) and Merouan Mekouar (York University) 

In January 2016, the brutal killing of Giulio Regeni, a 28-year-old Cambridge University student  who was conducting fieldwork in Cairo, Egypt, marked a turning point for Western scholars working on the Middle East and North Africa (MENA) region. The abduction, torture, and  subsequent death of the young graduate student shook the academic community focusing on  that area of the world and reminded many more of the numerous difficulties faced by researchers  conducting fieldwork in authoritarian settings. Since then, a number of new publications have  sought to examine the challenges faced by social scientists conducting research in the MENA  region (Bank and Busse (2021), Krause and Szekely (2020), Clark and Cavatorta (2018), among  others) as well as other non-democratic regions such as Central Asia (Janenova 2019, Driscoll  2021), parts of the Caribbean (Bell 2013), parts of Sub-Saharan Africa (Laher, Fynn and Kramer  2019), Eastern Europe and Russia (Goode 2010, 2016), and East Asia (Reny 2016, Wang 2019). 

However, while these contributions addressed and theorized about the important challenges faced by Western academics conducting research under authoritarian regimes (Glasius et al.  2018, Grimm et al. 2020), they largely failed to examine the distinct difficulties confronted by  native scholars, such as Chinese Uyghur historian Iminjan Seydin, who was disappeared and sent  to a government work program (Yang 2020), and Walid al-Shobky, an Egyptian graduate student  disappeared after conducting a research interview and later accused of “spreading false news  and joining a terrorist group” (Mada Masr 2018). Thus, while native academics face many of the 

challenges highlighted in existing publications (i.e., surveillance, ethical questions related to  research involving vulnerable populations, access to informants, personal safety, and data  security), they also face additional risks and distinct obstacles, the discussion of which has been  consistently absent in the literature. These challenges include governmental pressure on friends  and family, legal threats from local authorities, questionable access to consular assistance for  dual nationals, influence of ascribed characteristics on social interactions, and exploitation by  Western colleagues. 

The proposed manuscript seeks to address this important gap in the literature. The first section  will present testimonies from scholars who conducted fieldwork in their native repressive  countries and who faced sets of challenges directly related to their position as native scholars.  These researchers will share their personal experiences in the field, the material and  psychological hurdles they faced while conducting research in a difficult environment and the  specific strategies they developed to address these challenges. The various contributions will  examine cases in some of the world’s most repressive countries, such as Algeria, Iran, Egypt,  China, Russia, and Cuba. 

The second section will build on the contributions collected in the first to offer practical advice  to academics committed to conducting fieldwork in their native non-democratic states. The  practical handbook will help graduate students, early-career researchers, and established  scholars develop suitable research designs before engaging in their fieldwork, while also offering  practicable coping strategies for their time in the field.

Main goals and guiding questions: 

By bringing together contributions from a wide range of native academics familiar with difficult environments, the book will answer the following questions: 

  • What are the specific risks and challenges that native scholars experience while  conducting fieldwork in repressive countries? 
  • What strategies have these scholars developed to address the specific risks they  encounter in their work? 
  • What specific lessons can be drawn for research-design and fieldwork?

Contributions and Themes: 

We are seeking native (or dual national) contributors from states characterized as repressive or  authoritarian (e.g., rated Not Free or Partly Free by Freedom House) willing to write empirical  and/or analytical pieces about the challenges they faced while conducting fieldwork in their  home country. The contributions should fit within one of the following themes: 

1- Weight of family history/ethnic identity/religious identity

While Western colleagues often experience the burden of various identity markers such as  family histories, ethnic identities, and religious affiliations, these markers often take on  oversized importance in the cases of native scholars conducting fieldwork in their home  countries. In particular, they may face more resistance when conducting research among  wary compatriots who regard them with suspicion, or even hostility. 

2- Gender identity/sexual orientation. 

Gender identity and sexual orientation can be a challenge for academics conducting research  in any setting. However, native scholars working in illiberal settings cannot benefit from the  relative tolerance extended to foreigners and must scrupulously adhere to local cultural  norms and laws. 

3- Legal and penal threats to native scholars (including banning and purging) The arrests of Alexander Sodiqov in Tajikistan in 2014 and Fariba Adelkhah in Iran in 2019  illustrate the dangers that native academics experience when conducting fieldwork in non democratic settings. However, while these two cases have received some coverage, many  other jailed academics such as Moroccan historian Dr. Maati Monjib, regularly detained in his  home country, or Dr. Konstantin Syroyezhkin, a Kazakh academic jailed for 10 years and  stripped of his citizenship in 2019 (Radio Free Europe 2019), have received comparatively  little attention from international media outlets or even academic circles. In addition to legal  risks, native scholars, many of whom work in universities where job security is contingent on  the ruling regime’s approval, also face significant professional risks. 

4- Risks to friends and families of native scholars. 

In addition to the risks outlined above, the families of native academics critical of their repressive governments have been targeted by those governments. In some cases, the  partners, parents, or friends of native researchers have experienced harassment or threats, suffered house raids without a warrant, incurred travel bans, or been arrested. 

5- Exploitation by foreign scholars and foreign agents

Many native scholars are approached over the course of their research with the expectation  that they will provide various services to their non-native colleagues (e.g., contacts). These  solicitations often carry material and/or psychological costs, and the contributions of native  scholars are often only superficially recognized, if acknowledged at all. Moreover, native  scholars may also be approached by a range of foreign actors whose goals and interests are  not always clear. These foreign actors can include embassy personnel, nongovernmental  organizations (NGOs), and members of intelligence services. 

Contributions should be 5000 to 7000 words in length (including bibliographies) and should  follow a Chicago citation style. Interested contributors are invited to send a 250-400 word  abstract to and and indicate which dominant  theme they would like to address in their contribution.  


Akerman, James R. 2017. Decolonizing the Map: Cartography from Colony to Nation. Chicago:  University of Chicago Press.  

Azadovskii, Konstantin, and Boris Egorov. 2002. “From Anti-Westernism to Anti-Semitism: Stalin  and the Impact of the “Anti-Cosmopolitan” Campaigns on Soviet Culture.” Journal of  Cold War Studies 4 (1): 66-80. 

Bank, André, and Jan Busse. 2021. “MENA Political Science Research a Decade after the Arab  Uprisings: Facing the Facts on Tremulous Grounds.” Mediterranean Politics 1–24. Bell, Karen. 2013. “Doing Qualitative Fieldwork in Cuba: Social Research in Politically Sensitive  Locations.” International Journal of Social Research Methodology 16 (2): 109-124. Clark, Janine A., and Francesco Cavatorta, . 2018. Political Science Research in the Middle East  and North Africa: Methodological and Ethical Challenges. New York: Oxford University  Press. 

Clibbon, Jennifer. 2014. “Alexander Sodiqov, University of Toronto researcher, being detained  in Tajikistan.” CBC, July 17. 

Driscoll, Jesse. 2021. Doing Global Fieldwork: A Social Scientist’s Guide to Mixed-Methods  Research Far from Home. New York: Columbia University Press. 

Goode, Paul J. 2016. “Eyes Wide Shut: Democratic Reversals, Scientific Closure, and the Study of  Politics in Eurasia*: Eyes Wide Shut.” Social Science Quarterly 97 (4): 876–93.

———. 2010. “Redefining Russia: Hybrid Regimes, Fieldwork, and Russian Politics.” Perspectives  on Politics 8 (4): 1055–75. 

Grimm, Janis, Kevin Koehler, Ellen Lust, Ilyas Saliba, and Isabell Schierenbeck. 2020. Safer Field  Research in the Social Sciences: A Guide to Human and Digital Security in Hostile  Environments. 1. Thousand Oaks: SAGE Publishing. 

Janenova, Saltanat. 2019. “The Boundaries of Research in an Authoritarian State.” International  Journal of Qualitative Methods. 

Kraus, Peter, and Ora Szekely, . 2020. Stories from the Field: A Guide to Navigating Fieldwork in  Political Science. New York: Columbia University Press. 

Laher, Sumaya, Angelo Fynn, and Sherianne Kramer, . 2019. Transforming Research Methods in  the Social Sciences: Case Studies from South Africa. Johannesburg: Wits University Press. Mada Masr. 2018. “University of Washington PhD student, missing for 4 days, brought before  prosecution and detained.” Mada Masr, May 28. 

Reny, Marie-Eve. 2016. “Authoritarianism as a Research Constraint: Political Scientists in  China*: Authoritarianism as a Research Constraint.” Social Science Quarterly 97 (4): 909– 22. 

Wang, Zhen. 2019. Conducting Fieldwork and Interviews: Researching China’s Performance  Evaluation System. London: SAGE Publications Ltd.

Call For Applications: 2022-2023 International Fellowships – Africa Multiple Cluster of Excellence at the University of Bayreuth (Germany)

The Africa Multiple Cluster of Excellence at the University of Bayreuth (Germany) invites scholars working in the field of African Studies to apply for fellowships in the Bayreuth Academy of Advanced African Studies (BA).

In the academic year 2022-2023, the BA offers up to twenty short- and long-term fellowships, divided into the three categories (a) Individual Fellowships (b) Fellow-Tandems and (c) Fellow Groups. The fellowships are designed to enable scholars of African Studieswhile immersed in a vibrant community of researchers from more than fifteen academic disciplines, to pursue projects significant to the Cluster’s theoretical and thematic agendas, in particular to the general theme of the 2022-23 academic year, Spatialities (see further below).

Fellows will be in residence for periods ranging from one to ten months, during which they will carry out their research in an efficiently managed environment with excellent working conditions. In order to create synergies among fellows as well as between Cluster members and international scholars, we highly encourage the application in tandem or as groups.


The Bayreuth Academy Fellows are part of an international group of junior and senior scholars –professors, postdoctoral researchers, and doctoral students– affiliated with the Africa Multiple Cluster of Excellence to advance research and scholarly debates in African Studies. They will enjoy membership status in the Cluster for the duration of their fellowship. Apart from pursuing their research and engaging in informal exchanges with other Cluster members, Fellow activities include:

• participating in Cluster events while in residence; these include regular Thursday afternoon lectures, seminars, and discussion groups;

• presenting a 45-minute talk based on the Fellow’s research within the BA;

• attending occasional social events for Fellows;

• submitting during or after the fellowship at least one publication on the fellowship project, if appropriate in a publication outlet of the Cluster of Excellence (Working Papers, etc.);

• optional participation in one of the BA’s postdoctoral working groups;

• offering of discussion sessions for doctoral students and contributing to existing formats such as summer schools.

In addition, Fellows are expected to collaborate with Bayreuth-based scholars. One avenue for collaboration is to create synergies with one of the Cluster’s six Research Sections. The latter serve as umbrellas for the Cluster’s research projects and revolve around specific overarching themes. The six sections are: (a) Moralities, (b) Knowledges, (c) Mobilities, (d) Arts & Aesthetics, (e) Affiliations, and (f) Learning. We encourage collaboration with individual Cluster members as well, and we are also looking forward to proposals that contribute to the Cluster agenda in general without relating to a Research Section. Here, we are especially interested in proposals that promise to advance one of our most prominent objectives, the reconfiguration of African Studies in a broad sense.

Particularly welcome are Fellow projects that speak to the annual theme of the 2022-23 academic year, Spatialities, e.g., by exploring the multiple spatialities of entangled African lifeworlds. Connecting to debates in critical area studies, the heuristic angle of spatialities invites us to focus on the relational processes of construction and constitution through which ‘areas’ emerge, change and de-/re-territorialize. Such perspectives help cast a fresh view on African interconnections and the dense presence of Africa in the world as well as of the world in Africa. Other possible synergies with the annual theme may include inter- and transdisciplinary approaches to co-create new imaginaries and innovative productions of multiple social, material, and artistic spaces.

Fellows have the opportunity to team up with Fellows and other Cluster members in research groups for joint work on common research interests, or common publications, and are encouraged to publish results of their work in one of the Cluster’s outlets.

Please find more details about the Fellowship Programme in the Call text. The Instructions sheet explains how to apply for a Fellowship and leads you to the application form. The amount and components of the Fellowship are detailed in the Financial Regulations sheet. You can find these documents below in pdf format.

The closing date is 20 September 2021, 23:59 CEST.

For further questions, please contact the coordinator of the BA, Robert Debusmann:

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