ABSTRACT
The dangers of over-identifying, or ‘going native’, have already been outlined in Chapter 3. Cusick’s (1973) high school ethnography was criticized as an example of the researcher over-identifying with one group of students. Walker (1988), like Cusick, began his study of pupil cultures with a male clique of footballers, but he was careful also to spend time with three other cliques: ‘the handballers’, ‘the Greeks’ and the ‘three friends’ (p. 12). His aim was to ‘analyze inter-group relations from each relevant culture perspective’ (p. 12). It is harder work to make sure that you do not over-identify with one faction in a setting, but establish some relationship with several. In this chapter the difficulties that can arise in establishing enough rapport to do fieldwork, without over-identifying with one section of the respondents or ‘going native’, are explored. Throughout the chapter two themes are stressed: the importance of reflecting about one’s field relationships, and the need to document them. The chapter starts with some discussion of establishing relationships among teachers and pupils, then moves on to self-presentation in research and possible roles during fieldwork, and thence to the great unmentionable: sex in the field.
