Tag Archives: class

‘Declasse’ foreignness? Roundtable reflections on Russian fieldwork. Part 3


I’d like to be more than a ‘visitor’ to my fieldsite.

Here’s the last part of my personal reflections on the questions put to the roundtable on fieldwork at IGITI.

— «Нероссийские» и «российские» работы о России, основанные на полевой работе: в чем их сильные и слабые стороны, ограничения? Чему можно учиться у других исследователей?

[- “Non-Russian” and “Russian” works on Russia based on field work: what are their strengths and weaknesses, limitations? What can you learn from other researchers?]

This is a question where really I don’t feel qualified to make a clear judgement as my knowledge is lacking. Certainly the ‘best’ of both worlds for me reflects my disciplinary background – where there is deep ethnographic diving AND good contextual and cultural knowledge. What’s interesting is that sometimes both these are lacking in BOTH ‘natives’ and ‘foreign’ researchers. Again I’d like to return to the value of ‘observation’ as much as ‘interview-transcribe-interpret-report’. As Whyte and Whyte in 1984 wrote: ‘Observation guides us to some of the important questions we want to ask the respondent, and interviewing helps us to interpret the significance of what we are observing.’ While the interview remains at the heart of ethnographic research we should remember that it’s an artificial environment.

I’ll highlight quickly some of the advantages and disadvantages of foreigner research as I see them:

Laura Adams noted that the mascot status of foreigners can aid access but can impede honesty and lead to conflict. https://sci-hub.se/10.1177/089124199129023479

Foreignness draws attention to the ‘value’ of subjects (hey we are worth studying and we’ll tell you about ourselves) but can conversely lead to conflict and break down in trust – as one anthropologist recently told me, ‘The locals couldn’t believe that a US professor would be interested. Throughout the research I felt I was not trusted enough’. The same researcher also commented on work done with indigenous people – how this provoked conflict with ‘Russians’ who felt neglected by the angle of the researcher that was addressed to ‘indigenous’ non-Russian ethnics.

From my own perspective I’d like to highlight the advantages of being an outsider in aiding the shedding of ‘class’ baggage. It’s sometimes easier for a foreigner to adopt a declasse position, for want of a better word, in entering the field. Whereas I think for some Russian researchers, because of their own privileged class positioning that might be more challenging and require rather unnatural poses that would then backfire. As one of our participants said at the roundtable – she found herself having to ‘choose her vocabulary from an unfamiliar set of expressions’. Now for me, this immediately evokes an idea that what we are talking about is class, though I know that some of my Muscovite hosts would resist this reading.

However, I’m also willing to accept that my idea about foreigners being able to shed their class positioning (in the eyes of the beholders) is perhaps wishful thinking on my part and only based on my own experience. When I presented this idea, one very experienced researcher who is himself from a working-class background had a different interpretation. He said that the foreigner entering the field would be interpreted according to a set of ‘weirdo’ categories that pre-exist among the working-class people at the factory I was studying. Thus I, as researcher would be ascribed one of a set of existing ‘oddball’ categories and accepted as such. Class would have less to do with it. Or, in his opinion, class is relegated, but it’s significance not avoided.

I don’t really have a neat tying up of this discussion, beyond what I’ve already said, in that I think perhaps one of the ‘problems’ in ‘native fieldwork’ is an allergic reaction to ‘class’ as a frame of reference in thinking about fieldwork and the types of fieldwork places. This was only underlined by some of the reactions I got from the roundtable and the subsequent Labour Studies school I attended.

In place of a conclusion I can refer Russian speakers to the [paywalled] interview I conducted for the online Republic media outlet. It was a bit of a rushed affair and some of my answers are rather ill-considered or undeveloped. The translation too is a little rough and ready. The reactions in the comments speak for themselves about general attitudes towards class, Marxian-influenced research agendas, and also the foreign researcher. E.g. ‘Republic, зачем опять левацкое дерьмо?’ and ‘Стандартный для западного обществоведения, в массе – розового или красного, ритуальный язык.’