Kia ora,
With respect to the issue of protecting student and researcher wellbeing when collecting and analysing sociolinguistic data, this is discussed in a recent paper by Carmichael Katie., Clark Lynn. and Hay Jen. (2022) Lessons learned: The long view. Linguistics Vanguard http://dx.doi.org/10.1515/lingvan-2021-0050. Actually, this paper is part of a special issue on COVID-era sociolinguistics edited by Betsy Sneller; I'm sure there are other papers in that edition that deal with issues like this too.
All the best,
Lynn
Dr Lynn Clark,
Senior Lecturer,
Head of Department,
Te Tari Mātai Wetereo | Department of Linguistics
Te Whare Wānanga o Waitaha | University of Canterbury
https://canterbury.zoom.us/j/5754019905
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From: Teaching Linguistics <[log in to unmask]> On Behalf Of TEACHLING automatic digest system
Sent: Thursday, 31 March 2022 12:00 PM
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Subject: TEACHLING Digest - 30 Mar 2022 (#2022-20)
There are 2 messages totaling 1497 lines in this issue.
Topics of the day:
1. AW: [EXT] TEACHLING Digest - 29 Mar 2022 to 30 Mar 2022 - Special issue
(#2022-19)
2. TEACHLING Digest - 28 Mar 2022 to 29 Mar 2022 (#2022-18)
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Date: Wed, 30 Mar 2022 06:48:35 +0000
From: Katherine Guertler <[log in to unmask]>
Subject: AW: [EXT] TEACHLING Digest - 29 Mar 2022 to 30 Mar 2022 - Special issue (#2022-19)
Dear all,
I have really enjoyed reading the discussion on distress and humanizing the academy. Thanks to all who have participated for sharing your insights and experiences!
I just wanted to share that I have encountered very similar phenomena in a different field. My research focuses on the intersection of media literacy and misinformation, which also dives into heavy topics, like anti-vax propaganda or anti-feminist discourse. Several have reported taking or wanting a mental health break to regain their perspective after jumping down the disinformation rabbit hole.
I try to prepare them and support them during the process, but I have felt a bit unsure about how best to do this or if community support or academic recommendations are available.
Kudos to those of you already working on this issue and to all discussants!
Best wishes,
Kate Guertler
Mit freundlichen Grüßen
Prof. Dr. Katherine Gürtler
Dekanin | Dean
Fakultät Angewandte Natur- und Kulturwissenschaften | Faculty of Applied Natural Sciences and Cultural Studies
OTH Regensburg
Ostbayerische Technische Hochschule Regensburg Galgenbergstr. 30
93053 Regensburg
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Date: Wed, 30 Mar 2022 08:53:15 +0000
From: Robert Lawson <[log in to unmask]>
Subject: Re: TEACHLING Digest - 28 Mar 2022 to 29 Mar 2022 (#2022-18)
I’m really enjoying this discussion and thank you for raising it Dave. I’ve been interested in some of these issues for a while now, given the kind of research I’ve been working on over the past five years or so (particularly the manosphere, male supremacism, and sex worker communities). And one of the things that I’ve been concerned about is what kinds of institutional support mechanisms and training are put in place for researchers engaging with ‘distressing data’ (BAAL also had a recent SiG meeting about some of these issues as well), as well as the broader issue of ‘researcher risk’ (Lee-Treeweek and Linkogle’s work is really useful in this regard).
And as has been mentioned by other colleagues, discussion of these issues seems to be well-advanced in disciplines outside of academia but perhaps less so in linguistics. The fact that we’re talking about it now suggests that there the tide might be shifting though and I agree that embedding it as a part of UG curricula would go some way towards a more reflective researcher community. From a personal perspective, I talk quite openly about some of this in my forthcoming book on language and mediated masculinities (researcher positionality, my own background, and so on) and while I’m definitely worried about a sense of ‘navel-gazing’, I figured it was important to be transparent about how the book came to be. More broadly, I’m also contributing to an volume titled Failures of Care (edited by Julia DeCook, Ashley Mattheis, and Alexis de Coning) on institutional support for PGRs and the strategies researchers implement to deal with distressing data, and the entire volume should be a useful addition to some of these conversations.
Dr Robert Lawson (he/him)
Associate Professor in Sociolinguistics
School of English, Birmingham City University Visiting Scholar, Fulbright<https://www.cies.org/grantee/robert-lawson>, 2012/13 Junior Visiting Professor, RECLAS<https://www.jyu.fi/reclas/en>, University of Jyväskylä, 2019/20
From: Teaching Linguistics <[log in to unmask]> on behalf of Paul Kerswill <[log in to unmask]>
Reply to: Paul Kerswill <[log in to unmask]>
Date: Wednesday, 30 March 2022 at 00:29
To: "[log in to unmask]" <[log in to unmask]>
Subject: Re: TEACHLING Digest - 28 Mar 2022 to 29 Mar 2022 (#2022-18)
Re: researcher distress
I've had quite a number of PhD students over the years who've suffered during the research process in ways that far exceeded my own experience. Most made it, but some didn't. Until recently, it wasn't talked about, but I'm glad it is more and more, and there are systems in place to help. As for a formal acknowledgement of distress, I'd be for that, at least in principle. Being perceived as weak, though, is still a taboo, and I can't see that changing any time soon.
But there's little or no support for professional academics - researchers/lecturers/professors. We just have to lump it.
Paul
On Wed, 30 Mar 2022 at 00:12, TEACHLING automatic digest system <[log in to unmask]<mailto:[log in to unmask]>> wrote:
There are 3 messages totaling 662 lines in this issue.
Topics of the day:
1. student wellbeing as ethics (3)
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Date: Tue, 29 Mar 2022 12:25:25 +0300
From: Dave Sayers <[log in to unmask]<mailto:[log in to unmask]>>
Subject: student wellbeing as ethics
Hi TeachLingers,
An undergrad thesis student is conducting a survey among migrants with different language proficiencies. Some of the question responses raise issues of isolation and exclusion. The student has mentioned that they found it draining to read these responses. I advised that they write about that draining feeling in their methods section, discuss it explicitly as a limitation on the amount of data they can analyse; and to flag it as an issue in their ethics section as well. I'd never thought of that before, but it occurred to me in the wider context of declining student mental health amid lockdown and general apocalypse; and anyway, whyever shouldn't the researcher's wellbeing get a mention, obviously alongside the participants' welllbeing?
Moreover, I've never encouraged students to do this before because it's outside convention; I don't think I've ever seen researcher wellbeing discussed in a research article. But convention moves on, perhaps slowly, in response to new needs and realisations.
How do you all feel about encouraging students - and ourselves! - to build in at least a brief mention of researcher wellbeing as a factor in the research process?
Especially if it has a material effect in limiting the amount of data that can be analysed in the time available...?
I feel like this is a big topic that maybe needs careful consideration more generally, but for now I'll get back to commenting on thesis drafts!
All the best,
Dave
__________________
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------------------------------
Date: Tue, 29 Mar 2022 09:45:26 +0000
From: Abigail Parrish <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: student wellbeing as ethics
Hi Dave et al,
This is an interesting one, and I do like ethics questions! The scenario you mention is explicitly covered in the ethics form we use at my university (see below) and I would expect a student working with migrants/refugees to reflect on this when planning their project. In terms of the write up, I agree that they should discuss it - depending on the structure of the assignment I might go for one/both of the sections you suggest, or methodology, or put it in its own section ('A note on distress'?).
In terms of seeing it discussed in our own work, I expect this is about the field we work in more than anything. I imagine there are fields where this is more common-? One of my colleagues in sociology is very frank in presentations about her strong emotional responses to some of the stories she hears in her work with victims/survivors of sexual violence.
3.6 Might you encounter risks to your or others’ emotional safety (e.g. working with documents of a sensitive or distressing nature, or participants who may become distressed)?
YES NO
If yes please provide details, including how you intend to minimise any anticipated risk.
Thanks,
Abigail
________________________________
From: Teaching Linguistics <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Dave Sayers <[log in to unmask]<mailto:[log in to unmask]>>
Sent: 29 March 2022 10:25
To: [log in to unmask]<mailto:[log in to unmask]> <[log in to unmask]<mailto:[log in to unmask]>>
Subject: student wellbeing as ethics
[EXTERNAL EMAIL] DO NOT CLICK links or attachments unless you recognize the sender and know the content is safe.
Hi TeachLingers,
An undergrad thesis student is conducting a survey among migrants with different language proficiencies. Some of the question responses raise issues of isolation and exclusion. The student has mentioned that they found it draining to read these responses. I advised that they write about that draining feeling in their methods section, discuss it explicitly as a limitation on the amount of data they can analyse; and to flag it as an issue in their ethics section as well. I'd never thought of that before, but it occurred to me in the wider context of declining student mental health amid lockdown and general apocalypse; and anyway, whyever shouldn't the researcher's wellbeing get a mention, obviously alongside the participants' welllbeing?
Moreover, I've never encouraged students to do this before because it's outside convention; I don't think I've ever seen researcher wellbeing discussed in a research article. But convention moves on, perhaps slowly, in response to new needs and realisations.
How do you all feel about encouraging students - and ourselves! - to build in at least a brief mention of researcher wellbeing as a factor in the research process?
Especially if it has a material effect in limiting the amount of data that can be analysed in the time available...?
I feel like this is a big topic that maybe needs careful consideration more generally, but for now I'll get back to commenting on thesis drafts!
All the best,
Dave
__________________
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------------------------------
Date: Tue, 29 Mar 2022 09:31:15 -0700
From: Anna Belew <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: student wellbeing as ethics
Hi all,
I think this is increasingly common in documentary linguistics, where there’s a presupposition that a student is going to spend an extended period of time away from their home community, possibly in another country, possibly in a very different physical context, as part of their research. Positionality statements in doc ling dissertations sometimes include notes about personal/well-being circumstances that prevented certain kinds of research (e.g. “I got a really bad case of ameobas and couldn’t go to this village”). So why not in other kinds of ling?
Honestly, I’m all for anything that humanizes the person doing the research as well as the people participating in the research - both for everyone’s wellbeing and general empathy, and because it’s relevant to how the research turns out. I’m trying to think of downsides to this kind of transparency (if it’s voluntary disclosure by the researcher), and can’t really come up with much!
Anna
> On Mar 29, 2022, at 2:25 AM, Dave Sayers <[log in to unmask]<mailto:[log in to unmask]>> wrote:
>
> Hi TeachLingers,
>
> An undergrad thesis student is conducting a survey among migrants with different language proficiencies. Some of the question responses raise issues of isolation and exclusion. The student has mentioned that they found it draining to read these responses. I advised that they write about that draining feeling in their methods section, discuss it explicitly as a limitation on the amount of data they can analyse; and to flag it as an issue in their ethics section as well. I'd never thought of that before, but it occurred to me in the wider context of declining student mental health amid lockdown and general apocalypse; and anyway, whyever shouldn't the researcher's wellbeing get a mention, obviously alongside the participants' welllbeing?
>
> Moreover, I've never encouraged students to do this before because it's outside convention; I don't think I've ever seen researcher wellbeing discussed in a research article. But convention moves on, perhaps slowly, in response to new needs and realisations.
>
> How do you all feel about encouraging students - and ourselves! - to build in at least a brief mention of researcher wellbeing as a factor in the research process? Especially if it has a material effect in limiting the amount of data that can be analysed in the time available...?
>
> I feel like this is a big topic that maybe needs careful consideration more generally, but for now I'll get back to commenting on thesis drafts!
>
> All the best,
> Dave
>
> __________________
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End of TEACHLING Digest - 28 Mar 2022 to 29 Mar 2022 (#2022-18)
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Paul Kerswill FBA
Emeritus Professor of Sociolinguistics
Department of Language and Linguistic Science University of York Heslington, York YO10 5DD, UK [log in to unmask]<mailto:[log in to unmask]>
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