Dawn Mannay

Contemporary social science research is often concerned to engage with and promote particular forms of postmodern and innovative data production, such as photo-elicitation, autoethnography or free association interviews. This fascination with the latest and greatest techniques has been accompanied by an ever more fragmented range of research methods training for students where the week-by-week shift between approaches engenders a disjointed view of becoming the researcher. This individualisation of techniques has set up rival camps and critiques where the common ground of being embedded in traditional ethnography is often forgotten. For researchers, who began their academic careers in the ethnographic tradition, there is an appreciation of the holistic base of enquiry from which a family of methods can be effectively employed. However, more recently qualitative researchers have been distracted by ‘the technique’; a distraction that can blind them to the occupation of ethnography. Concurrently, there have been shifts in the social and economic expectations placed on qualitative inquiry that have acted to close down spaces of ethnographic teaching and practice. In response, this article focuses on the importance of the ‘waiting field’; an opportunity to explore the times where real lives carry on before they make room for the intrusion of the data production of ‘the technique’ and remind us that much qualitative research is, in fact, an ethnographic undertaking: one that encompasses the researcher within and beyond the field.

There have been numerous initiatives to increase access to higher education for those residing in marginalised locales in Wales. However, entrance in itself does not guarantee success and it is important for educators and policy makers to explore issues of retention. Classed and relational positionings often conflict with non-traditional students' education trajectories and sometimes contribute to their withdrawal from academia. In response to this challenge the current paper focuses on the accounts of non-traditional students in Communities First[1] areas who took an undergraduate social science module with The Open University in Wales. Importantly, rather than reading these barriers to progression as students' individual difficulties, the paper considers how educational cultures can create and perpetuate disadvantage. Exploring students' accounts of pedagogy and administration, the paper focuses on online provision in distance learning and offers a range of strategies that could potentially improve the delivery of an Open University module and students' experiences in future presentations.

The use of participant-led visual data production is often seen as advantageous because data can be directed, constructed and created away from the influence of the researcher. The case for employing the visual to engender participatory research, and specifically to limit the intrusive presence of the researcher, is well versed and in vogue within the field of social science; however, although participatory techniques offer an opportunity to disrupt power relations, they are unable to transcend familial practices. Drawing from a study in which mother/daughter dyads produced photographs, collages, maps and stories to communicate their everyday lives and ideas of the future, this paper examines the wider role of ‘intrusive presence’. The paper documents incidents of external physical interference where visual data was amended, the influence of outside suggestion in the creative process, and the restrictions placed by the imagined reactions of the viewer. The paper argues that when the ‘intrusive presence’ of the researcher steps out of the site of visual data production this leaves a space that is often filled by the ‘intrusive presence’ of significant others.

The Anatomy of Economic Inequality in Wales (2011) provides quantitative evidence for the pervasive nature of class-based inequalities in education, demonstrating that an individual in social housing is approximately 10 times less likely to be a graduate compared to those in other types of accommodation. This article moves beyond the baseline figures and argues that for marginalised, mature mothers re-entering education, the emotional cost is often one that they are unable to pay, and that practitioners and policy makers need to be aware of, and responsive to their situation so that retention and completion rates can be improved. The article presents case studies from two research projects, which aimed to explore and represent the educational experiences of working-class mature students in urban south Wales. The article focuses on the accounts of women who completed Access courses and gained places in post-1992 universities, focusing on their initial aspirations and later disappointments. The article examines the ways in which classed, gendered and relational positionings conflicted with their education trajectory and often contributed to their withdrawal from academia.

This paper revisits Jane Pilcher's (1994) seminal chapter 'Who should do the dishes? Three generations of Welsh women talking about men and housework'. Two decades on from the original study, the paper explores this question in contemporary south Wales by drawing upon data generated in a study of mothers and daughters residing in a Welsh, marginalized, urban housing area. The paper argues that in contemporary Wales, the domestic sphere remains a site of inequality, where women are negotiating the impossibility of being both in full-time employment and meeting the ideology of the 'Welsh Mam'. Furthermore, the work of women and the accompanying expectations have moved from being peripheral to becoming central; this places women in a psychological impasse where they identify themselves as 'lazy' when they cannot simultaneously fulfil these roles to the unreachable standards of the new respectable working-class femininity.

In the last decade there has been a movement towards facilitating Open Access to academic outputs via the World Wide Web. This movement has been characterised as one that embodies corporate citizenship because such sharing has the potential to benefit all stakeholders: academics, policy makers, charitable sectors and the wider public. In the UK, the Economic and Social Research Council are implementing Open Access compliance guidelines for research that they fund, which is interpreted by individual institutions in their school regulations. In the case of doctoral theses, there is now a requirement for students to provide an electronic format of their final work to be included in their school's online digital repository. In a number of UK institutions, University Awards and Progress Committees will only consider awarding the doctoral degree once these requirements have been satisfied. Although this move to Open Access can be considered as an egalitarian endeavour, this paper argues that an important stakeholder may have been overlooked in the march towards progressive dissemination. The temporal space between gaining informed consent from research participants and the changing nature of the accessibility of outputs can both engender a breach of ethics in terms of the initial agreements negotiated with participants and raise issues around representation in the ongoing dissemination and reformulation of the original work, particularly where visual images are central to research outputs. The paper utilises autoethnography and poetry to reflect on my own encounter with the requirement for Open Access and the ways in which this brings up concerns around ethics, obligations and integrity.