Abstract This article details the approach taken to a recent study in an environmental education context, with a focus on the writing and analysis of ethnographic fieldnotes. This approach drew upon aspects of new materialist theory and multi-species ethnography for the writing of fieldnotes, and Situational Analysis for their analysis. These approaches represent a ‘site of experimentation’ that arose through attempts to carry out research in a manner sensitive to new materialist theories, whilst operating within a time-bound, collaborative study. As well as highlighting potential synergies, this article also explores the constant tensions that arose when attempting to use existing qualitative research methods in combination with new materialist theories. It is not intended as a guide to conducting research in a ‘new materialist’ or ‘post-qualitative’ manner, but rather as an insight into the tensions, synergies and on-the-ground methodological struggles within this site of experimentation, and what was produced through the ‘research assemblage’ thereby created. The article aims to demonstrate the ways in which existing qualitative research methods were re-oriented through this approach, as well as the onward effects of these re-orientations on what then amounted to ‘the data’.

中文翻译：

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环境教育研究中的田野笔记和情境分析：新唯物主义实验

摘要 本文详细介绍了最近在环境教育背景下进行的一项研究所采用的方法，重点是人种志田野笔记的编写和分析。这种方法利用新唯物主义理论和多物种人种学的各个方面来撰写田野笔记，并利用情境分析进行分析。这些方法代表了一个“实验场所”，它是通过尝试以对新唯物主义理论敏感的方式进行研究而产生的，同时在有时限的合作研究中运作。除了强调潜在的协同作用外，本文还探讨了在尝试将现有的定性研究方法与新的唯物主义理论结合使用时所产生的持续紧张。它的目的不是作为以“新唯物主义”或“后定性”方式进行研究的指南，而是要深入了解这个实验场所内的紧张局势、协同作用和实地方法论斗争，以及是通过由此创造的“研究组合”产生的。本文旨在展示通过这种方法重新定位现有定性研究方法的方式，以及这些重新定位对当时“数据”的进一步影响。