Thanks to some amazing role models in the School of People, Environment and Planning at Massey University, where I studied, I have always known that it is possible (although not easy) to be a parent/grandparent and an academic. What I wasn’t quite so sure about was how, exactly, you went about doing ethnographic fieldwork with kids in tow. As an undergraduate student I read ethnographies written by anthropologists who had their families with them while conducting fieldwork – including Philippe Bourgois’ In Search of Respect: Selling Crack in El Barrio, Nancy Scheper-Hughes’ Death Without Weeping: The Violence of Everyday Life in Brazil, Annette Weiner’s The Trobrianders of Papua New Guinea, and Margaret Trawick’s Notes on Love in a Tamil Family – but I don’t recall many classroom discussions about the relationship between carework and fieldwork. This changed once I started my PhD. A number of my fellow PhD researchers juggled mothering and grandparenting with fieldwork, and have since written about how their experiences influenced their research (e.g., Lesley Reed’s thesis ‘What is this thing called Grandparenting? The social, economic and political influences on the role in New Zealand‘, or see the list Kelly Dombroski has here on her blog). My first glimpse into what it was like to actually do fieldwork with your child present was during a research trip to Kolkata, India, in late 2005.