Welcome to Applied Ethnographic Research Methods (i.e., Anthropological Research Methods). I am Rodney Frey, your instructor. My office is in Phinney Hall, Rm.116, with office hours on Mondays and Wednesdays 9:30 to 12:00, or by appointment. You can contact me at:
Class Days/Times and Location:
Tuesday and Thursday 8:00 - 9:15
ANTH 420 Anthropological History and Theory
STATS 251 Statistics
Our Textbooks are:
For both undergraduate (ANTH 410) and graduate (ANTH 510) students:
Charlotte Aull Davis. Reflexive Ethnography: A Guide to Researching Selves and Others. 2nd Edition. ASA - Routledge, 2008.
Rodney Frey and a host of Elders. Huckleberries: Stories from the American Indian experience for research, writing, pedagogy and our humanity. 2014. (course packet at the bookstore)
David Kyvig and Myron Marty. 3rd Edition. Nearby History: Exploring the Past Around You. 2nd edition. AltaMira, 2014
Herbert Rubin and Irene Rubin. 3nd Edition. Qualitative Interviewing: The Art of Hearing Data. Sage, 2012.
Code of Ethics of the American Anthropological Association (PDF)
AAA Ethics, Handbook on Ethical Issues in Anthropology (and 25 Cases), Briefing Papers on Common Dilemmas Faced by Anthropologists Conducting Research in Field Situations, and Final Report of the Commission.
Society for Applied Anthropology, ethical responsibilities.
Prospectus (PDF printable)
This is a course in re-telling the stories of others, be they the stories of our contemporary neighbors or from our distant past, and doing so authentically and appropriately. As such stories are likely from culturally distant and different others, we will seek to have you, the student, acquire an array of anthropological research methodologies, i.e. a “toolkit.” These “tools” emanate from the humanities, from the social sciences, and from Indigenous communities themselves.
The over-arching objective of this course is the acknowledgment by the student of the epistemological relationships between what you seek to know and re-tell (i.e., the focus of your research) and how you go about that knowing and re-telling (i.e., your methodology), and the ability of the student to appropriately apply that relationship in the doing of anthropology. Key question: How do we go about accessing and then re-telling someone else’s story, when that story is predicated on an ontology and epistemology fundamentally distinct from that of our own, with making their story our own?
Acknowledging epistemological and ethical implications of human-focused research, among the topics to be addressed will be the responsibility of re-telling the stories of others, re-telling for what purpose, who is our host and our audience, ethics, research design, and techniques of gathering the stories and of interpreting those stories. Consideration will also be given to the various modes of presenting research, from publication in journals to teaching pedagogy in a classroom. You will also explore and gain an appreciation of the ethical considerations and parameters of doing research with human populations and presenting that research to the public.
We will organize ourselves into appropriate research units, as either a single researcher or as a team, and select potential topic and potential collaborative partner in the community. Project topics can range from a life‑history of a local resident or relative, to the history of a local building. The collaborative partner could be a host community agency, organization, business, family member, and/or individual. In dialogue with the partner, you will design and execute an applied, qualitatively‑based, research project that will benefit the host partner community, personage, or domain. Emphasis will be placed on developing and applying research competencies in interviewing and participant‑observation data gathering, as well as archival and material culture research, along with interpretative and writing skills. The culminating research and any accompanying recommendations will be shared with the host community, agency, or individual, who will, in turn, critique that research.
This course will also provide you with a culminating senior experience, both within the major of Anthropology and the University’s General Education. Bringing to bear will be the necessary knowledge and skills previously acquired and presented in this course to successfully design, conduct, document and present an applied, qualitative‑based, ethnographic or historical archaeological research project.
The course thus attempts to integrate creative and analytical thinking, basic research design and data gathering, self-reflexive examination, interpretative and explanatory writing and video presentation, with the value of doing collaborative and applied, ethnographic and/or historical archaeological projects, all within ethically‑grounded context.
As a "Senior Experience," this course satisfies a University of Idaho undergraduate General Education requirement.
Along with ISEM 101 and ISEM 301, the Senior Experience is part of the Integrated Studies component of the university’s General Education. This curriculum seeks to enhance student competencies in integrative thinking, which are critical for problem solving, creativity and innovation, and communication and collaboration. Integrated learning is defined as the competency to attain, use, and develop knowledge from a variety of disciplines and perspectives, such as the arts, humanities, sciences, and social sciences, with disciplinary specialization (to think divergently, distinguishing different perspectives), and to incorporate information across disciplines and perspectives (to think convergently, re-connecting diverse perspectives in novel ways). It is a cumulative learning competency, initiated as a first-year student and culminating as reflected in a graduating senior. Infused throughout this curriculum are the five shared Learning Outcomes of the University of Idaho, which are reflective of the unique mission of the University of Idaho, and consistent with the Essential Learning Outcomes of LEAP (Liberal Education and America’s Promise; see http://www.aacu.org/leap/). It is a General Education curriculum which complements and is cohesive with a student’s major field of study, and not a standalone, ‘check-off-the-box’ educational experience.”
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