Welcome to Ethnographic Qualitative Research Method. 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 via:
Voice: 885-6268
E-mail: rfrey@uidaho.edu
My Home Page: www.webpages.uidaho.edu/~rfrey
Class Days/Times and Location:
Mondays and Wednesdays 3:30 - 4:45
TLC 249
Our Textbooks for both undergraduate (ANTH 410) and graduate (ANTH 510) students are:
Charlotte Aull Davis. Reflexive Ethnography: A Guide to Researching Selves and Others. 2nd Edition. ASA - Rutledge, 2008.
Rodney Frey. Carry Forth the Stories: An Ethnographer's Journey into Native Oral Tradition. WSU Press, 2017.
Herbert Rubin and Irene Rubin. Qualitative Interviewing: The Art of Hearing Data. 3rd Edition. Sage, 2012.
Go to:
This is a course in "story," and not "stats." Specifically, it 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 ethnographic qualitative research
methodologies, i.e. a “toolkit.” These ethnographic “tools” emanate from the humanities
and
the social sciences (be they in anthropology,
education,
history, public administration, or
sociology), and from Indigenous communities themselves (those I have engaged
in collaborative research).
The over-arching objective of this course is for you to be able to
recognize in your research the epistemological relationships between
"what" you seek to know
and re-tell (i.e., the content focus of your research) and "how" you go about that knowing
and re-telling (i.e., your methodological means), and the ability for you to
appropriately apply that relationship in the doing of ethnographic qualitative
research.
Key question: How do we go about accessing and
then re-telling someone else’s story, when that story could be predicated on an
ontology and epistemology fundamentally distinct from that of our own, without
making their story your own?
Acknowledging the epistemological and ethical implications of
human-focused research, among the topics to be addressed in this course 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 print and digital 3-D publication 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 a team (a collaborative mix anthropology and sociology students), and select potential topic
and potential collaborative partner in our Moscow community.
Project topics can range from a life‑history of a local resident or
relative, to the history of a local building, to an ethnography of a non-profit
organization or a law enforcement agencies.
The collaborative partner could be a host community agency, organization,
business, family member, and/or individual.
In dialogue and collaboration with your community partner, you will design and execute an applied,
qualitatively‑based, research project that seeks to benefit the host partner, personage,
organization 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 coding, interpretative and writing skills.
The resulting 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 learning experience, be it if majoring in anthropology or sociology, and
a culminating learning University’s
General Education experience. Bringing to bear for all students (anthropology and
sociology) 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
(anthropologic or sociologic), 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.
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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