Qualitative Research Methods: Ethnographic Approaches

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Central European University, Department of Gender Studies

Qualitative Research Methods:

Ethnographic Approaches

GENS 5127, 4 credits Winter 2023

preliminary syllabus (all dates to be updated for 2023)

Instructor: Elissa Helms Office: QS D205/a

Associate Professor, Dept. of Gender StudiesOffice hours: TBA Email: helmse@ceu.edu

Teaching Assistant: Anita Prsa office hours: TBA

PhD Candidate, Dept. of Gender Studies Email: anita_prsa@phd.ceu.edu

Class time: TBA Place: TBA

Zoom link:

https://ceu-edu.zoom.us/j/94358635395?pwd=M2txa1NicGFPSDNEczM3N0JkbEtKZz09

Course Description

This 4-credit course is designed to familiarize students with some of the most commonly used methods of qualitative social science research in Gender Studies through a focus on ethnographic methods and sensibility. The course aims to equip students with the skills they will need to formulate research questions, carry out the research, collect, analyze, and write up data for their MA or PhD theses. The course combines consideration of theoretical and ethical issues with practical readings and exercises on two main methods: interviewing and participant observation, as core elements of the ethnographic toolkit, while also covering the collection and analysis of other types of material, including those gathered from online spaces. Interwoven throughout the course are considerations of ethics, positionality, emotions, self-care, and debates about feminist and participatory methods. Class discussion will allow students to explore the implications of different research choices and to learn from the first-hand experience of others. Two full ethnographies will be read and discussed in terms of how the written word conveys research findings. Students are expected to work through practical assignments and the final essay using their planned thesis topics or a close anticipation of their final topic.

This course fulfills the research methods requirements for all Gender Studies MA and PhD programs and is mandatory for students in the applied track of the 2-year MA in Critical Gender Studies who will be expected to apply ethnographic methods to their internship experiences. Students from other departments will be admitted depending on space and after consultation with the instructor.

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Learning Outcomes

Through readings, class discussions, and practical assignments, students successfully completing this course will be able to:

 Outline a range of commonly used qualitative research methods, what kinds of questions they are effective for answering, and their limits;

 Understand the ways in which mixing different methods can enhance qualitative analysis and weigh the advantages against disadvantages of choosing certain methods or research design over others;

 Recognize and understand the implications for research and analysis of how ethnography is conducted and written, i.e. the relationship between method and knowledge production / theory

 Recognize what constitutes a clear, compelling, and research-able question or set of questions and be able to formulate their own thesis statements accordingly;

 Grasp the underlying principles of ethical research and engage in informed debate about how researchers make research and writing decisions and represent the people they research;

 Discuss the main points of tension between research ethics and feminist, queer, and other emancipatory agendas that underlie much research on gender;

 Prepare, conduct, and analyze a qualitative interview;

 Understand the principles of sampling and site choice in interviewing, participant observation, and archival, media, or other text-based research;

 Choose a site and conduct participant observation, keep fieldnotes, devise a system for ordering and analyzing fieldnotes and other materials collected, code, analyze, and write up conclusions based on this material;

 Understand and be able to weigh the advantages and disadvantages, including ethical implications, of conducting ethnographic research and interviews online;

 Apply the principles of coding and theme analysis to fieldnotes and interview transcripts to develop a coherent written analysis of research material;

 Outline a qualitative research project that adequately addresses a clear research question (the student’s thesis project).

 Understand the elements that go into constructing a good ethnography and critically assess its effectiveness for uncovering and conveying research insights

Grading and Assignments

Grades will be calculated as follows:

1. Class participation and attendance 15%

2. Research question assignment 5%

3. Interview assignment 20%

4. Participant observation/fieldnotes assignment 20%

5. Ethnography responses (2 x 5%) 10%

6. Final essay 30%

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Grading criteria: the descriptions below outline the elements that must be minimally present in every passing assignment. Your grade rises according to your effective integration of points from our class readings and discussions, the depth of your reflections on the ethics and mechanics of research methods, your creativity and insight in recognizing and imagining relevant issues and implications, and the clarity of your writing.

1. Participation and attendance: Attendance and participation are crucial to the functioning of this class and to students’ learning process. You are expected to come to class prepared to discuss assigned readings, participate in class exercises, and give meaningful feedback to your classmates. This includes the content of your research questions, interview guides, and thesis plans presented in class. Points for participation assume not only quantity but also quality (thoughtfulness, constructiveness, evidence of having read and processed class readings, etc.) and include class exercises and group work. You must have a GOOD EXCUSE to miss class, whether from on-site or online class meetings; your grade will be lowered by 0.5% for every unjustified absence after one “free miss” with no justification needed. Documentation for excused absences is required but we will also be understanding and flexible in the face of the challenges of these Covid and online/hybrid times. In any case, even if you are excused, you are still responsible for the material covered in class (first ask a classmate to fill you in, then come to Elissa or Shreya with any questions).

2. Research Question Assignment: Following the model given in class 5 (Jan. 24) (adapted from Booth et. al.), formulate your thesis topic (however provisional) as a research question that indicates what you will study, what you want to find out, and what you want to understand or show through this inquiry. Be prepared to read it out to the class and discuss it in groups. By the end of class you should have a sense of how to revise your question. A final written version is then due by January 27 (uploaded to the moodle by the start of class).

3. Interview assignment: Create an interview guide for a semi-structured, face-to-face (Covid conditions allowing) recorded interview about a topic of your choice in a language in which the interviewee feels comfortable. You must submit a brief topic proposal on January 31 for approval and bring a draft of the interview guide to class on February 3, as below. Consider doing a pilot interview for your thesis, if not with a member of a group you want to study then on some aspect of your topic. Record the interview and transcribe the first 10 minutes. The assignment, due February 17, is to submit as a single Word document:

1. the interview guide (in English)

2. transcription of the first 10 minutes (in the language of the interview) 3. a written reflection of 700-1000 words that covers:

a) the guiding questions

b) the interview design (how open are your questions? What kinds of information are you looking for? in what order did you ask the questions?) c) a brief analysis of what you found out

d) a reflection on how the interview went, both in practical and conceptual terms: were you fully prepared? What most surprised you about the interview process? What did you find most difficult? What had you hoped to find out but did not? Did the interviewee seem to understand your questions? (Did you have to ask many follow-up questions or prompt for answers?) What more would you

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ask in a follow-up interview? How would you modify the interview guide if you did similar interviews with more people? Did you establish and maintain a good interview relationship throughout? What more might you do differently? What would you make sure to keep? Be sure to refer (using proper citations) to points from our class readings that relate to your self-assessment.

4. Participant observation and fieldnotes: Spend one-two hours on 3-5 separate days conducting participant observation in a space of activity (on or offline) where you are also a participant. (You may not choose a class, lecture, or public event where you are only a passive observer. Please, no public transportation either.) You must submit a short topic proposal including the place, the aim, and how you will ensure ethical participation and consent, by or before February 21. Take jottings either on the spot or immediately afterwards according to the circumstances (in whatever language suits you) and turn them into typed fieldnotes (in English) as soon as possible after each session. (In case of lockdown or quarantine, additional options will be provided.)

The assignment (due March 17) is to upload to the moodle as one Word document:

1) your fieldnotes, typed and in English

2) a brief analysis of what you observed (approx. 300-500 words)

3) a reflection on the research and analysis process (approx. 500-800 words)

Questions to address, where applicable: What was your aim, what did you want to find out or explore? Did you begin with a particular assumption, expectation, or theory in mind? Was it conscious? Were you forced to participate in the event or was it possible to be a detached observer? How did you decide whether to take notes or jottings on the spot or put things into your fieldnotes later, and what were the implications of that decision? Which senses did you use and what kind of information did they give you? How much and through what cues could you understand beyond what people said, especially if you did not know the language or could not hear what was being said? What markers in the space around you indicated the kinds of social interaction or categories of people expected to use this space? In what ways did people display (non)identifications with such social categories? Was it easy to identify themes and draw conclusions from your codes? If you did auto-ethnography, what was it like interrogating your own behaviors?

Where did you locate social interaction? What did your various senses bring to the experience? Finally, as always, how might you do things differently if you had another chance with this topic/place, and what lessons from this experience might you apply to future such research (i.e. your thesis)? Incorporate issues and insights from our class readings and discussions (i.e., show how and to what extent they are relevant rather than just mentioning and citing them).

5. Ethnography responses: in the designated place on the Moodle Discussion Forum, for each of the two full-length ethnographies we read, post at least one substantial comment or question and two responses to the entries of your classmates. You might explain parts of the book you find particularly enlightening or problematic, or ask a question about something you find puzzling or not sufficiently explained in the text. Your responses to others can include responding to comments or questions on your original comment. This will happen in two rounds before the Thursday class meeting when we discuss the first half of each book (Feb. 24 and March 10): enter your initial comment(s) by 9:00 and your responses by 20:00 on the Wednesday before our class. Consider and refer to the issues we have covered in our class

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readings and discussions, including approach, research design, ethics, positionality of the researcher, the writing style, and how well evidence from different sources is used to back up arguments.

6. Final Essay – Methods statement: 800-1500 words, due (April 4 by 23:59). Outline a plan (even if preliminary) to conduct your thesis research with references to our class readings and discussions. It must contain the following elements/sections:

a) Begin with a clear statement of the topic and an overarching research question. Include any necessary background/contextualizing information but keep it as brief as possible.

b) Briefly give some background explanation of what is necessary to understand your question.

c) Then outline the methods and overall design of the project, explaining and justifying them according to the overarching research question. (This includes your choice of place, people, texts, time period(s), and other sources of data, how you will gather the data, sampling decisions, triangulation, reasons for mixing methods, etc.). Indicate what you expect to find or the kinds of answers you foresee, and the problems you anticipate encountering.

d) Reflect on your position as a researcher/writer in terms of identity, bias, and ethics.

e) Finally, point out the possible limitations of your research and how you plan to overcome or compensate for them.

This can and should serve as the basis for your thesis research plan and eventual statement of methods and research design that will go into the finished thesis (revised and updated).

Writing guidelines

All assignments must be submitted as a Word document to the e-learning site (moodle) (no pdf!). Use 12-point font (Times New Roman, Arial, Calibri, or other standard font) and double- or 1½-space with page numbers at the bottom. Documents (uploaded or emailed) must include your name in the file name and in the document itself. Remember to back up your files in case of computer problems! Provide full references for all literature cited, including those on our syllabus, and avoid plagiarism.

If you are unsure about rules for citations and avoiding plagiarism, please see me or the Center for Academic Writing and consult CEU’s policy on academic dishonesty listed in the program Handbooks. Plagiarism and academic misconduct will be taken very seriously and could result in failure of assignments or even the whole course.

Classroom policies

Please have your readings, notes, and other relevant materials (i.e. assignments, fieldnotes, etc) for discussion in front of you at every class. You are encouraged to use hard copy print-outs and take notes by hand if at all possible, as these have been shown to best facilitate learning and retention. If you must use a screen in the classroom, please keep fiddling and typing to a minimum (do not open other programs during class unless asked to look something up). Phones must be put away and in silent mode during class.

This class works best if everyone participates and completes all tasks on time. Questions and reflections based in your own research experience, previous reading, and current

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development of research plans are highly encouraged. The goal is for all of us to learn from each other’s different backgrounds and strengths; please help to create and maintain an atmosphere where everyone feels comfortable speaking up.

Covid and online participation: As always, we need to be flexible and adaptable to changes that might be necessitated by the Covid pandemic and measures put in place to fight infection. Please be aware of Austria’s and CEU’s current Covid-19 policies and follow all mandated protocols. The class is planned as onsite in hybrid mode, meaning it is accessible to synchronous online participation for those who cannot be on campus (because of visa issues or quarantine) using the Zoom link above (also on the moodle). If you suspect you have been exposed to Covid or worry about your vulnerability, there is always the option of joining us online on a class-by-class basis. Online participation is not to be used as a back-up when there is no reasonable excuse for not being in class:

please ask permission to join online. Students following class online should find a quiet, secure place with a good internet connection. Keep cameras on unless the internet connection is weak, and mute microphones except when you are speaking. All students are asked to inform the instructor or TA in a timely manner of any problems that might get in the way of regular attendance and completion of assignments – we will try to help if we can.

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Class Meetings and Assignments

All assigned texts as well as additional texts for further reading are available on the e-learning site (moodle) in pdf form or through a website link. The full ethnographies assigned are available in the CEU library in e-book form with the Dunn book also there in hard copy.

Week 1 1. Introduction and introductions

Jan. 10 What are methods? What do they do for us?

Qualitative and quantitative methods - choosing and mixing methods Overview of the course and assignments

Jan 13 2. Ethnography – what is it good for?

Cultivating an ethnographic sensibility Reading and writing ethnography Reading:

 Paloma Guy y Blasco and Huon Wardle, “Introduction: The concerns and distinctiveness of ethnography,” in How to read ethnography. New York:

Routledge, 2007: p. 1-12.

 Carole McGranahan, “Ethnography beyond method: The importance of an ethnographic sensibility,” Sites: new series 15(1), 2018: 1-10.

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Week 2 3. Ethics and Feminist Ethnography Jan. 17

Readings:

 Judith Stacey, “Can There Be a Feminist Ethnography?” Women's Studies International Forum 11(1) (1988): 21-27.

 Dána-Ain Davis and Christa Craven, “Revisiting feminist ethnography:

Methods and activism at the intersection of neoliberal policy,” Feminist Formations, July 1, 2011: 190-208.

 CEU’s Ethical Research Policy and the Checklist on Ethical Issues in Research, on the moodle and available at https://acro.ceu.edu/ethical-research (skim and have available during class)