Applied Anthropology: Ethnography Construction
The purpose of this course is to teach students to design a qualitative research proposal using the ethnographic research method. It is a graduate level course intended for students with an interest in conducting intensive ethnographic research. Through assigned readings, classroom discussions, practical application and collaborative support, students will be expected to synthesize information to formulate mock research projects. Students will also be expected to assess peers’ projects as well as their own.
Objectives
By the end of this course, the student will be able to:
· Understand the purpose of a modern ethnography in applied anthropology
· Apply ethnographic model to social and business situations
· Collect, order and utilize ethnographic data collected in the field
· Critique ethnographic research studies
· Plan an ethnographic process
· Design a qualitative research proposal using the ethnographic method
· Construct an informative Wiki displaying process map and ethnography proposal
This course requires internet access and compatibility with institution website. Students are expected to work outside class time with group members on two practice assignments and one Wiki. Required readings include:
· Amit-Talai, Vered. 2000. Constructing the Field: Ethnographic Fieldwork in the Contemporary World. London, UK, and New York: Routledge.
· Rossman, G. B., & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research. London: Sage.
· Additional articles will be provided on course website
Working Outline
(Week 1) Constructing the Field: Read and be prepared to discuss Ch. 1 & 2 (Amit), Ch. 1 & 2 (Rossman) and additional articles.
(Week 2) Practical Application/ Planning Research: Read and be prepared to discuss Ch. 3 & 8 (Amit), Ch. 5 (Rossman) and additional articles. 3-4 students assigned to 6 groups.
(Week 3) Transnational Fieldwork/ Gathering and Recording Data: Read and be prepared to discuss Ch. 4 & 9 (Amit), Ch. 7 & 8 (Rossman) and additional articles in small groups. Class introduction to Wiki pages. Group activity for ethnographic project and final project plans due by the end of class.
(Week 4) In the Field & At Home: Read and be prepared to discuss Ch. 5-7 (Amit), Ch. 6 (Rossman), and additional articles in small groups. Group work (design small ethnographic study).
(Week 5) Issues in the Field: Read and be prepared to discuss Ch. 9 (Rossman) and additional articles. Group work (devise hypothetical dilemmas & discuss issues thus far encountered in small ethnographic study).
(Week 6) Data Analysis: Read and be prepared to discuss Ch. 10 & 11 (Rossman) and additional articles. Group work (critique on of assigned articles). Mid-semester evaluations due.
(Week 7) Presenting Findings: Read and be prepared to discuss Ch. 12 (Rossman) and additional articles. Group work (work on Wiki and/or ethnography presentations). Research proposal literature review due.
(Week 8) Ethnographic Presentations for Groups 1 & 2.
(Week 9) Ethnographic Presentations for Groups 3 & 4.
(Week 10) Ethnographic Presentations for Groups 5 & 6.
(Week 11) Wiki Projects due. Classroom discussion (Pros & Cons of Wiki collaboration).
(Week 12) Summary & Analysis. Proposal/Process critiques due. Final group assessments due. Critical Reflection Paper due.
Student Evaluations will be based on the following:
Individual
Class Participation/ Preparedness- 10 points
Student is expected to read all assigned literature and participate in discussions in a relevant and productive manner.
Critical Reflection Paper- 10 points
Students are expected to analyze and synthesize reading material as well as experience with group activities in a 1-2 page paper. Students are strongly encouraged to implement ideas from assigned readings to support insights.
Small Group
Individual grades will be based upon average grade from group member assessments (40%) and final grade on projects (60%). Group members will assign one another a letter grade for participation, preparation timeliness, collaboration, effort and productivity for each assignment.
Journal Article Critique- 5 points
Students will be given class time to briefly critique one of the three journal articles assigned in required readings. Evaluation will be based on clarity, efficiency and incorporation of ethnographic considerations (e.g. ethics, internal/external validity, and instrumentation).
Wiki Research Process and Proposal – 35 points
Students are expected to research and review 5-10 scholarly sources on their chosen topic by the end of week seven (10 points). Students are expected to implement acquired knowledge to design a mock ethnographic research proposal and process plan. Groups will publish their proposals on their Wiki (25 points). Wikis are expected to be informative, interactive, easy-to-read and reflective of graduate level comprehension of course work.
Ethnographic Project- (40 points)
Students will devise a small ethnographic project based on group interest and inclination. Plans must be approved before study commences. Focus should be on the practices of interviewing and observation. Data should be recorded, analyzed and organized into a brief (20-30 minutes) classroom presentation. Each group member is expected to answer questions posed by instructor and other classmates.
This assignment has been the most challenging thus far. I implemented prior experience with research methods and drew upon my far removed background in anthropology to compose this lesson plan. I also accessed prior lesson plans of Drs. Royce Ann Collins, Jane Fishback, and Jeff Zacharakis (all of K-State) as reference guides.
Bibliography
Amit-Talai, Vered. 2000. Constructing the Field: Ethnographic Fieldwork in the Contemporary World. London, UK, and New York: Routledge.
Atkinson, P., Coffey, A., Delamont, S., Lofland, J., & Lofland, L. (Eds.). (2002). Handbook of Ethnography. London: Sage.
Caffarella, R. (2002). Planning Programs for Adult Learners (2nd Edition): A Practical Guide for Educators, Trainders and Staff Developers. San Francisco, CA: Jossey-Bass.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2008). The Landscape of Qualitative Research. Thousand Oaks, CA: Sage Publications.
Kasworm, C., Rose, A., & Ross-Gordon, J. (2010). Handbook of Adult and Continuing Education, 2010 edition. Thousand Oaks, CA: Sage Publications.
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2009). How to Design and Evaluate Research in Education. New York, New York: The McGraw-Hill Companies.
Merriam, S., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A Comprehensive Guide. San Francisco, CA: Jossey-Bass.
Ross-Gordon, J. M. (2003). Adult learners in the classroom. New Directions for Student Services, 102(Summer), 43-52.
Rossman, G. B., & Rallis, S. F. (2003). Learning in the field: An introduction to qualitative research. London: Sage.
West, J. A. & West, M. L. (2002). Using Wikis for Online Collaboration. San Francisco, CA: Jossey-Bass.