590002 SE Methodology & methods (2023W)
Methodology and methods. Doing fieldword.
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Fr 01.09.2023 06:30 to Th 28.09.2023 09:00
- Deregistration possible until Mo 16.10.2023 09:00
Details
max. 15 participants
Language: English
Lecturers
Classes (iCal) - next class is marked with N
- Friday 03.11. 13:15 - 17:30 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Friday 15.12. 12:00 - 17:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Saturday 16.12. 12:00 - 17:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Friday 26.01. 12:00 - 17:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
- Saturday 27.01. 12:00 - 17:00 Medien-und Methodenlabor Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
• Reflective notes on four sessions: 40 credits
• Poster creation and presentation: 20 credits
• Peer-reviews on posters: 20 credits
• Final assignment: 20 credits (the agreed-on submission date on Moodle is binding)
• Other participation will be counted positively into the final assessment.
• Poster creation and presentation: 20 credits
• Peer-reviews on posters: 20 credits
• Final assignment: 20 credits (the agreed-on submission date on Moodle is binding)
• Other participation will be counted positively into the final assessment.
Minimum requirements and assessment criteria
Minimum requirements and assessment standard:• Mandatory attendance. Students may miss max. 3 clock hours (without valid excuse).
• It is mandatory to upload the written assignments (posters and peer-reviews).
• Detailed feedback on at least two other posters is mandatory.
• Participation and work on assignments should be in line with good scientific practice.60 credits and the submission of the written assignment are needed to pass the course.1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
• It is mandatory to upload the written assignments (posters and peer-reviews).
• Detailed feedback on at least two other posters is mandatory.
• Participation and work on assignments should be in line with good scientific practice.60 credits and the submission of the written assignment are needed to pass the course.1 (sehr gut) 100-90 credits
2 (gut) 89-81 credits
3 (befriedigend) 80-71 credits
4 (genügend) 70-60 credits
5 (nicht genügend) 59-0 credits
Examination topics
Course material and material collected by participants
Reading list
Selection and detailed reading instructions will be provided on Moodle.Agar, M. H. (1980). The Professional Stranger. An Informal Introduction to Ethnography. Academic Press.
Anderson-Levitt, K. M. (2018). Comparing ethnographies of teaching when comparison seems impossible. Journal of Curriculum Studies, 50(5), 608–623. https://doi.org/10.1080/00220272.2018.1502809
Banaji, M. R., & Gelman, S. A. (2013). Navigating the social world: What infants, children, and other species can teach us. Oxford University Press.
Bruner, J. (1996). The culture of education. Harvard University Press.
Devault, M. L. (2006). Introduction: What is Institutional Ethnography? Social Problems, 53(3), 294–298. https://doi.org/10.1525/sp.2006.53.3.294
Forsey, M. (2007). The Strange Case of the Disappearing Teachers: Critical Ethnography and the Importance of Studying In-Between. In G. Walford (Ed.), Methodological Developments in Ethnography (pp. 69–88). JAI.
Garfinkel, H. (1967). Studies in ethnomethodology. Prentice-Hall.
Hammersley, M. (2002). Ethnography and realism. In A. Huberman & M. Miles (Eds.), The Qualitative Researcher’s Companion (pp. 65–80). SAGE Publications, Inc. https://doi.org/10.4135/9781412986274
Ingold, T. (2014). That’s enough about ethnography! HAU: Journal of Ethnographic Theory, 4(1), 383–395. https://doi.org/10.14318/hau4.1.021
Johnson, N. A., & Johnson-Lee, B. A. (1988). Ethnographic Research in Education: Strategies for reappraisal. McGill Journal of Education, 23(3), 231.
Latz, A. O., & Mulvihill, T. M. (2017). Photovoice research in education and beyond. Routledge.
Levinson, B. A., & Holland, D. (1996). The cultural production of the educated person: An introduction. In B. A. Levinson, D. E. Foley, & D. Holland (Eds.), The cultural production of the educated person: Critical ethnographies of schooling and local practice. SUNY Press.
Levinson, B. A. U., Sutton, M., & Winstead, T. (2009). Education Policy as a Practice of Power: Theoretical Tools, Ethnographic Methods, Democratic Options. Educational Policy, 23(6), 767–795.
Marcus, G. E. (1995). Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography. Annual Review of Anthropology, 24, 95–117.
Mitchell, A. (2013). Escaping the ‘Field Trap’: Exploitation and the global politics of educational fieldwork in ‘conflict zones.’ Third World Quarterly, 34(7), 1247–1264. https://doi.org/10.1080/01436597.2013.824642
Ortner, S. B. (1997). Fieldwork in the Postcommunity. Anthropology and Humanism, 22(1), 61–80.
Pierides, D. (2010). Multi-sited ethnography and the field of educational research. Critical Studies in Education, 51(2), 179–195. https://doi.org/10.1080/17508481003731059
Saether, E. (2006). Fieldwork as coping and learning. In M. Heimer & S. Thøgersen (Eds.), Doing fieldwork in China (pp. 42–57). NIAS Press.
Svensson, M. (2006). Ethical dilemmas: Balancing distance with involvement. In M. Heimer & S. Thøgersen (Eds.), Doing fieldwork in China (pp. 262–280). NIAS Press.
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. The University of Chicago Press.
Troman, G. (2001). Tales from the interface: Disseminating ethnography for policy making. In G. Walford (Ed.), Ethnography and Education Policy (pp. 251–273). JAI.
Vogt, F. (2002). No Ethnography Without Comparison: The Methodological Significance of Comparison in Ethnographic Research. In G. Walford (Ed.), Debates and Developments in Ethnographic Methodology (Vol. 6, pp. 23–42). JAI.
Walford, G., & Hudson, C. (2001). Genders and sexualities in educational ethnography (Vol. 3). Emerald.
Anderson-Levitt, K. M. (2018). Comparing ethnographies of teaching when comparison seems impossible. Journal of Curriculum Studies, 50(5), 608–623. https://doi.org/10.1080/00220272.2018.1502809
Banaji, M. R., & Gelman, S. A. (2013). Navigating the social world: What infants, children, and other species can teach us. Oxford University Press.
Bruner, J. (1996). The culture of education. Harvard University Press.
Devault, M. L. (2006). Introduction: What is Institutional Ethnography? Social Problems, 53(3), 294–298. https://doi.org/10.1525/sp.2006.53.3.294
Forsey, M. (2007). The Strange Case of the Disappearing Teachers: Critical Ethnography and the Importance of Studying In-Between. In G. Walford (Ed.), Methodological Developments in Ethnography (pp. 69–88). JAI.
Garfinkel, H. (1967). Studies in ethnomethodology. Prentice-Hall.
Hammersley, M. (2002). Ethnography and realism. In A. Huberman & M. Miles (Eds.), The Qualitative Researcher’s Companion (pp. 65–80). SAGE Publications, Inc. https://doi.org/10.4135/9781412986274
Ingold, T. (2014). That’s enough about ethnography! HAU: Journal of Ethnographic Theory, 4(1), 383–395. https://doi.org/10.14318/hau4.1.021
Johnson, N. A., & Johnson-Lee, B. A. (1988). Ethnographic Research in Education: Strategies for reappraisal. McGill Journal of Education, 23(3), 231.
Latz, A. O., & Mulvihill, T. M. (2017). Photovoice research in education and beyond. Routledge.
Levinson, B. A., & Holland, D. (1996). The cultural production of the educated person: An introduction. In B. A. Levinson, D. E. Foley, & D. Holland (Eds.), The cultural production of the educated person: Critical ethnographies of schooling and local practice. SUNY Press.
Levinson, B. A. U., Sutton, M., & Winstead, T. (2009). Education Policy as a Practice of Power: Theoretical Tools, Ethnographic Methods, Democratic Options. Educational Policy, 23(6), 767–795.
Marcus, G. E. (1995). Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography. Annual Review of Anthropology, 24, 95–117.
Mitchell, A. (2013). Escaping the ‘Field Trap’: Exploitation and the global politics of educational fieldwork in ‘conflict zones.’ Third World Quarterly, 34(7), 1247–1264. https://doi.org/10.1080/01436597.2013.824642
Ortner, S. B. (1997). Fieldwork in the Postcommunity. Anthropology and Humanism, 22(1), 61–80.
Pierides, D. (2010). Multi-sited ethnography and the field of educational research. Critical Studies in Education, 51(2), 179–195. https://doi.org/10.1080/17508481003731059
Saether, E. (2006). Fieldwork as coping and learning. In M. Heimer & S. Thøgersen (Eds.), Doing fieldwork in China (pp. 42–57). NIAS Press.
Svensson, M. (2006). Ethical dilemmas: Balancing distance with involvement. In M. Heimer & S. Thøgersen (Eds.), Doing fieldwork in China (pp. 262–280). NIAS Press.
Tobin, J., Hsueh, Y., & Karasawa, M. (2009). Preschool in three cultures revisited: China, Japan, and the United States. The University of Chicago Press.
Troman, G. (2001). Tales from the interface: Disseminating ethnography for policy making. In G. Walford (Ed.), Ethnography and Education Policy (pp. 251–273). JAI.
Vogt, F. (2002). No Ethnography Without Comparison: The Methodological Significance of Comparison in Ethnographic Research. In G. Walford (Ed.), Debates and Developments in Ethnographic Methodology (Vol. 6, pp. 23–42). JAI.
Walford, G., & Hudson, C. (2001). Genders and sexualities in educational ethnography (Vol. 3). Emerald.
Association in the course directory
DSE
Last modified: Th 02.11.2023 17:48
Much educational research relies on fieldwork, in the sense of visiting a site of interest and engaging with this site's community and/or individuals for purposes of research. At times, research-oriented activities are combined with pedagogical interventions, actions for social change, etc. This course will focus on qualitative approaches connected to doing fieldwork in educational settings. We will begin by identifying different methodological traditions within prevalent approaches to fieldwork; continue by reflecting upon ethnography as a method, to then zoom in on different ways of doing interviews and (non-)participant observation.Aims:
1. Obtain knowledge regarding various theoretical, methodological, and methodical approaches regarding fieldwork in education.
2. Develop an understanding of the complex nature of organizing and doing fieldwork at educational sites.
3. Ability to read, reflect upon, and discuss research literature.
4. Ability to perform smaller fieldwork assignments, present preliminary results, and put results into written form.
5. Ability to actively participate in seminar discussions and to provide feedback in both written and oral form.Methods: Discussion, group work, hands-on exercises, presentations, peer-reviews.Further details regarding course organization will be provided via Moodle.