Dr. Paula Charbonneau-GowdyUniversidad Andres BelloMasters of TESOLOffice: 22823-0506E-Mail: paula.charbonneau@unab.cl

MEI507 QUALITATIVE & ETHNOGRAPHIC RESEARCH METHODS

Dates: April 7-8, April 21-22, 2016

[D]ifferent eyes seeing different things, combined with the courage to act on what is seen, brings enormous benefit to learning, to scholarship, to knowledge and to the betterment of the human condition. (Ursula Franklin, pg. 204)

COURSE DESCRIPTION

The focus of this part of the Research Methods course is on understanding the assumptions and principles of qualitative and ethnographic research methodologies and applying their tools of inquiry. Researchers in the social sciences frequently use Ethnographic and Qualitative research interchangeably. They are fields of inquiry that cut across disciplines and reflect multiple discourses, epistemological assumptions, historical and intellectual traditions, and ways of collecting, analyzing, interpreting and representing data.

Ethnography is associated with the discipline of anthropology; as a field of study, it has traditionally been concerned with the description, analysis and interpretation of cultures, codes, symbolic systems and language use in diverse contexts.Qualitative Research is frequently used by researchers from different disciplines for a variety of purposes, methodologies and methods. It has become a catchall term to refer to fieldwork, participant observation, exploratory research, naturalistic inquiry, and action research.

Education and other social science researchers have borrowed from ethnographic research and used its interpretive methods of inquiry to examine many areas of SL learning and teaching, for example multiple literacies, discursive practices in diverse classrooms, classroom communities and cultures. Emphasis in this course will be on clarifying the disciplinary intellectual traditions, schools of thought particular to qualitative and ethnographic research. In addition to theoretical and methodological issues, such as ecological validity, subjectivity and voice, reflexivity, representativeness, interpretation & representation, relational ethics, ethical research conduct particular to this research paradigm, we will critically review qualitative and ethnographic research designs, data collection and data analysis strategies and the reporting, communication of understandings, and textual /visual presentation and representation of data.

GENERAL AIM

The general goal of this part of the Research Methods course is to expose you to Qualitative/Ethnographic research as a viable option for researching your teaching practices.

SPECIFIC GOALS

The specific objectives of this section of the course are: To develop a well-articulated personal epistemology, that is to establish how you see learning in order

to locate and situate your own social science inquiry/inquiries. To collaboratively become familiar with the Qualitative paradigm and to prepare in a practical way the

various steps in conducting a research study within this paradigm. To critically evaluate different methodological approaches from your SL teaching perspective and

position yourself in terms of choosing an approach. To understand, reflect upon and challenge the implications of researchers’ actions, roles and

responsibilities, discursive practices and their texts. To begin to develop a design framework as the basis of a research proposal supported by a wide range

of intellectual traditions within qualitative and ethnographic research orientations.

ME1503 COURSE OVERVIEW

Session DateLearning

outcomes/goals ActivitiesActivity

Assignments

WEEK 1(P)

April7

Introduction to research and the two cohorts of the course

- Introduction to the course: organisation, assignments and practical issues.- Introduction to the various research paradigmsGroup Activity: Discussion about research and what purpose it serves.- Conversations about approaching EFL education from the interpretive and critical field of qualitative and ethnographic research – key concepts.- Overview of Qualitative course plan and assignments for this cohort of the course .

(P) April 8 Part 1Locating Our Epistemologies, Intentions and Actions in Research Practices

Part 2Reflecting on One’s Position Within EFL Theoretical Paradigms

Part 1The Questions We Ask – the Kinds of Answers We Seek in Working within Qualitative/Ethnographic Research.Individual ActivityReflecting about practice, positioningGroup activityDiscussion and Development of Hypothetical Research QuestionsReadingsDenizen, Lincoln & Giardina (optional)WolcottBassey

____________________________Part 2Epistemological Stances, Ways of Knowing and Research Positioning –

- Individual Positioning Paper (April 10)- Group Mini Field Study Report(April 12)- Posting of critical questions about readings for Week 2(April 19)

and PerspectivesGaining Entry to the Research Field

Insider/Outsider Experience, Experience Near and Distant Experience.Group activityMini Field Activity:Reflecting on Field Texts

Readings:HarklauEnosAgee

WEEK 2 (P)

April21

Examining and considering different research methods, strategies and tools.

Methodology and Methods: Tools, Strategies, TechniquesGroup Activity:Questions posted on the readingsPresenting Mini Field StudiesReadingsBaxter & JackBurns

(P)April22

Part 1Examining and considering different research methods, strategies and tools

Part 2Interpreting and analysing different kinds of qualitative/Ethnographic data

Part 1Interviewing, Negotiating Conversations, Documenting and Using Archival MaterialsGroup Activity:Letters of Intent and ConsentReadings:Eder & FingersonHe & Cooper_____________________________Part 2Explaining Actions, Behaviours, Meanings, Interpreting Audio/Video and Visual ImagesGroup ActivityWorking on a Hypothetical Research DesignReadings:AuerLee & EsterhuizenLoughlin

- Letter of Intent and gaining participant consent(April 25)- Group Hypothetical Research Designs(April 26)

WEEK 3 (L)

April28

(L)April29

WEEK 4 (L)

May6

(L) May7

- Group Ethical Case Study/Video(April 27)- Posting of critical questions about readings for Friday, WEEK 5 (April 28)

WEEK 5 (P)

May 12

Using ethical guidelines when conducting research

Ethics, Ethical reasoning, Problem Solving, Ethical Conduct, Ethics of Practice.Group ActivityResponding to Case Studies/Videos

Readings:Howard & LykesMurphy & Dingwall

(P & L)May 13

Presentations of Research Proposals

May 28

Research Proposals Due

ACTIVITIES, ASSIGNMENTS, EVALUATION & CRITERIA

Use your assignments constructively, creatively and meaningfully and they will not only help you to get the most from this part of the course but will go a long way in helping you to prepare your Masters’ study and thesis.

Please note: This document and all others related to the Qualitative part of the course can be found on the Ethnographic and Qualitative Research Methods Community Website at:

https://ereqcourse.wordpress.com/

You efforts will be evaluated in this part of the course in the following ways:

I. IN CLASS and ONLINE PARTICIPATION (20%)

Group activities begun in class and products submitted or posted online Participation in class and group discussions

More than being solely just a source of information, the format of this course is set up as a collaborative & problem solving seminar that requires your attendance and active participation in class discussion and in working with others in a group. This format is intended to enable you to express your own beliefs and values about a topic, concept or issue with others. If you are absent from class, it is your responsibility to keep up to date and obtain any auxiliary teaching materials distributed in class or on RM Community course site. It is also your responsibility to inform your group members and me if you will be absent.

In evaluating your contribution, I will consider your engagement and reflections with the concepts, issues and content of the course. Your contribution to this course is valued.

Assessment of group activities: specific feedback on the strengths and suggestions on aspects to consider activity rubric criteria

Group Assignment Criteria Rubric

Grade7 Exceptional

commitment to the assignment required

High standard of thinking

Significant contribution to fulfilling the goals of the activity

Superior standard of English

Reflecting class topics and readings and further study

High degree of originality and creativity

6 Very good standard of commitment to the assignment

Very good standard of graduate level work

Demonstrates a good intellectual contribution to fulfilling the goals of the activity

High standard of English

Reflecting the class topics and readings

Originality and creativity is evident

5 Good level of commitment to the assignment

Good standard of graduate level work

All basic requirements of the assignment are met

Standard use of language

Some reference made to class topics and readings

Some originality shown in some parts

4 Basic level of commitment to the assignment

Work appropriate to graduate level

Most of the goals have been met

English is sometimes below the standard

Reference to topics and readings are inadequate

Little originality shown

3 Inadequate level of commitment to the assignment

Work not up to thestandard of graduate

Goals of the assignment have not been entirely met.

Level of English affects comprehension

Scant reference to topics or readings

Evidence of originality lacking

level workYour participation in group and class discussions will be an assessment of your participation in class and open class discussions, also your attendance and punctuality.

II. INFORMAL CRITIQUE and REFLECTIVE THINKING (15%)

Response to readings through questions Individual Positioning Paper

During the next few weekends in this part of the course, we will discuss and critically respond to articles related to a specific topic, issue or research problem. I will be looking at your depth of thought and the thoroughness with which you have read articles assigned through the questions and comments you pose prior to the class on the readings. Each article will be assigned a mark out of 8.

The rubric I will use to assess those questions/comments for each article will be the following:

ARTICLE TITLEDegree of reflection and critical thinking evident 5Reference to class discussions 3Level of expression 2

Total Mark 8

Individual Initial Positioning Paper

This assignment is designed to give you the flexibility and opportunity to free write about what you would like to explore in your pedagogical area of interest or experience and receive feedback. This assignment may be a draft of a thesis proposal or a particular work related issue or issues that interest you. The purpose of this assignment is to help you get started or to think further about the kind of research you want to do or what you want to know and why. What kinds of issues are you interested in? What tools of inquiry do you want to explore? Who is your research for? What drives your research agenda, intentions? This paper should be 5 pages [Arial 11, double-spaced].

Specific Evaluation Criteria:I will not put a grade on this paper. You will automatically receive a 7 for the assignment. I will look for your ability to express your point of view/position clearly and coherently from a critical, interpretive, personal perspective, even if it is tentative at this point. Explain why the topic is or issues are important to you.You can include scholarly references you deem interesting, noteworthy or relevant.

Option:For those who may want more structure, you can choose to follow the following guidelines:Choose a topic that really interests you or that you are passionate about.Identify some key descriptors associated with that topic.Answer the following questions

How are other researchers in the field engaging with this topic? What kinds of questions are they asking about the topic? What is the focus of their research? What kind of research is being conducted? Quantitative? Qualitative? Ethnographic? What kinds of methods – tools of inquiry - are being used? Surveys? Interviews? Observations? Focus groups? What theories or epistemologies do the researchers acknowledge explicitly? What claims do they make? Are the claims well justified? What controversies or issues are associated with this topic?

After reading and reflecting on the above, state your own position on how you think the issue should be approached or how you want to approach the issue in a 5 page double-spaced essay typed.

GRADE BREAKDOWN FOR THE COURSE

Qualitative Section: 35% Quantitative Section: 35%Individual Research Proposal: 30%Total: 100% or 7.

READ CAREFULLY:Policy on Plagiarism & Academic IntegrityUNAB and the TESOL Masters’ program values academic integrity. Therefore all students must understand the meaning and consequences of cheating, plagiarism and other academic offences. Please see www.unab.cl for important details.

E-MAIL COMMUNICATIONI will respond to individual e-mails from you. However, if you send e-mails on a Sunday, they may not be responded to until the following Monday.

EXPLANATION OF EVALUATIONI will assess each assignment and provide feedback. Refer back to the criteria I will use in assessing each assignment. The grading system used is holistic; all aspects of your work, written and oral, collaborative and individual, are taken into account. If you are concerned about your grade or learning in this class at any point during the course, please arrange to talk to me privately, not during class hours.

Useful References:Following are eJournals and key journals on qualitative and ethnographic research in Anthropology and Education that may be useful to you now or in the future thesis work:

EthnographyEthnography and EducationJournal of Contemporary EthnographyForum Qualitative Social ResearchQualitative ResearchQualitative Social ResearchQualitative SociologyQualitative Sociology ReviewInternational Journal of Qualitative Studies in EducationInternational Journal of Qualitative StudiesQualitative Inquiry & Qualitative Report

REFERENCES

I have included all references listed in the course here although some are marked optional.

Agee, J. (2009). Developing qualitative research questions: A reflective process. International Journal of Qualitative Studies in Education, 22(4), pp. 431-447.

Bassey,(1992) Creating education through research. Educational Research Journal, 18(1), pp. 3-16.

Baxter, P. & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 1(4), pp.544-559.

Burns, A. (2005). Action Research. In Hinkel, E. (Ed.), Handbook of Research in Second Language Teaching and Learning (pp.241- 256). Malweh, N.J.: Lawrence Erlbaum Associates.

Denizen, Lincoln & Giardina (2006). Disciplining qualitative research, International Journal of Qualitative Studies in Education, 19(6) pp. 769-782.

Eder, D & Fingerson, L. (2002). Interviewing children and adolescents. In Gubrium, J. & Holstein, J. (Eds.), Handbook of Interview Research: Context and Method (pp.181-201). Thousand Oaks,CA: Sage.

Enos, A. (2001). A landscape with multiple views. In Merchant, B.M. & Willis, A.L. (Eds.) Multiple and Intersecting Identities in Qualitative Research, pp. 83-101, Malweh, N.J.: Lawrence Erlbaum Associates

Harklau, L. (2005). Ethnograph and ethnographic research on Second Language teaching and learning. In Hinkel, E. (Ed.) Handbook of Research in Second Language Teaching and Learning (pp.179- 193). Malweh, N.J.: Lawrence Erlbaum Associates Publishers

He, Y. & Cooper, J. (2011). Struggles and strategies in teaching: Voices of five novice secondary teachers, Teacher Education Quarterly, pp. 97-116.

Howard, S. (2013). Risk-aversion: Understanding teachers’ resistance to technology integration. Technology, Pedagogy and Education, 22(3), pp. 357-372.

Howard, W. & Lykes, M.B. (2000). Practice, participatory research and creative research designs: The Evolution of ethical guidelines for research. In Sheman, F.T. & Torbett, W.R. (Eds.), Transforming Social Inquiry, Transforming Social Action: New Paradigms for Crossing the Theory/Practice Divide in Universities and Communities (pp. 276-294). Boston: Kluwer Acad Publishers.

Murphy, E. & Dingwall, R. (2002). The ethics of ethnography. In Atkinson, P. Coffey, A. Delmont, S. Lafoud, J. & Lafoud, L. (Eds.), j. Thousand Oakes, CA: Sage Publication.

Pink, S. (2001). Visual Ethnography, Thousand Oakes, CA: Sage Publication.

Sadlier. S. T. & Arancibia, M.C. (2015). Toward a society where everyone is always studying: Access at an elite Chilean research university. International Journal of Qualitative Studies in Education, 18(9), pp. 1049-1064.

Wolcott (1987). On ethnographic intent. Education Administration Quarterly, 21(3), pp.187-203.