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NordicConsortiumforChinaStudies QualitativeMethods Intensivecourse,ZhejiangUniversity Generaloutline Thiscourseprovidesanintroductiontoethnographicmethodsandpracticalexperiencewith asmallfieldstudy.ForstudentsofChinastudies,theexercisesduringthesetwoweekswill formthebasisforanexampaper.Forstudentsofanthropology,thecourseisfollowedbytwo weeksofdatacollectionfortheirfieldprojects.Thecoursewillcoverkeyaspectsof qualitativeresearch,suchasformulatingaresearchproblem,researchquestions, methodologicalchoices,analysis,ethicalconcernsandpresentationoffindings.Readingsand teacherpresentationswillbecombinedwithpracticalexercises,withemphasisonthelatter. Modeofteachingwillcombineclasspresentations,plenarydiscussions,groupwork, instructionandexperience-sharing.Duringtheperiodofthecourse,studentswill concurrentlydeveloptheirindependentprojectsthatwillformthebasisforexampapers. Anthropologystudentsmusthavetheirproblemstatementsapprovedbytheteachersbefore 1 NordicConsortiumforChinaStudies theybegintheirindependentfieldresearch.Allliteraturemustbereadinpreparationforthe course.Itisexpectedthatthestudentswillcollaborateduringcommonexercises(topic: Movement–motionandmobility)duringthecourse.Thecoursestresseshands-onactivities andlearning-by-doing.Therefore,therewillbemanypracticalexercisesandmuchhomework duringthecourse.Thiswillnotleavetimetoreadbetweenclasses,soallliteraturemustbe readinpreparationforthecourse. Thecourseisplannedasaone-weekintensivecourseforScandinavianMAstudentsinChina Studies,andcountsasatotalof5ECTS(135hours).ItwilltakeplaceataChineseuniversity campusandwillbeco-taughtbyoneteacherfromtheChineseuniversityandoneteacher fromaScandinavianuniversity.ThelanguagesofinstructionwillbeChineseandEnglish. Prerequisites Itisassumedthatstudents: • ReadandspeakModernStandardChinese(Putonghua)atalevelcorrespondingtothe requirementsforaBAdegreeinChinaStudiesataScandinavianuniversity • HavecomprehensiveknowledgeofChinesecultureandsociety • Haveabasicknowledgeofculturalstudyresearchmethods Aimsofthecourse Themainaimsofthecourseare: • thatstudentslearntodesignaChina-relatedresearchprojectbasedonqualitative methods. • thatstudentsgainpracticalexperienceinqualitativeresearchmethods,primarily observationsandinterviews. Toachievetheseaimsthecoursewillinclude: • discussionsofthepotentialandlimitationsofqualitativeresearchmethods. • planning,conductingandreflectingcriticallyonanobservation. • planning,conducting,transcribingandreflectingcriticallyoninterviews. 2 NordicConsortiumforChinaStudies • readingacademictextsinChineseandEnglish,aswellasmassandsocialmediatexts inChineseabouttheresearchtheme. Courseoutline Time Theme/Title Material DayOne Morning session WelcomeandPresentation - Thecommonprojecttopic:Motion,movement,mobility - Introductiontoethnographicmethods - Framinganddesigningaproject - Projectdescriptionrequirements Exercise1:Brainstorming,framinganddevelopingproject descriptiononthecommonprojecttopic. Spradley,2000. Hammersley& Atkinson1997. Eriksen,2010. Lunchbreak Exercise2:Inspirationalwalkintheneighbourhood–“agrand tour”. Assignment1 Writeupfirstimpressions.Workonproject. Afternoon session DayTwo Morning session - Participantobservation Access,positionsandconflictsinthefield Fieldnotes Spradley,2000. Hannerz,2006. Wolcott,1994. Exercise1:Roleplayinclassaboutaccess. Lunchbreak Afternoon session Exercise2:Participant-observation'inthefield'. Assignment2 Writeupfieldnotesandsharewiththegroup. Developadraftresearchproblemandbackground 3 NordicConsortiumforChinaStudies sectionfortheindividualprojectdescription. Setupinterviewappointmentsfordaythree. Excursion:asocialexcursionisplannedbetweendaytwoandthree. DayThree Morning session Afternoon session - Qualitativeinterviewing–formsandtechniques Theinterviewguide Transcription Exercise1:Interviewexerciseinclassroomusingaudiorecorder (mobilephone). Exercise2:Developaninterviewguideforasemi-structured interview. Lunchbreak Exercise3:Conductasemi-structuredinterview'inthefield'. Assignment3 Transcribesectionsoftheinterview,share transcriptsinthegroupandreadeachother’s transcriptions.Workonallsectionsoftheindividualproject description.Prepareapresentationofmax.3slides.Setupanother intervieworfocusgroupinterviewappointmentfordayfour. Bernard,1994. Michrina,1996. Kvale& Brinkmann,2009. Thøgersen,2006. DayFour Morning session - Culturalcontext,sensitiveissuesandpoliteness Projectdesign(cont.) Focusgroups Exercise1:Mutualbrainstormingonownprojects. Afternoon session Lunchbreak Exercise2:Prepareandperformafocusgroupinclass. Assignment4 Conductanothersemi-structuredinterview(or focusgroupinterviewifpossible).Transcribe sectionsoftheinterview. 4 Justesen&MikMeyer,2012. Hansen,2006. Kjellgren,2006. NordicConsortiumforChinaStudies DayFive Morning session - Workingwithfieldnotesandinterviewtranscript Analysis Writingethnography Afternoon session Lunchbreak Exercise1:Codeandanalysethematerial.Identifyanalytical themes.Feedbackandsupervisiononownfieldprojects. Assignment5 Submitproblemstatementstoteachersby8PM atthelatest. Hammersley& Atkinson,1997. Gullestad,1992. Keesing,2000. DaySix Morning session - Validityandlimitations Ethics Writingstylesandconventions;writingagoodexam paper Feedbackandapprovalofprojects Afternoon session Lunchbreak Exercise:Identificationanddiscussionofethicalissuesin researchprojects. Wrapupandevaluationofthecourse. Magolda& Weems.2002. CodeofEthics oftheAAA, 2012. Selmer,2001. Maanen,2010. Learningactivities Thecoursecombineslectures,seminarsandgroupdiscussionsheldinEnglishandChinese withafieldtrip.Studentswillbegivenassignmentstopreparebeforeeachrespectiveclass session.Basedonthecourseandthefieldtrip,thestudentsarerequiredtopresentideasfor afinalpaperonthelastdayofthecourseandtohandinafinalessayatalaterdateviaemail. AttendanceiscompulsoryaccordingtotheregulationsoftheChineseuniversityandstudents 5 NordicConsortiumforChinaStudies areexpectedtocometoclasseswellprepared.Studentswillreceivethelistofreadingsabout onemonthbeforethecoursestartsandareexpectedtohavereadatleastthemandatory textsbeforethebeginningofthecourse. Courserequirements/examination The students’ performance during the course, including active class attendance, written assignments,andthefinalpapercounttowardsthefinalgradeforthecourse.Fieldprojects maybewrittenwithintheframeworkofthecommontopicandmustbeundertakeningroups of two (in special cases three) students. Exam papers must be written in pairs (8-10 pages includingreferencesandnotes).Thepaperhastoinclude:a)anintroductionpresentingthe researchquestion;b)apresentationofthemethodologyusedforcollectingdata;c)reflections onmethodologicalchallengesintheproject;d)adiscussionoftheresultsoftheinvestigation; e)aconclusion;andf)alistofreferencesthatincludeatleastfiveacademicsourcesthatare usedinthepaper.Onlypapersincludingallofthesepointswillbeabletopass,andpaperswill begradedpassed/notpassed. CourseMaterial Bernard,H.R.1994.“Unstructuredandsemistructuredinterviewing”inResearchMethods inAnthropology.QualitativeandQuantitativeApproaches.London:Sage,208-236. CodeofEthicsoftheAmericanAnthropologicalAssociation.ApprovedNovember2012. http://ethics.aaanet.org/category/statement/ Eriksen,ThomasHylland2010[1995].“FieldworkanditsInterpretation”inEriksen,Thomas Hylland,SmallPlaces,LargeIssues–AnIntroductiontoSocialandCulturalAnthropology,third edition:London:PlutoPress,27-43 Gullestad,Marianne1992.”PeaceandQuiet”inGullestad,MarianneTheartofsocial relations.Essaysonculture,socialactionandeverydaylifeinmodernNorway.Oslo: ScandinaviaUniversityPress,137-164. Hammersley,Martyn&PaulAtkinson1997.“Researchdesign:problems,casesand samples”in:M.Hammersley&P.Atkinson,Ethnography.PrinciplesinPractice,Routledge: LondonandNewYork,23-53. Hammersley,Martyn&PaulAtkinson1997.“Theprocessofanalysis”in:M.Hammersley&P. Atkinson,Ethnography.PrinciplesinPractice.London:Routledge,205-239. 6 NordicConsortiumforChinaStudies Hannerz,Ulf2006.“StudyingDown,Up,Sideways,Through,Backwards,Forewards,Away andatHome:ReflectionsontheFieldsWorriesofanExpansiveDiscipline”in:Locatingthe Field:Space,PlaceandContextinAnthropology,S.Coleman&P.Collins(eds).Oxford:Berg Publishers,23-41. Hansen,MetteHalskov2006.“IntheFootstepsoftheCommunistParty”inHeimerM.and StigThøgersen(eds)DoingFieldworkinChina.Copenhagen:NiASPress,81-95 Justesen,Lise&Mik-Meyer,Nanna2012."Focusgroups"inQualitativeResearchMethods inOrganisationStudies.HansReitzelsforlag,75-95 Keesing,RogerM.2000.”Notarealfish:theethnographerasinsideoutsider”inDevita, PhilipR.StumblingTowardTruth.Anthropologistsatwork.Waveland,107-112. Kjellgren,Björn2006.“TheSignificanceofBenevolenceandWisdom–ReflectionsonField Positionality”inHeimerM.andS.Thøgersen(eds)DoingFieldworkinChina.Copenhagen: NiASPress,225-244. Kvale,Steinar&Brinkmann,Svend2009."ConductinganInterview"inInterViews. LearningtheCraftofQualitativeResearchInterviewing.SagePublications,123-143 Maanen,JohnVan2010.Talesofthefield.Onwritingethnography.Chicago:Universityof ChicagoPress,73-100 Magolda,Peter,andLisaWeems.2002."Doingharm:Anunintendedconsequenceof qualitativeinquiry?"JournalofCollegeStudentDevelopmentno.43(4):490. Michrina,B.&C.Richards1996.“Oraldiscourse”inPersontoPerson:Fieldwork,Dialogueand theHermeneuticMethod.Albany:StateUniversityofNewYork,49-58 Selmer,Bodil.2001."QuestionsofValidityinQualitativeResearch"inReportfromthe workshopResearchandMethodology:ContentandContext.TheSocialResearchCenter. TheAmericanUniversityinCairo,39-43 Spradley,James2000.“PartOne:Ethnographyandculture”in:ParticipantObservation. NewYork:Holt,RinehardtandWinston,3-35 Spradley,James2000.“PartTwo:Thedevelopmentalresearchsequence.”(“Step One”till“StepSix”)in:ParticipantObservation.NewYork:Holt,RinehardtandWinston.,37- 111. Thøgersen,Stig2006.“BeyondOfficialLanguage”inHeimerM.andStigThøgersen(eds) DoingFieldworkinChina.Copenhagen:NiASPress,110-126. Wolcott,HarryF.1994."Confessionsofatrainedobserver"inTransformingqualitativedata. Description,analysis,andinterpretation.SagePublications,149-172. 7