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| Unit name |
Ethnography Across Educational Contexts |
| Unit code |
EDUCM0007 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Dr. Giampapa |
| Open unit status |
Not open |
| Pre-requisites |
Introduction to Qualitative Research Methods in the Social Sciences |
| Co-requisites |
None |
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
To provide a philosophical understanding of the underpinnings of ethnographic approaches to research
- To develop a critical understanding of the key epistemological and methodological issues raised in ethnographic research
- To introduce students to the current debates in ethnography and new approaches to using ethnography across educational contexts
- To develop students’ understanding of the application, strengths and weaknesses of ethnographic approaches to research and to develop basic skills in using ethnographic data analysis.
- To develop students’ understanding of issues relating to the modes of representation of ethnographic data
Intended Learning Outcomes
Module specific skills
- Develop an understanding of the philosophical underpinnings of ethnography across the social science research.
- Develop an understanding of the ways in which ethnography as a theoretical and methodological approach is used across educational research.
- Be able to critique empirical studies with regards to both theoretical and methodological analysis.
- Demonstrate and situate their own developing approach to ethnographic research
- Develop an understanding of the diverse modes of representing ethnographic data
Discipline specific skills
- Develop an appreciation of the theoretical underpinning of ethnography in relation to the discipline
- Understand how ethnography can address specific challenges within a disciplinary context
- Demonstrate and apply a critical understanding of ethnography as used in the discipline.
- Develop an understanding of discipline-specific ethical, political and value issues, related to ethnography
Personal and key skills
- Critical analysis
- Ability to reflect on personal/ethical issues raised in ethnographic research.
- Team work
- Presentation skills
Teaching Information
Lectures/presentations, seminars, group work, and virtual learning environment
Assessment Information
Formative: Group presentation critique of a published ethnographic research article (15 minutes) OR Group presentation using an ethnographic method.
Summative: Ethnographic research design assignment (4,000 words equivalent) OR multi-modal assignment (2,000 words plus visual representations).
The choice between summative assessment options will be negotiated with the Unit Tutor.
Reading and References
- Atkinson, P., Coffey, A., Delamont, S., Lofland,J. & Lofland, L. (2001). Handbook of Ethnography. London: Sage.
- Coffey, A. (1999). The Ethnographic Self: Fieldwork and the Representation of identity. London: Sage.
- Grenfell, M., Bloome, D., Hardy, C., Pahl, K., Roswell, J. & Street, B. (in press, 2011). Language, Ethnography and Education: Bridging New Literacy Studies and Bourdieu. London: Routledge.
- Thapar-Björkert, S. & Henry, M. (2004). Reassessing the research relationship: Location, position and power in fieldwork accounts. Iinternational Journal of Social Research Methodology,7 (5): 363-381.
- Goldstein, T. (2001). Hong Kong Canada: Playwriting as Critical Ethnography. Qualitative Inquiry, 7(3): 279-303.
