Temple University Department of Geography and Urban Studies GUS Spring 2012 Qualitative Methods 5163 (CRN-098625) Section

01 Monday 3:00 to 5:30 GH 310 Instructor: Elizabeth L. Sweet bsweet@temple.edu 215 204-2960 Description: This class examines Qualitative Methods in the context of global economic development policies and provides on opportunity for students to create qualitative research design schemes, and critically analyze research using these methods. We will pay special attention to issues of race and gender in qualitative methods and research design. Initially the seminar will begin with a focus on the philosophy of science, the construction of knowledge, the places of qualitative methods in the academy (and the people who use them), and positivistic/post-positivistic models. Next, with this epistemological base we will explore specific techniques in qualitative research including focus groups, ethnography (both participant and non-participant observation) and issues of feminist ethnography, interviews both guided and open ended, case studies, action research, and autobiographical essays. We will look at the epistemological assumptions, the comparative strengths and weaknesses, and the appropriate domains of qualitative case study methods and alternative approaches. We will review qualitative case studies and research projects from diverse parts of the globe that focus on gender, race, and economic/community development. Finally, we will analyze research designs/papers presented by class participants. Requirements Learning Facilitator: Participants will lead class discussions. Facilitators should assume that everyone has completed the reading so while a brief overview of the authors central message would be appropriate a detailed summary is unnecessary. This facilitation should focus on the strengths and weaknesses of the readings (explaining why they are helpful, informative, uninformative, or unhelpful), how each reading relates to the theoretical/methodological issues that have been examined in earlier readings and discussions, critical questions that are raised (in terms of theory, method, practices, policy, facilitators experiences, or future research) and other issues that facilitators feel are important. Facilitators should also develop some discussion questions about the material as a way of facilitating the class (not asking specific details of the articles but about ideas or issues that were not clear or you think should be challenged for example). This presentation will count for 20% of the facilitators grade. I strongly encourage facilitators to either make an appointment or stop by my office hours to go over how they plan to proceed and clarify any doubts they might have about the process of facilitation or the material it self. All readings will be available on Blackboard. Class Participation and Attendance: Class participation and attendance is very important to the success of the class. Thus attendance to all classes and preparation for all classes is mandatory. Attendance and preparation will represent 30% of your grade. Participation will be evaluated by both class discussion and timely and thoughtful responses on the blackboard discussion boards. The class will be divided into

blackboard discussion groups. By 5:00 PM on the day before class each participant should write and post response to the Blackboard discussion group with their critique of the readings. The post should focus on the strengths and weaknesses of the readings (explaining why they are helpful, informative, uninformative, or unhelpful), how each reading relates to the theoretical/methodological or other issues that have been examined in earlier readings and discussions, critical questions that are raised (in terms of theory, methods, policy, your own experience, or future research) and other issues you feel are important. I also encourage you to respond to others in your group. Deliverables: Each participant should develop one term paper A) A justification of methods paper: (1) Specify the research problem/question(s) and research objectives, (2) the techniques to be used and why they are appropriate for this project, (cite appropriate literature to support your argument for this/these methods) (3) How these methods will answer your research questions, (4) and explanation and time frame for how the project is to be carried out (who, how, when, and where). B) A narrative/analysis of qualitative Data that you have already collected. This should be a substantial work that might be a publishable article, dissertation chapter or masters thesis section. C) A proposal for funding. This should be a complete response to a real RFP or standard application for a granting organization such as the National Science Foundation (dissertation award), NIH, or a non-government foundation such as Robert Wood Johnson. D) Conference paper for publication. E) Other proposals for term papers should be discussed with me within the four weeks of the semester. The paper should be double-spaced, one inch margin all around, font size 12, have in text-cites and bibliography. At the end of the class each participant will make a tenminute oral presentation about their paper. The paper and oral presentation will be 50% of your grade. No late papers will be accepted! Other important Information Disabilities This course is open to all students who meet the academic requirements for participation. Any student who has a need for accommodation based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities. Academic Freedom Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has adopted a policy on Student and Faculty Academic Rights and Responsibilities (Policy # 03.70.02) which can be accessed through the following link: http://policies.temple.edu/getdoc.asp?policy_no=03.70.02. Academic Honesty The following text is from the Temple University Bulletin for 2009-20010:

Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited. Essential to intellectual growth is the development of independent thought and a respect for the thoughts of others. The prohibition against plagiarism and cheating is intended to foster this independence and respect. Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's words, another person's assistance. Normally, all work done for courses -- papers, examinations, homework exercises, laboratory reports, oral presentations -- is expected to be the individual effort of the student presenting the work. Any assistance must be reported to the instructor. If the work has entailed consulting other resources -- journals, books, or other media -- these resources must be cited in a manner appropriate to the course. It is the instructor's responsibility to indicate the appropriate manner of citation. Everything used from other sources -- suggestions for organization of ideas, ideas themselves, or actual language -- must be cited. Failure to cite borrowed material constitutes plagiarism. Undocumented use of materials from the World Wide Web is plagiarism. Academic cheating is, generally, the thwarting or breaking of the general rules of academic work or the specific rules of the individual courses. It includes falsifying data; submitting, without the instructor's approval, work in one course, which was done for another; helping others to plagiarize or cheat from one's own or another's work; or actually doing the work of another person. The penalty for academic dishonesty can vary from receiving a reprimand and a failing grade for a particular assignment, to a failing grade in the course, to suspension or expulsion from the university. The penalty varies with the nature of the offense, the individual instructor, the department, and the school or college. Class Conduct, Attendance, and Punctuality: The volume of material to be covered and the cumulative nature of the material require your consistent participation on Blackboard and punctual attendance to scheduled classes. This course may illicit discussion of controversial topics. Please remain respectful of your colleagues. January 16 Week 1- No Class MLK DAY January 23 Week 2: Introductions and IRB review process Introductions Create syllabus (pick readings/products) and talk about projects/papers and IRB January 30 Week 3 Philosophy of Science/Positivists Notions Facilitators = 1) Rachel Frameworks for Policy Analysis Merging Text and Context, by Raul P. Lejano, (2006) Parts I and II pages 1-57 and 89-131.

Contemporary Philosophy of Social Science by Brian Fay, (1998) Malden MA, Blackwell Publishers, Chapter 10 Can We Understand Others Objectivity? pp 199-122

February 6 Week 4: Making social science matter; how and under what context. Facilitators = 1) Colleen HA. and 2) Julie Making Social Science Matter Why Social Inquiry Fails and How it can Succeed Again by Bent Flyvbjerg, (2001) Cambridge UK, Cambridge University Press, Chapter 9 Methodological Guidelines for a Reformed Social Science pp 129-140 Pedagogy of the Oppressed by Paulo Freire, (1970) The Seabury Press, New York, Chapters 2 and 3 pp 57 to 119 Subalternity and Representation Arguments in Cultural Theory by John Beverley, (1999) Duke University Press, North Carolina introduction and chapter 1 pp 1-40 and chapter 6 Territoriality, Multiculturalism and Hegemony: The question of Nation pp133-167. February 13 Week 5: Supremacy and Diversity in Epistemology Facilitator = 1) Colleen Hopper Black Skin, White Masks by Fentz Fanon (1952) Grove Press, New York Chapter 4 pp 64-88 Location of Culture by Homi K. Bhabha (1994) Routledge Press, London and New York chapter 3 pp 94-131 The Colonizer/Colonized Chicana Ethnographer: Identity, Marginalization, and Co-optation in the Field by Sofia Villenas (1996) Harvard Educational Review 66(4): 711-731 Culture and Power in the Classroom by Antonia Darder (1991) Chapter 2 The Link Between Culture and Power pp 25-45 Southern Theory by Raewyn Cornell (2007) Chapter 5 Indigenous knowledge and African Renaissance pp 89-110 Suggested Feminist Thought and the Structure of Knowledge edited by Mary McCanney Gergen (1989) Chapter 6 pp 87-104 Methodology of the Oppressed by Chela Sandoval, (2000) Section III The Methodology of the Oppressed: Semiotics, Deconstruction, MetaIdeologizing, Democratic, and Different Movements II pp 67-114 Grounded Theory Research: Procedures, Canons, and Evaluative Criteria by Juliet Corbin and Anselm Strauss, (1990) in Qualitative Sociology 13(1): 3-21 Ethnography Unbound Power and Resistance in the Modern Metropolis, (1991) Chapter 12 Convincing Sociologists: The Value of Interests in the Sociology of Knowledge by Charles Kurzman. Ethical Technology: Democratic. Southern Theory By Raewyn Connell, (2007) Cambridge UK, Polity Press Chapter 2 (Modern general theory and its hidden assumptions) pp 27-48 February 20 Week 6: Feminist Epistemologies 4

Facilitator = 1) Eloise Beyond Methodology Feminist Scholarship as Lived Research edited by Mary Margaret Fonow and Judith A. Cook (1991) Chapter 6 Race and Class Bias in Qualitative Research on Women by Lynn Weber Cannon, Elizabeth Higginbotham and Marianne L. A. Leung pp 107-118 Feminist Epistemology, Edited by Linda Alcoff and Elizabeth Potter, (1992) Chapter 2 Taking Subjectivity into Account by Lorraine Code pp 15-49 Participatory Action Research in a Poststructuralist Vein, Jenny Cameron and Katherine Gibson (2005) Geoforum 36 (3) 315-331 (En)gendering Knowledge: Feminists in Academe by edited by Joan E. Hartman and Ellen Messer-Davidow chapter 5 Overview: Towards a Philosophy of Perspectives by Sandra Harding pp 100-120 Feminist methods in Social Research, by Shulamit Reinharz, (1992) chapter 2 Feminist Interview Research pp 18-45 Feminist Fields: Ethnographic Insights ed R Bridgman et. al. (1999) Chapter 4 U.S. Feminist Ethnography and the Denationalization of America: A Retrospective of Women Writing Culture by D. A. Gordon pp 54-69 Suggested Feminist Dilemmas in Fieldwork edited by Diane L. Wolf, (1996) Chapter 10 Situating Locations: The Politics of Self, Identity and other in Living and Writing the Text by Jayati Lal pp185-214 A Conversation on Studying and Writing about Womens Lives Using nontraditional Methodologies by Llene Alexander, Suanne Bunkers, and Cherry Muhanji (1989) Womens Studies Quarterly 3 & 4:99-114 Cordova in Living Chicana Theory edited by Carla Trujillo (1997) pp.15 Fictions of Feminist Ethnography, by Kamala Visweswaran (1994) chapters: 1,2,4,5. Feminist methods in Social Research, by Shulamit Reinharz, (1992) chapter 6 February 27 Week 7: Design and Mixed Methods Facilitators = 1) Michelle and 2) Alec Toward a Definition of Mixed Methods Research by R.B Johnson, A.J. Onwuegbuzie and L. A. Turner (2007) Journal of Mixed Methods Research 1(2): 112-133 Qualitative Evaluation and Research Methods by Michael Quinn Patton (1990-second edition) chapter 5 Designing Qualitative Studies pp 145-198 and Chapter 6 Fieldwork Strategies and Observation Methods pp 19-276 The Art of Case Study Research, by Robert E. Stake (1995) Chapter 2 Research Questions pp 15-34 Designing Qualitative Research by Catherine Marshall and Gretchen B. Rossman (2006) Chapter 3 How to Conduct the Study: Designing the Research pp 45-120 (skim this)

The Art of Case Study Research, by Robert E. Stake (1995) Chapters 7 Triangulation pp.107-120

Suggested Reading Across Boarders Storytelling and Knowledges of Resistance by Shari Stone-Mediatore (2003) Chapter 3 Toward a Critical Theory of Stories, Chapter 5 Storytelling and Global Politics, and Chapter 6 Stories and Standpoint Theory: Toward a More Responsible and Defensible Thinking from Others Lives pp 97-159 Transforming Qualitative Data by Harry F. Wolcott (1994) Chapter 11 On Seekingand RejectingValidity in Qualitative Research pp 337-373 Applications of Case Study Research, by Robert K, Yin, (2002) Chapters 1 and 4 pp 3-27 and 55-76 March 6 Week 8: Spring Break March 13 Week 9 Interviews and Ethnography Facilitators = 1) Stephanie and 2) Aaron Postmodern Interviewing edited by Jaber F. Gubrium and James A. Holstein (2003) Chapter 6 Revisiting the Relationship Between Participant Observer and Interviewing by Paul Atkinson and Amanda Coffey pp 109122 and Chapter 9 Their Story/My Story/Our Story: Including the Researchs Experience in Interview Research by Carloyn Ellis and Leigh Berger pp157-186 Ethnography Principles in Practice, by Martyn Hammersley and Paul Atkinson, (1983) chapter 1 pp 1-26 Interviewing as Qualitative Research by Irving Sedman, (2006) chapter 8 Analyzing Interpreting and Sharing Interview Material pp 112-131 Can There Be A Feminist Ethnography? Judith Stacey (1988) Womens Studies International Forum 11(1): 21-27 The Man Question Loves and Lives in 20th Century Russia, by Anna Rotkirch 2000 chapter: 2 Analyzing Autobiographies pp 28-53 Womens Ways of Knowing by M R. Belenky et. al (1986 ) chapter 1 Silence pp 23-34 Working the Boundaries: Race Space and Illegality in Mexican Chicago by N De Genova (2005) Chapter 1 Decolonizing Ethnography pp 13-55 Suggested The Man Question Loves and Lives in 20th Century Russia, by Anna Rotkirch 2000 chapters: 1 and 8 Qualitative Evaluation and Research Methods by Michael Quinn Patton chapter 8 Qualitative Analysis and Interpretation (1990 second edition) pp 371- 459. Qualitative Interviewing The Art of Hearing Data by Herbert J. Rubin and Irene S. Rubin (1995) London, Sage Chapter 10 What did you hear? Data Analysis pp 226-256 6

The Anthological Lens: Harsh light and Soft Focus by James Peacock Chapter 2 Fictions of Feminist Ethnography, by Kamala Visweswaran (1994) chapter: 6 pp 95-113 Feminist Methods in Social Research by Shulamit Reinharz (1992) chapter 3 Feminist Ethnography pp 46-75 Post Modern Ethnography: From Document of the Occult to occult Document by Stphen A. Tyler pp 122-140 in Writing Culture: The Poetic and Politics of Ethnography ed by James Clifford and George E. Marcus (1986) Berkeley, University of California Press

March 20 Week 10: Focus Groups/Visual Methodologies Facilitator = 1) Russell and 2) Mehret Focus Groups Theory and Practice, David W. Stewart and Prem N Shamdasani 1990 chapters 1, 2, 5, and 6 pp 9-50 and 87-120 Focussing on the Focus Group, Cameron, J. (2005) in Iain Hay (ed.), Qualitative Research Methods in Human Geography, 2nd ed., Oxford University Press, Melbourne, Chapter 8. Visual Methodologies by Rose Giliam (2005) in Methodologies for English Studies edited by Gabriela Griffin chapter 5 pp 67-90 Ethnicity Inc. by J. L. and J. Comaroff (2009) Chapter 4 Commodifying Decent, American Style pp 60-85 Making the Invisible Visible a multicultural Planning History ed by Leonie Sandercock, Chapter 1 Spaces of Insurgent citizenship by James Holston pp37 -56 March 22 Week 11 Analysis (grounded theory) and storytelling Facilitator = 1) Tom and 2) Jade The Art of Case Study Research, by Robert E. Stake 1995 Chapters 5 pp 71-90 Ethnography principles in practice, by Martyn Hammersley and Paul Atkinson, 1983 chapter 8 and 9 pp174-237 Feminist Dilemmas in Fieldwork edited by Diane L. Wolf, 1996 Chapter 4 Writing Ethnography: Feminist Critical Practice by Carol B. Stack pp 96106 Constructing Grounded Theory: A Practical Guide through Qualitative Analysis Charmez, K (2006) Chapters 1 and 6 pp 1-12 and 123-150 Reading Across Borders Storytelling and Knowledges of Resistance by Shari Stone-Mediatore Chapter 5 Story Telling and Global Politics pp 125159

April 4 Week 12: Case Studies-Old School and New School (Writing Groups) Facilitator = 1) MIchaela

All Our Kin by Carole Stacks (1975) New York, Harper Colophon Books, Chapter 2 and 6 pp 22-31 and 90-107 The Little Community Peasant Society and Culture by R. Redfield (1956) Chapters 2 and 3 pp17-51 Off the Books The Under Ground Economy of the Urban Poor by Sudhir Allladi Venkatesh 2006 Chapters 2 pp 21-90 Suggested Ethnography Unbound Power and Resistance in the Modern Metropolis, 1991, Chapter 4 Fight the Power Two Groups Mobilize for Peace Behind Mud Walls, by William H. Wiser and Charlotte Viall Wiser, 1963 chapter 4 Silent Looms, by Tracy Bachrach Ehlers, 1990 Chapter 4 Mexican Lives, by Judith Adler Hellman, 1994 Chapter 5 Sunbelt Working Mothers Reconciling Family and Factory, by Louise Lamphere, Patricia Zavella, Felipe Gonzales with Peter B. Evens, 1993, Chapter 3 and 6. Mexican New York Transitional Lives of New Immigrants, by Robert Courtney Smith 2006 Chapter 5 Unequal Freedom: How Race and Gender Shaped American Citizenship and Labor by Evelyn Nakano Glenn Cambridge MA, Harvard University Press Chapter 7 Understanding American Inequality pp 236-264 April 9 Week 13: Case Studies-Ethnicity-Race (Writing Groups) Facilitator = 1) JuDonn Cooperation and Community: Economy and Society in Oaxaca by J. H. Cohen (1999) chapter 5 Cooperation and Community Tquio, cooperacion and Servicio pp 107-133 Working the Boundaries: Race Space and Illegality in Mexican Chicago by N De Genova (2005) Chapter 2 The Natives Point of View: Immigration and the Immigrant as Objects of US Nationalism pp 56-94 Family Properties Race Real Estate, and the Exploitation of Black Urban American by Beryl Satter (2009) New York Metropolitain Books. Chapters intro, 1, and 2 pp 1-63 April 16 Week 14: Case Studies-Explorations of Gender (Writing Groups) Facilitator = 1) Stuart From the Other Side Women Gender and Immigrant Life in the U.S., 1820-1990 by D. Gabaccia (1994) Chapter 8 Preservation and Innovation pp 110-126 Global Divas Filipino Gay Men in the Diaspora by Marin F. Manalansan IV (2003) Chapter 3 out there: The Topography of Race and Desire in the Global City pp 62-88 Womens Untold Stories Breaking Silence, Talking Back, Voicing Complexity ed. M Romero and A. J. Steward (1999) Chpater 9 One of the Family or Just the Mexican Maids Daughter?: Belonging, Identity and Social Mobility by Mary Romero pp 142-158 8

The Politics of Public Housing: Black Womens Struggles Against Urban Inequality by Rhonda Y. Williams 2004 Chapter 6 Sunlight at Early Dawn Economic Struggles, Public housing and Welfare Rights pp 192-228 Ethnography Unbound Power and Resistance in the Modern Metropolis, 1991, Chapter 8 Unlikely Heroes: The Evolution of Female Leadership in A Cambodian Ethnic Enclave by Shiori Ui pp161-177

April 23 Week 15: Class Presentations April 30 Week 16: Class Presentation and Guacamole Deliver deliverables on Wednesday May 2, 2012