Teaching qualitative research: Key content, course structures, and recommendations

Drisko, James W.

doi:10.1177/1473325015617522

Cited by 19 publications

(12 citation statements)

References 34 publications

(43 reference statements)

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“…Students need to learn methods by doing them, and active learning is considered the best means for doing so (Drisko, 2016;Earley, 2014;Lewthwaite & Nind, 2016;Sangaramoorthy & Kroeger, 2020;Strayhorn, 2009). There are three best practices for teaching qualitative methods, including ethnography, that stem from active learning principles: 1) making the research accessible; 2) experiential learning, and 3) reflection (Kilburn et al, 2014;Lewthwaite & Nind, 2016).…”

Section: Experience -With Reflectionmentioning

confidence: 99%

“…Cultural anthropology, in the North American tradition, is often defined by the methods of ethnography. Historically, however, ethnographic methods have not been central to the training curriculum; rather, ethnographic practice has often been mostly self-taught through the process of doing fieldwork (Drisko, 2016;Garner et al, 2009;Rabinow, 2007). While there is still much scholarly debate about what ethnography is when teaching (Ruth et al, forthcoming), we view ethnography as a methodological approach towards engaging in research.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Ethnographic Methods for Cultural Anthropology: Current Practices and Needed Innovation

Ruth

Woolard²,

Sangaramoorthy

et al. 2022

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Historically, ethnographic methods were learned by cultural anthropology students in individual research projects. This approach creates challenges for teaching in ways that respond to the next generation’s calls to decenter anthropology’s White, heteropatriarchal voices and engage in collaborative community-based research. Analyzing syllabi from 107 ethnographic methods training courses from the United States, we find the tradition of the “lone researcher” persists and is the basis of ethnographic training for the next generation. There is little evidence of either active reflection or team-based pedagogy, both identified as necessary to meet career opportunities and diversification goals for the wider field of cultural anthropology. However, we also find that, by centering the completion of largely individual research projects, most ethnographic methods courses otherwise adhere to best practices in regard to experiential and active learning. Based on the analysis of syllabi in combination with current pedagogical literature, we suggest how cultural anthropologists can revise their ethnographic methods courses to incorporate pedagogy that promotes methodologies and skills to align with the needs of today’s students and communities.

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Section: Experience -With Reflectionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching Ethnographic Methods for Cultural Anthropology: Current Practices and Needed Innovation

Ruth

Woolard²,

Sangaramoorthy

et al. 2022

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“…Traditional research classes can help reduce some of this anxiety but often fail to help students make a connection between research and practice (Maschi et al, 2007). Drisko (2016) recommended project-based approaches that transform didactic learning into practical skills. Several models have improved student research skills and attitudes (Harder, 2010;Lowe & Clark, 2012;Natland, 2016).…”

Section: Student-led Researchmentioning

confidence: 99%

Toward A Community-Informed Social Work Curriculum: Responses from Local Social Workers

Cronin¹,

Dunn²,

Lemus³

2021

JSSW

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As part of its effort to refresh its curriculum to meet the 2015 EPAS competencies, the Department of Social Work Education (DSWE) at California State University, Fresno carried out an engaged research project during the 2017-18 academic year. The project involved undergraduate and graduate social work students, and community stakeholders (i.e. field instructors). Through student-conducted interviews (N = 40), focus groups (N = 13) and surveys with stakeholders (N = 91), we were able to uncover the most pressing needs in surrounding communities, the skills and knowledge social work professionals most value, the skills and knowledge they wish they had received more training on during their time at as a social work student, their understanding of the relationship between DSWE and the communities it serves, and their ideas for increasing DSWE"s level of engagement and impact. In this paper, we discuss our findings and their curricular implications as well as lessons learned about community-informed curriculum development.

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“…She has to consider the diversity of research ranging from "conventional" (right pole) to the "avant-garde" (left pole). She also has to keep in mind her own position and goals as well as disciplinary, structural, and other contexts for teaching (Drisco, 2016).…”

Section: Teaching For Discomfort: Preparing Scholars For the Unknownsmentioning

confidence: 99%

Designing for Discomfort

Skukauskaitė¹,

Noske²,

Gonzales³

2018

International Review of Qualitative Research

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In this article we explore discomforts two doctoral students experienced in a qualitative research methods class designed to introduce the diversity of qualitative research. The discomforts, purposefully facilitated by the teacher, created opportunities for students to consider their roles as professionals and scholars. We use student class posts, reflection journals, and audio-recorded conversations from our yearlong research to focus on the discomfort of nonsingularity of qualitative research. We make visible how this discomfort became instrumental in our understanding of the polyphony of qualitative research and of our responsibilities as scholars. We argue that discomforts, when part of a class design, can open doors for deeper understandings of our learning and of qualitative research.

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Teaching qualitative research: Key content, course structures, and recommendations

Cited by 19 publications

References 34 publications

Teaching Ethnographic Methods for Cultural Anthropology: Current Practices and Needed Innovation

Teaching Ethnographic Methods for Cultural Anthropology: Current Practices and Needed Innovation

Toward A Community-Informed Social Work Curriculum: Responses from Local Social Workers

Designing for Discomfort

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