Using Feature Films to Teach Observation in Undergraduate Research Methods

Tan, JooEan; Yiu-Chung, Ko

doi:10.1177/0092055x0403200110

Cited by 28 publications

(27 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The first and most crucial steps toward this point come when interviewers become aware of their assumptions and locations, as well as their emotional responses in an interview when these are in direct conflict with those of the informant (Blee 1998;Wasserfall 1993). Incorporating reflexivity into teaching ethnographic observation requires a specific pedagogical design that will lead students through these steps, making them conscious of: (1) the lenses they wear as they carry out their observations; and (2) how their field notes are not observations concerning interactions of others, but are rather their interpretations of such interactions (Tan and Ko 2004).…”

Section: Reflexivity In Ethnographic Observation and Data Analysismentioning

confidence: 99%

Teaching Reflexivity in Qualitative Interviewing

Hsiung¹

2008

Teach Sociol

View full text Add to dashboard Cite

REFLEXIVITY HAS GAINED A VITAL ROLE in qualitative research. It is central to debates on subjectivity, objectivity and, ultimately, the scientific foundation of social science knowledge and research (Burawoy 1998;Denzin and Lincoln 2005;Harding 1991). It is one of the most fundamental concepts and practices that differentiate qualitative from quantitative research. Much work on doing reflexivity by researchers and practitioners has been published. Yet, scholars have only recently begun to explore how one goes about teaching reflexivity in qualitative research. This work contributes to the endeavor since teaching reflexivity specifically in the context of qualitative interviewing has largely been overlooked in the literature. Such neglect perpetuates a conceptual proposition that overlooks the roles of interviewer/researcher in qualitative interviewing and does a disservice to the next generation of researchers, who will need skills and reflective insights to develop into mature and independent qualitative researchers.This paper discusses how to effectively use the analysis of preexisting interview data and hands-on learning through mock interviewing as complementary strategies to teach reflexivity in qualitative interviewing. My endeavor in the classroom is to bridge the divide between doing and teaching reflexivity in qualitative interviewing. The pedagogical premises I adhere to are derived from: (1) a review of pedagogical strategies in sociology that incorporate reflexivity into teaching of ethnographic observation and data analysis, (2) doing reflexivity in feminist oral history, and (3) how reflexivity is used to train practitioners in the applied fields of counseling and social work. TEACHING REFLEXIVITY IN QUALITATIVE INTERVIEWING*Reflexivity has gained paramount status in qualitative inquiry. It is central to debates on subjectivity, objectivity, and, ultimately, the scientific foundation of social science knowledge and research. Although much work on doing reflexivity by researchers and practitioners has been published, scholars have only recently begun to explore how one goes about teaching reflexivity in qualitative research. This paper contributes to the endeavour by first identifying challenges of teaching reflexivity. It then describes how I use an existing data set and hands-on learning as complementary strategies to teach reflexivity in a course on qualitative interviewing. It concludes with a discussion of the implications of teaching reflexivity in sociology in general and in qualitative research methods in particular.

show abstract

Section: Reflexivity In Ethnographic Observation and Data Analysismentioning

confidence: 99%

Teaching Reflexivity in Qualitative Interviewing

Hsiung¹

2008

Teach Sociol

View full text Add to dashboard Cite

show abstract

“…Within this paper I have referred to "nonsociological materials" and, as it happens, various types of media other than novels have also been utilized for sociological purposes and have been reported as efficacious teaching devices (e.g. Ahlkvist 1999;Albers and Bach 2003;Burton 1988;Hraba et al 1980;Misra 2000;Pescosolido 1990;Prendergast 1986;Scanlan and Feinberg 2000;Tan and Ko 2004;Tipton and Tiemann 1993). Given the concerted work realizing items such as films, television shows, etc.…”

Section: Resultsmentioning

confidence: 99%

“…Albers and Bach 2003;Burton 1988;Kaufman 1997;Misra 2000;Prendergast 1986;Scanlan and Feinberg 2000;Tan and Ko 2004;Tipton and Tiemann 1993). I suggest, however, that such unexplicated appeals derive from the use of (what Sacks called) "sociological reconstruction".…”

Section: Propaedeutic Features Of Fiction For Sociologymentioning

confidence: 94%

The Corpus Status of Literature in Teaching Sociology: Novels as “Sociological Reconstruction”

Carlin¹

2010

Am Soc

View full text Add to dashboard Cite

Using fiction in teaching sociology involves what Harvey Sacks calls "sociological reconstruction". Numerous comments on teaching sociology provide advice and suggestions on the use of literature and "what counts" as "sociological" literature, including specific titles. This paper goes further: while the use of literature is a routine feature of sociological accounts, discerning the relevance of a novel, or a passage within a novel, to sociological themes is an analyst's achievement. It requires work both by the teacher and the student to recognize the relevance of fiction to sociology. Previous studies on fiction in sociology focus on the pedagogic aspects of using novels but fail to acknowledge the key problem of "sociological reconstruction" attempted through the use of novels. The paper explicates the crucial and generic issue of "corpus status", which is fore-grounded by the use of nonsociological materials in sociology.

show abstract

“…The goal is to get students to retain knowledge and use it in real-life situations as independent, critical, and creative thinkers (Bain 2004; Barkley 2010). In sociology, instructors use in-class experiential learning and “lived experiences” activities to practice or demonstrate research methods, such as reflexivity in interviewing (Hsiung 2008), nonparticipant observation on the basis of a setting of students’ own choosing (Ostrower 1998), in-depth analysis of behavior from film (Tan and Ko 2004), or texts and images of historical and contemporary documents (Peyrefitte and Lazar 2018).…”

Section: Linking Observations To Theorymentioning

confidence: 99%

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

Reyes

Johnson

2020

Sociology of Race and Ethnicity

View full text Add to dashboard Cite

By documenting the erasure of W.E.B. Du Bois’s scientific contributions to sociology, Aldon Morris’s The Scholar Denied was a catalyst for scholars to rethink how we teach and understand social theory and a call to recognize the racialized origins of our discipline. How can we incorporate these insights into our teaching beyond a token addition of Du Bois to classical theory courses? Drawing on comments from anonymous student evaluations and completed assignments including essay exams, final papers, and end-of-year reflections from one classical theory course, the authors argue that teaching classical theory requires teaching about race, ethnicity, and gender and outline three pedagogical principles. First, we assert that it starts with the syllabus. Second, we demonstrate how incorporating theorists’ biographies situates them in their sociohistorical contexts. Finally, active learning observational assignments reveal how research is a scholarly conversation and demonstrate the enduring importance, and limitations, of classical theories and theorists. Together, these pedagogical tools show how the classical theory canon is racialized. By providing conceptual and logistical tools scholar-teachers can use to incorporate race, ethnicity, and gender in classical theory courses, we highlight how issues of race and gender should not be relegated to substantive courses. Instead, they are central to understanding and teaching the foundations of sociology.

show abstract

Using Feature Films to Teach Observation in Undergraduate Research Methods

Cited by 28 publications

References 6 publications

Teaching Reflexivity in Qualitative Interviewing

Teaching Reflexivity in Qualitative Interviewing

The Corpus Status of Literature in Teaching Sociology: Novels as “Sociological Reconstruction”

Teaching the Veil: Race, Ethnicity, and Gender in Classical Theory Courses

Contact Info

Product

Resources

About