ANTH3090 uses this technique as part of a work-integrated-learning approach to teaching traditional ethnographic research skills. The first half of the course focuses on theoretical and methodological paradigms underlying the ethnographic method. Students learn about the logics of participant observation, interviewing and other ethnographic approaches to social analysis. During the second part of the course, students undertake a supervised placement or a volunteer role in a relevant community or non-profit organisation in which to practice ethnographic skills (e.g. RSPCA; AIDS Council, etc.). In this assessment students are encouraged to choose an organisation that aligns with their personal and/or academic interests, thus adhering to a personalised learning pedagogy. Across a range of scaffolded assessments, students are asked to describe the organisation in which they conducted their fieldwork, identify literature relevant to the field of study, formulate a research question, undertake participant observation and conduct basic qualitative analysis of their findings. This assessment is designed to facilitate contextually situated or 'experientially-based knowledge' and may enhance student employability in direct and indirect ways: It may directly lead to employment opportunities through networking possibilities; while indirectly it provides authentic practical experience and gives students an insight into working environments which is a valuable attribute when seeking employment.
Details
- CLASS SIZE
- 20-40
- CLASS LEVEL
- Third year
- ASSESSMENT SECURITY
- High security
- TIME REQUIREMENTS
- Low time
- GRADUATE ATTRIBUTES
- In-depth knowledge in the field(s) studied, Effective communication skills, Independence and creativity, Ethical and social understanding
- CONDITIONS
- Work-related, Sequence
- FEATURES
- Authentic
- TAGS
- qualitative/quantitative analysi, participant observation, personalised learning, research skills, fieldwork
Advantages
This assessment is often based on student's personal and/or academic interests and therefore enhances student engagement, creativity, and enjoyment. This technique directly facilitates building of ethical and social understanding (a key UQ Graduate Attribute), both in interacting with community members, as well as in conducing integrous social science research. Gives students firsthand experience of conducting social scientific research and could therefore usefully be applied to courses across the School of Social Science.
Challenges
Ethical clearance for volunteer placements may be time consuming to obtain. This difficulty is avoided by course coordinators liaising with their relevant Ethics Officer in advance of semester, so as to provide students with a shortlist of pre-approved groups. This technique is largely student-directed, hence may not allow staff to provide early intervention for students at risk or identify those requiring higher levels of support. Care should be taken by coordinators to consult with students at regular intervals.
Tips for implementation
Students should be reassured that this technique is intended to be partial research and that they are not expected to produce significant findings or publishable output in such a short period of fieldwork. Rather, it is a snapshot of one of the disciplinary practices of Social Scientists in conducting ethnographic fieldwork.
How it supports academic integrity
This technique is focused on experiential learning and context-specific fieldwork combined with opportunities for reflexivity. These are tasks that are very challenging to outsource (for example, via an essay bank or mill), making the risk of misconduct minimal and readily detectable.
Authentic learning characteristics
engagement, authenticity and student ownership
Dr Sally Babidge
s.babidge@uq.edu.au
Research Interests:
Water relations, cultures and politics; Extractive capitalism and the recognition of Indigenous Rights. Qualifications:
Graduate Certificate of Education, JCU
Doctor of Philosophy, JCU Find out more