Pedagogies of Evidence, Accident, and Discovery: Teaching and Learning Ethnographic Methodology, Theory, and Serendipity, Part IV
Stephen Lyon Durham University March 7, 2017 My University is considered one of the research intensive universities of Britain. We are one of the largest in terms of faculty numbers as well as student intake. We teach methods at every year of our undergraduate programmes and all single honours students are required to do a […]
Pedagogies of Evidence, Accident, and Discovery: Teaching and Learning Ethnographic Methodology, Theory, and Serendipity, Part III
Stephen Chrisomalis Wayne State University March 7, 2017 I teach linguistic anthropology at a large public research university as a program requirement for both undergraduate and graduate students in anthropology and linguistics; for most of them, this is their only exposure to the subfield, its methods, and theories. This presents a challenge – to get […]
Pedagogies of Evidence, Accident, and Discovery: Teaching and Learning Ethnographic Methodology, Theory, and Serendipity, Part II
Wesley Allen-Arave University of New Mexico March 7, 2017 Research in anthropology requires a balance of flexibility and focus. A challenge in anthropology graduate training is imparting students with flexibility to adapt their research plans as complications and insights arise without tempering the students’ focus on recording compelling data for their research question(s). Unlike scientists […]
Pedagogies of Evidence, Accident, and Discovery: Teaching and Learning Ethnographic Methodology, Theory, and Serendipity, Part I
Douglas William Hume Northern Kentucky University March 7, 2017 In the fall 2016 semester I was scheduled to teach an upper-division undergraduate course titled “Ethnographic Methods and Research” in which I use McCurdy, Spradley, and Shandy’s The Cultural Experience: Ethnography in Complex Society (2004) to introduce students to qualitative ethnosemantic research methods. It so […]