Module Code and Title:        UGR202 Anthropological Research Methods      

Programme:                         BA in Anthropology

Credit:                                  12

Module Tutor:                     New Tutor #2

General objective: This research skills oriented module aims to teach students the basic principles of research design, data collection methods and data analysis from an anthropological perspective. Students will have the opportunity to practice and master the most significant anthropological data collection methods. They will be expected to collect and analyse primary data during the course of the module. This module will compliment what students are learning in ETY202 Writing Ethnography as well as help prepare students to undertake UGR303 Undergraduate Ethnographic Research Project in their final year.

Learning outcomes – On completion of this module, students will be able to:

1. Identify the range of data collection and analytical methods used by anthropologists.
2. Evaluate the research methods used by other anthropologists including those found in published work.
3. Debate the opportunities and challenges presented by various research strategies.
4. Develop clearly articulated research questions.
5. Choose appropriate data collection strategies to address research questions.
6. Discuss ethical issues related to anthropological research.
7. Collect and analyse data using a range of research strategies.

Learning and Teaching Approach:

Assessment Approach:

A. Life History Interview and Analysis : Portion of Final Mark: 15%

Students will select a person with whom to individually conduct a life history interview, they are expected to turn in the transcript of their interview as well as a 350-500 word analysis of the content and themes of the interview. Before conducting the interview they must submit a proposal describing who they plan to interview and providing a justification for why this person would be a good subject for a life history interview.

2%       Proposal (completeness, thoughtfulness, quality of research question, quality of justification)

2%       Transcript (completeness, clarity, accuracy and consistency)

8%       Report (quality of summary and analysis, thoughtfulness use of adequate and relevant support for all claims made, thoughtfulness)

3%       Organization, Language and Referencing (in report)

B. Oral History Documentation: Portion of Final Marks: 20%

Students will work in pair or groups of three to create the oral history of a particular place, event or institution. Their choice of subject is open however they must defend their choice in a short proposal before they begin collecting data. Each student will be expected to individually conduct at least three interviews in support of the project (this means each group will have a minimum of six interviews with work with). The final presentation of their project may be in the form that they feel best documents the history of the particular place, event or institution, for example they could produce a podcast, report, poster, exhibition or video. However, they will be expected to justify their choice of presentation style in a short proposal.

2%       Proposal (completeness, quality of research question, quality of justification, awareness of logistical challenges)

2%       Interview transcripts (individual mark: completeness, clarity, accuracy and consistency)

12%     Final Project (quality of summary of findings, quality and thoughtfulness of analysis, quality of fit between subject of oral history and presentation mode, originality, use of adequate and relevant support for all claims made, thoughtfulness)

3%       Organization, Language and Referencing (for final project)

3%       Individual contribution (process)

C. Archival Research Project : Portion of Final Mark: 15%

Students will develop an individual archival project using archival resources that are available either in Thimphu or online. While the choice of topic and the archive(s) where they choose to explore the topic are up to them, students must defend their choice in the form of proposal before starting the project.

2%       Proposal (completeness, quality of research question, quality of justification, awareness of logistical challenges)

3%       Description of Archive or Archival resource (accuracy, completeness)

7%       Quality of Analysis (quality of analysis, use of adequate and relevant support for all claims made, thoughtfulness)

3%       Organization, Language and Referencing

D. Leading discussion: Portion of Final Marks: 10%

During the semester, students will be responsible for working with one or two partners to lead a class discussion about a particular academic reading selected to illustrate a particular data collection or analytical method. The discussion will be expected to last most of a class period or at least 40 minutes. The tutor may take up the last ten minutes of class (or spend time in the next class) going over doubts, confusions or inaccuracies but will be a silent observer during the discussion. During the discussion, students will be responsible for: (1) summarizing the reading in their own words, including identifying and explaining key terms and concepts; in particular students must be able to articulate the relationship between an article’s research question(s) and the methods that were used to collect or analyse the data; (2) preparing discussion questions to stimulate class discussion; (3) helping the class understand how the reading links to class concepts; (4) facilitating a clear and helpful discussion that will help them class as a whole to both understand the reading and engage more critically with its main arguments and ideas. Before the discussion, each pair will meet with the tutor to discuss the reading, and clarify any doubts or questions they have about the reading.

1%       Pre-discussion meeting (attendance and preparedness)

2%       Quality and accuracy of summary (focus should be on arguments)

4%       Thoughtfulness and effectiveness of discussion questions  

2%       Quality and effectiveness of facilitation of discussion (including balance between facilitator and class participation)

1%       Teamwork (including meaningfulness of each member’s participation)

E. Class participation and preparedness: Portion of Final Mark: 5%

Students will be expected to participate substantially in class discussions, with contributions reflecting adequate preparation for topics under discussion. 5% of class participation and preparedness will be assessed before midterm, and the remaining 5% post midterm.

F. Midterm Examination: Portion of Final Mark: 10%

Students will take a written exam of 1.5 hr duration covering topics up to the mid-point of the semester.

Pre-requisites: AFD101: Introduction to Anthropology

Subject matter:

1. Unit I: Research Design
   • The purpose of research
   • The steps in conventional research process: explanation and key terms
   • Literature reviews as an essential step in the research process
   • Formulating research questions: why and how
   • Features of Anthropological Research: definitions and examples
   • Types of Anthropological Research: definitions and examples
2. Unit II: Research Ethics and Power in Anthropology
   • Historical overview of research ethics: key concerns and a review of key controversies
   • Voluntary participation and informed consent: definition and implications
   • Anonymity and confidentiality: definition and implications
   • Research ethics in the Bhutanese context
3. Unit III: Interviews (Spradly, Seidman)
   • The kinds of research questions which interviews can answers
   • Types of interviews: formal, informal, life history
   • Preparing to interview
   • During an interview: tips and tricks
   • Review of transcription techniques and best practices
   • Coding and analysing interview data
   • Sensitive topics and other ethical considerations
   • Limitations and challenges
4. Unit IV: Oral History
   • Definition and types of research questions which oral history can answer
   • Identifying and approaching sources
   • Organizing and analysing collected materials
   • Limitations and challenges
5. Unit V: Archival Research
   • Archives and Archival Research: definition and types
   • Research questions which can be answered using Archival research
   • Working with and analysing archival sources
   • Archival sources within the Bhutanese context
   • Limitations and challenge of using archival sources
6. Unit VI: Overview of other methods used by anthropologists
   • Focus groups: definition, strengths and weaknesses, examples
   • Discourse analysis : definition, strengths and weaknesses, examples
   • Surveys and other quantitative methods : definitions, strengths and weaknesses, examples
   • Anthropological Research in virtual communities: definitions. Strengths and weaknesses, examples
7. Unit VII: Communicating findings
   • Defining an audience
   • Written reporting: reports, academic articles, policy papers, blogging
   • Oral reporting: tips and tricks
   • Visual reporting: posters, film, photography

Reading List:

1. Essential Reading

• Bernard, R. (2006). Research methods in anthropology: Qualitative and quantitative approaches. Plymouth, UK: AltaMira Press.
• Finnegan, R. (1996). Using documents. In R. Sapsford & V. Jupp (Eds.), Data collection and analysis (pp. 138-152). London: Sage Publication.
• Spradly, J. (1979). Interviewing an informant. In J. Spradley, The ethnographic interview (pp. 55-68). Orlando, FL: Harcourt, Brace, Jovanovich.

1. Additional Reading

• Aris, M. (1987). ‘The boneless tongue’: Alternative voices from Bhutan in the context of Lamaist societies. Past & Present, 115, 131-164.
• Ljunggren, A., Johansson, E., Wang, C., & Pettersson, K.O. (2009). Endurance of aloneness among Tibetan indigenous women in Western China: Application of repeat focus group discussions as a tool for empowerment and for data collection. Health Care for Women International, 30(9), 824-844.
• Seidman, I. (2013). Technique isn’t everything, but it’s a lot. In I. Seidman, Interviewing as qualitative methods: A guide for researchers in education and the social sciences (pp. 78-94). New York: Teachers College Press, Columbia University
• Whitecross, R. (2010). ‘Virtuous beings’: The concept of tha damtshig and being a moral person in contemporary Bhutanese society.Himalaya the Journal of the Association for Nepal and Himalayan Studies, 28(1), 71-82.

Date: March 15, 2018