Qualitative Inquiry and Physical Cultural Studies Winter 2012

Transcription

1 Qualitative Inquiry and Physical Cultural Studies Winter 2012 Instructor: Michael Atkinson Office: 40 Sussex, 3 rd floor Class Location: BN320 Class Time: Wednesdays, 10am-12pm michael.atkinson@utoronto.ca Phone: Course Biography This course is intended to prepare students interested in physical culture and health research to engage various forms of fieldwork, interviewing and visual methods, whilst highlighting the centrality of theory in research efforts. Through in and out-of-classroom learning, and assigned readings, students gain an awareness of the appropriate qualitative procedures associated with particular research questions, how to interpret and represent qualitative data in a variety of ways, how to critically assess and employ qualitative data, and how to articulate a theoretical point of view through oral/written reports. Students will obtain skills in reading, comparing, critically examining, evaluating, and summarizing the research of others in the context of their work. Throughout the course, emphasis is given to understanding the role of qualitative inquiry in the study of diverse physical cultures and health issues, the importance of policy-driven qualitative research and the cultural politics of conducting qualitative inquiry. Required Reading Journal articles and chapters are assigned each week. There are no required textbooks for this course, primarily because methodology is about doing rather than reading. However, I would suggest purchasing and becoming familiar with at least one of the three following textbooks if you want to review the basic (and even advanced) concepts in qualitative methodologies: *Andrews, D. and Silk, M Qualitative Methods in Sports Studies. New York: Berg Publishers. *Gallagher, K The Methodological Dilemma: Critical, Creative, and Post-Positivist Approaches to Qualitative Research. London: Routledge. * Denzin, N. and Lincoln, Y Handbook of Qualitative Research. London: Sage. 1

2 Assessments There are three assessments in this course, and we will discuss them extensively in class. Each involves the collection and/or representation of data during the semester. * Fieldwork and interviewing assignment (40%) * In-class presentation (20%) * Visual methods assignment (40%) Schedule of Content [Week One] - Qualitative lines of sight, modalities and syntheses *Read: Guba, E. and Lincoln, Y Competing paradigms in qualitative research. In N. Denzin and Y. Lincoln, Handbook of Qualitative Research (pp ). Andrews, D. and Silk, M Physical Cultural Studies. Sociology of Sport Journal 28:1 * Task: Observation exercise [Weeks Two, Three and Four] - Ethnography * Read: Fenton, L and Pitter, R Keeping the Body in Play: Pain, Injury, and Socialization in Male Rugby Players. Research Quarterly for Exercise and Sport 81: Sugden, J> Running Havana: Observations on the Political Economy of Sport Tourism in Cuba. Leisure Studies 26: Atkinson, M Parkour, Anarcho-Environmentalism and Poiesis. Journal of Sport and Social Issues 33: De Garis, L Sometimes a bloody nose is just a bloody nose: play and contest in boxing, wrestling, and ethnography. Sport in Society 13: Butryn, T (Re)examining whiteness in sport psychology through autonarrative excavation. International Journal of Sport and Exercise Psychology 7: Brown, G., Gilbourne, D. and J. Claydon When a career ends: A short story. Reflective Practice 10: Sparkes, A Ethnography and the senses: challenges and possibilities. Qualitative Research in Sport and Exercise. 1: Pink, S Doing Visual Ethnography. London: Sage. [Week Five and Six] - The long (and winding) interview * Read: Gubrium, J. and Holstein, J The New Language of Qualitative Method. New York: Oxford University Press. Charmaz, K Constructing Grounded Theory. A Practical Guide Through Qualitative Analysis. London: Sage. Seifert, T. and Hedderson, C Intrinsic Motivation and Flow in Skateboarding: An Ethnographic Study. Journal of Happiness Studies 11: Lewis, C Life chances and wellness: meaning and motivation in the yoga market. Sport in Society 11:

3 May, R The Good and Bad of It All: Professional Black Male Basketball Players as Role Models for Young Black Male Basketball Players. Sociology of Sport Journal 26: Kaufman, Peter and Wolff, E Playing and Protesting: Sport as a Vehicle for Social Change. Journal of Sport and Social Issues 34: Sherry, E (Re)engaging marginalized groups through sport: The Homeless World Cup. International Review for the Sociology of Sport 45: Jarvie, G Sport, Social Change and the Public Intellectual. International Review for the Sociology of Sport 42: Tomlinson. A Lord, Don't Stop the Carnival. Journal of Sport and Social Issues 31: Wheaton, B Identity, Politics, and the Beach: Environmental Activism in Surfers Against Sewage. Leisure Studies 26: Harwood, C. and C. Knight Stress in youth sport: A developmental investigation of tennis parents. Psychology of Sport and Exercise 10: [Week Seven] - Narrative and discourse * Read: Sparkes, A. and Smith, B Men, sport, spinal cord injury, embodied masculinities, and the dilemmas of narrative identity. Men and Masculinities 4: Chase, L Undisciplined Bodies: A Foucauldian Analysis of Women s Rugby. Sociology of Sport Journal 23: Buman, M., Yasova, L. Giacobbi, P Descriptive and narrative reports of barriers and motivators to physical activity in sedentary older adults. Psychology of Sport and Exercise 11: ,2010 Carless, D. and Douglas, K We haven't got a seat on the bus for you or all the seats are mine : narratives and career transition in professional golf. Qualitative Research in Sport and Exercise 1: Human, L; Thomas, M Playing Sport In The Stormy Sea Of Street Life. African Journal for Physical, Health Education, Recreation and Dance. 14: [Week Eight] - Interpretative phenomenological analysis * Read: Smith, J.A Hermeneutics, human sciences and health: Linking theory and practice. International Journal Of Qualitative Studies On Health And Well-Being 2: ` Reid, K., Flowers, P., and Larkin, M Exploring lived experience: An introduction to Interpretative Phenomenological Analysis. The Psychologist 18: Larkin, M., Watts, S., and Clifton, E Giving voice and making sense in Interpretative Phenomenological Analysis. Qualitative Research in Psychology 3: Flowers, P., Smith, J., Sheeran, P. and Beail, N Health and romance: Understanding unprotected sex in relationships between gay men. British Journal of Health Psychology 2: Shaw, R. L Why use interpretative phenomenological analysis in Health Psychology? Health Psychology Update, 10:

4 Smith, J.A., Flowers, P., and Larkin, M Interpretative Phenomenological Analysis: Theory Method and Research. London: Sage. [Week Nine]- Netnography and CMC methods * Read: Gillett, J Media Activism and Internet use by people with HIV/AIDS. Sociology of Health and Illness, 25: Langer, R. and Beckman, C Sensitive research topics: Netnography revisited. Qualitative Market Research 8: Armstrong, A. and Hagel, J The real value of on-line communities. Harvard Business Review May June: Jupp, V Netnography, In The Sage Dictionary of Social Research (Ed.). V. Jupp ( ). London: Sage. * Task: Ethnography in a computer lab [Week Ten] - Visual methods, Photo-voice and photo elicitation * Read: Atkinson, M Fell running in post-sport territories. Qualitative Research in Sport and Exercise 2: Azzarito, L. and Sterling J What it was in my eyes : Picturing youths embodiment in real spaces. Qualitative Research in Sport and Exercise 2: Lorenz, L., and Kolb, B Involving the public through participatory visual research methods. Health Expectations: An International Journal of Public Participation in Health Care & Health Policy 12: Harrison, B., Seeing health and illness worlds using visual methodologies in a sociology of health and illness: A methodological review. Sociology of Health and Illness, 24: Fleury, J., Keller, C. and Perez, A Exploring resources for physical activity in hispanic women, using photo elicitation. Qualitative Health Research 19: * Task: Photography of urban physical culture [Week Eleven] - Arts-based research * Read: Richardson, L Feathers in Our CAP. Journal of Contemporary Ethnography, 28: Carless, D. and Kitrina, D Performance Ethnography as an Approach to Health- Related Education. Education Action Research 18: Bagnoli, A Beyond the standard interview: The use of graphic elicitation and artsbased methods. Qualitative Research 9: Thomas, F Eliciting emotions in HIV/AIDS research: A diary-based approach. Area 39: [Week Twelve] - Qualitative meta-synthesis * Read: Weed, M Interpretive qualitative synthesis in sport and exercise sciences: The meta-interpretation approach. European Journal of Sport Science 6: Noblit, G. and Hare, R Meta-Ethnography: Synthesising Qualitative Studies. Newbury Park: Sage Publications. 4

5 NOTE: Adherence to the Code of Student Conduct and the Code of Behaviour on Academic Matters will be strictly enforced in this course. For more information, please refer to: POLICY ON LATE ASSIGNMENTS AND MISSED TESTS/EXAMINATIONS: Please note that NO late assignments/labs/exams will be accepted without appropriate medical documentation. Any student failing to submit an assignment by the due date will automatically receive a zero for that course component. ACADEMIC DISHONESTY: Academic dishonesty is not qualitatively different from other types of dishonesty. It consists of misrepresentation by deception or by other fraudulent means. In an academic setting this may include any number of forms such as: copying or the use of unauthorized aids in tests, examinations and laboratory reports; plagiarism, i.e., the submission of work that is not one s own or for which previous credit has been obtained, unless the previously submitted work was presented as such to the instructor of the second course and has been acceptable for credit by the instructor of that course; aiding and abetting another student s dishonesty giving false information for the purposes of gaining admission or credit; giving false information for the purposes of obtaining deferred examinations or extension of deadlines; and/or forging or falsifying University of Toronto documents. Academic dishonesty can result in serious consequences, e.g., the grade of zero on an assignment, loss of credit with a notation on the transcript (notation reads: Grade of F assigned for academic dishonesty ), and/or suspension or expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. ACADEMIC SUPPORT: Writing Centre ( The Health Sciences Writing Centre, which is housed in the FPEH, provides free instruction to help you develop your writing skills. Trained instructors work to help you improve your capacity to plan, organize, write and revise academic papers in any subject. They also help ESL students with language issues. Academic Success Centre ( The Academic Success Centre offers group workshops and individual counselling on a wide range of learning issues, including time management, stress and anxiety, exams, textbook reading, note-taking, concentration, memory and other aspects of study. They also have a drop-in centre with extensive hours. Accessibility Services ( Accessibility Services provides services and programs for students with a documented disability, be it physical, sensory, a learning disability or a mental disorder. Students with a temporary disability (e.g. broken arm or leg) also qualify. Services include test and exam arrangements, note-taking services, oncampus transportation, etc. 5