Reflections on teaching ethnographic fieldwork: Building community participatory practices

Deborah Gioia

Research output: Contribution to journalArticle

Abstract

This article presents how the classical roots of ethnographic fieldwork can be considered and adapted when teaching ethnography in social work and public health courses. The experiential community engagement component of the course is discussed in-depth (with ten classroom examples), as well as how to enhance fieldwork skills through classroom activities, which Master's of Social Work (MSW) and Bachelor's of Social Work (BSW) students will need in preparation for entering the field. Students who have undergraduate experiences in ethnography with faculty mentors are often taught 'how' to use the elements of fieldwork but not the 'why' of the methods. Two books reviewed in this issue of the journal are viewed as exemplars for student learning and can be used in the classroom. Researcher reflection is highlighted as a necessary skill, and the need to consider the community as partners is essential for the design, rigor and understanding of classroom projects in ethnography.

Original languageEnglish (US)
Pages (from-to)144-153
Number of pages10
JournalQualitative Social Work
Volume13
Issue number1
DOIs
StatePublished - Jan 2014
Externally publishedYes

Fingerprint

Cultural Anthropology
Social Work
Teaching
Students
ethnography
classroom
social work
community
Mentors
student
bachelor
Public Health
Research Personnel
Learning
public health
learning
experience

Keywords

  • Ethnography
  • teaching

ASJC Scopus subject areas

  • Health(social science)
  • Social Sciences (miscellaneous)

Cite this

Reflections on teaching ethnographic fieldwork : Building community participatory practices. / Gioia, Deborah.

In: Qualitative Social Work, Vol. 13, No. 1, 01.2014, p. 144-153.

Research output: Contribution to journalArticle

@article{449ed8afbfeb4c7ea9908195f7d7343f,
title = "Reflections on teaching ethnographic fieldwork: Building community participatory practices",
abstract = "This article presents how the classical roots of ethnographic fieldwork can be considered and adapted when teaching ethnography in social work and public health courses. The experiential community engagement component of the course is discussed in-depth (with ten classroom examples), as well as how to enhance fieldwork skills through classroom activities, which Master's of Social Work (MSW) and Bachelor's of Social Work (BSW) students will need in preparation for entering the field. Students who have undergraduate experiences in ethnography with faculty mentors are often taught 'how' to use the elements of fieldwork but not the 'why' of the methods. Two books reviewed in this issue of the journal are viewed as exemplars for student learning and can be used in the classroom. Researcher reflection is highlighted as a necessary skill, and the need to consider the community as partners is essential for the design, rigor and understanding of classroom projects in ethnography.",
keywords = "Ethnography, teaching",
author = "Deborah Gioia",
year = "2014",
month = "1",
doi = "10.1177/1473325013509301",
language = "English (US)",
volume = "13",
pages = "144--153",
journal = "Qualitative Social Work",
issn = "1473-3250",
publisher = "SAGE Publications Inc.",
number = "1",

}

TY - JOUR

T1 - Reflections on teaching ethnographic fieldwork

T2 - Building community participatory practices

AU - Gioia, Deborah

PY - 2014/1

Y1 - 2014/1

N2 - This article presents how the classical roots of ethnographic fieldwork can be considered and adapted when teaching ethnography in social work and public health courses. The experiential community engagement component of the course is discussed in-depth (with ten classroom examples), as well as how to enhance fieldwork skills through classroom activities, which Master's of Social Work (MSW) and Bachelor's of Social Work (BSW) students will need in preparation for entering the field. Students who have undergraduate experiences in ethnography with faculty mentors are often taught 'how' to use the elements of fieldwork but not the 'why' of the methods. Two books reviewed in this issue of the journal are viewed as exemplars for student learning and can be used in the classroom. Researcher reflection is highlighted as a necessary skill, and the need to consider the community as partners is essential for the design, rigor and understanding of classroom projects in ethnography.

AB - This article presents how the classical roots of ethnographic fieldwork can be considered and adapted when teaching ethnography in social work and public health courses. The experiential community engagement component of the course is discussed in-depth (with ten classroom examples), as well as how to enhance fieldwork skills through classroom activities, which Master's of Social Work (MSW) and Bachelor's of Social Work (BSW) students will need in preparation for entering the field. Students who have undergraduate experiences in ethnography with faculty mentors are often taught 'how' to use the elements of fieldwork but not the 'why' of the methods. Two books reviewed in this issue of the journal are viewed as exemplars for student learning and can be used in the classroom. Researcher reflection is highlighted as a necessary skill, and the need to consider the community as partners is essential for the design, rigor and understanding of classroom projects in ethnography.

KW - Ethnography

KW - teaching

UR - http://www.scopus.com/inward/record.url?scp=84890923979&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84890923979&partnerID=8YFLogxK

U2 - 10.1177/1473325013509301

DO - 10.1177/1473325013509301

M3 - Article

AN - SCOPUS:84890923979

VL - 13

SP - 144

EP - 153

JO - Qualitative Social Work

JF - Qualitative Social Work

SN - 1473-3250

IS - 1

ER -