1

Type to enter text

Qualitative methods

in geography

sketch courtesy of Amanda M. Williams UC Irvine http://metamanda.com/blog/

2

Qualitative methods in geography

Time! ! ! ! Tuesday 9-10.50 (with a 10 minute break), Semester ! ! ! ! 1, Block 1! ! ! ! For the practical sessions see below.

First lecture!! ! 20th September 2011 (5 2-hour lectures in total)First practical! ! ! 5th or 6th October 2011 (3 practical sessions)

Location! ! ! Lecture Theatre 183, Old College! ! ! ! For the practical sessions see p. 2-3

Course organiser! ! Dr Eric Laurier

Contact details! ! ! eric.laurier@ed.ac.uk! ! ! ! Room 2.07 (itʼs hard to find), Geography ! ! ! ! Building, Drummond Street! ! ! ! Office hours Mondays 2.00 – 4.00

Co-lecturers!! ! Pete Kingsley, Stephanie Terreni Brown

Demonstrators! ! Lakhbir Jassal, Pete Kingsley, Stephanie Terreni Brown! !

Course description

This course provides an introduction to the use of qualitative methodologies in geography. Course work is designed to give students experience in using qualitative methods to evaluate real world information and thereby gain insights into the characteristics of the techniques and their overall value as a means of investigation.

The key theme of this short course is acquiring knowledge of a sample of the key methods of qualitative research, their merits and limitations. It focuses on the value and importance of methodology, and the means by which data is generated, analysed and presented. The course covers the process through which appropriate research methods are selected, and will introduce the use of participant-observation, interviews, ethnography, talk-in-interaction and video analysis. The course covers analysis of qualitative data, and considers rigour in research, validation and reliability of findings, and ethics.

Course aims• To develop an understanding of qualitative methods, their principles and

appropriate application within Geography.• To increase awareness of the values and limitations of the techniques

and the need for careful interpretation.• To gain practical experience of data collection and analysis, taking

account of ethics.

3

Practical assignmentsYou will be asked to submit one practical assignment — a slideshow (to be undertaken in small groups) and presented to the rest of your practical group. See details below.

Completion of this assignment is mandatory for all students.

Degree Assessment Degree Assessment is by a 2,500 word project (100%). Deadline: 28th October 2010, 12 Noon (submit your degree essay to the Geography Office and digital copy through WebCT). See details on pages 9-11.

To pass this course you must:

Attend three practical sessionsComplete and present a slideshow in small groupsSubmit the Degree Assessment

If you become ill or are unable to attend any of the practical sessions, or complete and submit the practical assignments you MUST inform your Class Tutor; or if you are unable to contact your Tutor, the Course Organiser. Failure to do so will count as you not having fulfilled the requirements for this course, and you will be required to do additional work.

Extensions for Degree Assessment are only granted in exceptional circumstances. Please contact your Director of Studies in the first instance.

4

Structure of the CourseThe course will be delivered through two main components – lectures and practical sessions, during Block 1 of Semester 1.

NB: The practicals are an important element of this course, providing an opportunity for in-the-field experience of ethnography, and for discussion of analysis and practice in the presentation of findings. ACTIVE PARTICIPATION IN THE PRACTICALS IS MANDATORY.

There will be 5 practical groups. The first meeting of the practical groups will take place in Week 3 of Semester 1, on the 6th or 7th of October (depending on your specific group). For week 3ʼs fieldwork you will meet with your demonstrator and group at Cameron Toll. The journey time on the bus to Cameron Toll is the same as for travel to Kings Buildings. Weeks 4 & 5 will be at the Institute of Geography.

Group 1: Wednesday 09.00 - 10.50 (then for weeks 4 & 5 in G10, Drummond Annex Group 2: Wednesday 11.10 - 13.00 (then for weeks 4 & 5 in G10, Drummond Annex)Group 3: Thursday 09.00 - 10.50 (then for weeks 4 & 5 in G10, Drummond Annex)Group 4: Thursday 11.10 - 13.00 (then for weeks 4 & 5 in G10, Drummond Annex )Group 5: Thursday 11.10 - 13.00 (then for weeks 4 & 5 in Old Library)

You will be asked to sign-up for one of these groups in Week 1, Semester 1, via WebCT.

You cannot transfer from one group to another without the explicit permission of the demonstrators involved.

5

LecturesWeek Date Topic Lecturer

1 21st Sept 10 1: Introduction to the Course and to Qualitative Methods

2: Interviewing

Eric Laurier

2 28th Sept 10 3: Ethnography 1

4: Ethnography 2

Eric Laurier

3 5th Oct 10 5: Focus Groups

6. Transcription

Stephanie Terreni Brown

Eric Laurier 4 12th Oct 10 7: Analysing talk

8: Video recording & analysis

Eric Laurier

5 19th Oct 09 9. Ethics in qualitative research

10: Writing up qualitative findings

Pete Kingsley

Eric Laurier

6

Practical Sessions

Practical No.

Semester Week

Date Topic Comments

1 3 5th or 6th October 2010

Ethnography of a shopping centre

Observational study of Cameron Toll

2 4 12th or 13th October 2010

Data session and slide preparation

This practical will involve analysis of your notes and data

3 5 19th or 20th October 2010

Slide presentations Slide presentationsYou will present your results in small groups

7

PRACTICAL 1: Ethnography of a shopping centre Session 1 (Week 3)

For the first practical, each class will rendezvous with their demonstrator at the North (closest to the uni) entrance to Cameron Toll shopping centre. They will then quickly break into their groups and disperse into the shopping centre. There is over an hour available to observe the practices you find there. Five to ten minutes before the time-slot ends report back to your demonstrator about how you got on.

You must think about what sorts of everyday practices you would like to observe in advance. Yet bear in mind that you want to try and also work from the bottom-up allowing what you encounter to be the basis of your noticings.

The forms of documentation you have available are note-taking, sketching and photographs. It is vital not to lose the phenomena of shopping practices, consequently do not bunch up into a big crowd where all you will find is yourselves.

Examples of topics:

1. Visual organisation of the display of products2. Textual organisation of ʻoffersʼ3. Handling goods4. Using trolleys, baskets and other carriers for goods5. Interacting at checkouts & counters6. Comparing and interpreting the environmental information on product

labels

There are two strategies to select from which will be described in more detail in the course lectures:

1. Undertake a shopping practice. There are a number of different kinds of shops in the centre so this could vary from browsing for clothes, trying on shoes, buying your ingredients for dinner, getting recommendations for a holiday from a travel agent, purchasing a birthday card for a friend or relative etc. Try and do each one in the size of party you would normally do it: alone, with one, two or three others.

2. Observe other shoppers (without being obtrusive,disruptive or sinister). You will have to think about how you then maintain your status as legitimate observers. For instance you could stand in pairs chatting beside various busy spots in the supermarket while then also observing what the shoppers do, tailing other shopping trolleys briefly or finding benches with a good view of the checkouts.

8

Bear in mind that Cameron Toll is not a public space like the streets or a park and so if you cause trouble or act suspiciously you might end up being questioned by the security staff and may be asked to leave the premises. However that in itself is of course part of doing ethnography and potentially a topic of interest (a lot of geographers have studies the policing and surveillance of public and private spaces).

Equipment required: notebook, point-and-shoot camera or camera-phone (e.g. not obtrusive SLR camera)

PRACTICAL 2: Analysis & Presentation PreparationIn the second practical, each group will share all of its collected materials with its members and show the demonstrator what they have collected. The first half of the practical will be a data session. During the data session the group should:

1. Go round its members for their thoughts on what they have collected.2. Have an open discussion of what the materials have documented and what

findings the group can build from them3. Finally, attempt to summarise 3 key observations

The second half of the practical will be devoted to assembling, editing and practicing the slideshow & talk (e.g. Powerpoint, Keynote, Prezi etc.) of the groupʼs ethnography.

First slide: Title of study & names of the group members

Second slide: Ethnographic approach adopted

Third slide onwards: Empirical materials from your study. How many slides you have here can vary according to what you are presenting. They could be a series of quick photos, or one photo with a lot of commentary, or a sketch of the floorplan which you discuss, one or more vignettes, descriptions and analysis of choosing amongst birthday cards etc.

Final slide: Summary of findings

Equipment required: Laptop if you have one. Inform your demonstrator if your group does not have access to a laptop.

9

PRACTICAL 3: Group presentations

Session 3 (Week 5) In this session you will present your poster you worked on in Practical 2 as a group to the rest of the members of your practical class. Your mark for this piece of work will be based 50% on your slideshow, and 50% on your presentation of it. You will receive feedback from the demonstrator both on your slideshow and on your presentation. You will have ten minutes to present your slideshow (this will be timed), and each member of the group must contribute to the presentation.

The slideshow assignment will be assessed on: • Your ability to document your fieldwork and your groupʼs analysis of your

observations in relation to the questions asked. • Your ability to demonstrate an understanding of ethnography as it has

been introduced in the lectures.• Evidence of relevant wider reading.• Clarity and presentation. You should think carefully about the visual

impact of your slideshow and about the type and amount of information (text and graphics) you include.

The presentation will be assessed on:• Your ability to communicate clearly and concisely your key points about

shopping practices and your analysis of them.• The coherence of the presentation – links between speakers, and

between the slideshow and the talk. • Your group work – each member of the group must contribute to the

slideshow and to the presentation.• Your ability to keep to time – you will be stopped after ten minutes.• Your ability to ask and answer questions. You will be expected to ask

other groups about their posters after their presentations, and to answer carefully the questions that you are asked.

10

Degree Assessment

Deadline:! 27th October 2010, 12 noon (please submit your project to Cathy Campbell, Undergraduate Secretary, in the Geography Office and a digital copy via WebCT)

The degree assessment will be based on a 2,500 word project. Projects should be fully referenced using the Harvard System.

Life in public places: Analysing socio-spatial interactions through ethnography

In this project you will use ethnography to study a particular setting of your choice (excluding Cameron Toll of course). The purpose of this assignment is to observe, document and analyse the nature of social activities and interactions that take place in a public space in Edinburgh: for example, what sort of interactions take place between distinct categories of users? How is the layout of the built environment utilised by pedestrians? What are people doing in this setting and how do they show that they are using it in such and such a way? How do unacquainted people communicate with one another or show that they do not wish to be communicated with? What are the methods by which people arrange their activities if they are alone, together as a couple, together as tourists and so on? Are people using the space for illicit or simply unintended activities and if they are how do they manage their appearances and the reactions of others?

You have a wide choice of locations to choose from throughout the city of Edinburgh. There is no right or wrong location, provided that it is consistent of your choice of a research problem/question. It is up to you to determine the location and timings of your observation, on the basis of your specific research objectives (see below).

Please follow these guidelines:1. Determine the main research question you wish to investigate, and on

the basis of this select an appropriate location and time of day and/or week for your ethnographic research. If you wish to observe how dog-walkers interact with one another you will have to find a park used by them and work out at what time there are sufficient numbers for you to observe.

2. Conduct the observation in the field. It is up to you to determine how much time you think is appropriate, but it is likely that you will need to spend at least 2 to 3 hours on site, and it is advisable to observe the particular place on at least 2 different days/times.

11

3. Prepare a 2,500 report of your research and major findings, and include in it the following elements:

a. The specific research question you set out to explore;b. Justification of the use of ethnography for your project, and of

the choice of observation site; and the location and timing of your observations;

c. A sketch or photograph(s) of the research site showing features that were relevant to your analysis;

d. Brief description of the main data gathered, and analysis of the dynamics of the observed site and social and spatial patterns you have uncovered, using ethnographic research methods;

e. Analysis of your key findings, based on your data and descriptions;

f. A critical discussion on how far you have managed to address your research question, and of the advantages and limitation of using observation alone;

g. Include with your project an appendix (not more than 2 pages) of the ʻresearch journalʼ you used in the field, recording the times and place of observation, your preliminary thoughts and records of events as they happen, adjustments made during the research (if any), questions and ideas that occurred to you, etc. The extract from your notes does not need to be structured, edited etc. and does not count towards your 2,500 words.

12

Key ReadingsThe following books and articles represent only a partial list of the vast literature on qualitative methods in geography and the social sciences. Students are encouraged to read widely, drawing on a range of sources.

Many of the readings can, of course, be found simply by typing their titles into Google Scholar or Google Books and following the links. The readings are also frequently supplemented with other references during the course lectures. The lectures themselves offer the path that will help you find your way through these readings.

Websites:

The publishing house, Sage, who are the authoritative source of almost all good qualitative methods books, have a social-network style website devoted to qualitative (and quantitative) methods.

http://www.methodspace.com/

Social and Political Sciences have a useful website based around analysis and using computer assisted analysis (you need to use your EASE password to access it). It also has downloadable files.

http://www.sps.ed.ac.uk/elearninggallery/qualda/index.html

The Association for Qualitative Research has a website that crosses into the commercial, industrial and institutional uses of qualitative research. It also includes an ʻIn-depth paperʼ on shopping.

http://www.aqr.org.uk/

Texts:

Clifford, N. and Valentine, G. (eds, 2003 & 2010), Key Methods in Geography,London: Sage.

Cloke, P., Cook, I., Crang, P., Goodwin, M., Painter, J., & Philo, C. (2004). Practising Human Geography. London: Sage.

Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage Handbook of Qualitative Research. London: Sage.

Flick, U., Kardorff, von, E., & Steinke, I. (2004). A companion to qualitative research ‎. London: Sage.

Flowerdew, R. and Martin, D. (eds.) (2005) Methods in Human Geography: A guide for students doing a research project Second Edition , Harlow, UK, Pearson

13

Heath, C., Hindmarsh, J. & Luff, P. (2010) Video in Qualitative Research, ! London: Sage

Katz, J. (2001). A Theory of Qualitative Methodology: The Social System of Analytic Fieldwork. In A. Bryman (Ed.), Ethnography Vol 4, Sage Benchmarks in Research Methods. (pp. 196-219). London: Sage.

May, T (2003) Social Research: Issues, Methods and Process, Third Edition. Buckingham: Open University Press. (earlier editions are also good)

May, T. (Ed.). (2002). Qualitative research in action. (T. May, Ed.). London: Sage Publications Ltd.

Silverman, D (2009) Doing Qualitative Research: 3rd Edition, London: Sage. (earlier editions are also good)

**Silverman, D (ed) (2004) Qualitative Research: Theory, Method and Practice, Second Edition, London: Sage.

**Silverman, D (2006 and other editions) Interpreting Qualitative Data: 3rd

Edition, London: Sage

Silverman, D (2007), Very short, fairly interesting and reasonably cheap book about qualitative research, London: Sage.

Expanded reading listInterviewingAnderson, J. (2004). Talking whilst walking: a geographical archaeology of

knowledge. Area, 36(3), 254–261.

Atkinson, P., & Coffey, A. (2002). Revisiting the relationship between participant observation and interviewing. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of Interview Research (pp. 801-814). London: Sage.

Baker, C. (2004). Membership categorization and interview accounts. In D. Silverman (Ed.), Qualitative research: Theory, Method and Practice (pp. 162–176). London: Sage.

Brown L and Durrheim K (2009) Different kinds of knowing: generative qualitative data through mobile interviewing, Qualitative Inquiry 15(5), pp.911-930.

14

Cook, N. (2009). It's good to talk: performing and recording the telephone interview. Area, 41(2), 176–185. doi:10.1111/j.1475-4762.2008.00851.x

Crang, M., & Cook, I. (2007). Doing Ethnographies. London: Sage. Chapter 5.

Delph-Janiurek T (2001) (Un)consensual conversations: betweenness, ʻmaterial accessʼ, laughter and reflexivity in research, Area 33(4): 414-421.

Fontana, A., & Frey, J. H. (2005). The Interview. In N. Denzin & Y. Lincoln (Eds.), Handbook of Qualitative Research (pp. 695–727). London: Sage.

Gubrium, J.F. & Holstein, J.A. (Eds). (2001) Handbook of interview research: Context and method. London: Sage.

Hall T (2009) Footwork: moving and knowing in local space(s), Qualitative " Research 9(5), pp.571-585.

Have, P. t. (2004). Understanding Qualitative Research and Ethnomethodology. London: Sage. Chapter 4.

Holstein, J. A., & Gubrium, J. F. (2004). The active interview. In D. Silverman (Ed.), Qualitative Research: theory, method and practice (pp. 140–161). London: Sage.

Kusenbach M (2003) Street phenomenology: the go-along as ethnographic ! research tool, Ethnography 4(3), pp.455-485.

Kvale, S. (2007) Doing Interviews. London: Sage

Mason, J. (2002). Qualitative interviewing: Asking, listening and interpreting. In T. May (Ed.), Qualitative research in action (pp. 225–241). London: Sage.

Miller, J., & Glassner, B. (2004). The "inside" and the "outside": finding realities in interviews. In D. Silverman (Ed.), Qualitative Research: Theory, Method and Practice (pp. 125-139). London: Sage.

Mishler, E. (2003) Research Interviewing: Context and Narrative. London: Harvard University Press.

Pitts, M. J. & Michelle Miller-Day, (2007), Upward turning points and positive rapport-development across time in researcher—participant relationships, Qualitative Research 7: 177-201.

Rapley, T. (2008). Exploring conversations and discourse: some debates and dilemmas. In Doing conversation, discourse and document analysis: Interdisciplinary Perspectives (pp. 102–111). London: Sage.

Rapley, T. (2008). The practicalities of recording. In Doing conversation, discourse and document analysis: Interdisciplinary Perspectives (pp. 34–48). London: Sage.

15

**Rapley, T. (2004). Interviews. In C. Seale, G. Gobo, J. Gubrium & D. Silverman (Eds.), Qualitative Research Practice (pp. 15-33). London: Sage.

Riley M (2010) Emplacing the research encounter: exploring farm life histories, ! Qualitative Inquiry, pp. 1-12

Sin C H (2003) Interviewing in ʻplaceʼ: the socio-spatial construction of interview data, Area 35(3): 305-312.

Terkel, S. (1972). Working - People Talk About What They Do All Day and How They Feel About What They Do. New York: The New Press.

** Valentine G (2005) “Tell me about”…: using interview as a research methodology, in Flowerdew R and Martin D (eds) Methods in Human Geography: A Guide for Students Doing a Research Project, Edinburgh: Longman pp. 110-127.

Valentine, G. (1999). Doing household research: interviewing couples together and apart. Area, 31(1), 67–74.

EthnographyAgar, M. (1988). Speaking of Ethnography. London: Sage.

Studs Terkel interviewing on the radio

16

Angrosino, M. V. (2011). Recontextualizing Observation. Ethnography, Pedagogy, and the Prospect for a Progressive Political Agenda. In N. K. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 729–745). London: Sage.

Atkinson, M. H. A. P. (2007). Ethnography: Principles in Practice, Third Edition.

Becker, H. S. (1953). Becoming a Marihuana User. The American Journal of Sociology, 59(3), 235-242.

Benson, M. (2011). The Movement Beyond (Lifestyle) Migration: Mobile Practices and the Constitution of a Better Way of Life. Mobilities, 6(2), 221–235. doi:10.1080/17450101.2011.552901

Bryman, A. (Ed.). (2001). Ethnography (Volumes 1-4). London: Sage. (An amazingly comprehensive collection).

Chiu, C. (2009). Contestation and Conformity: Street and Park Skateboarding in New York City Public Space. Space and Culture, 12(1), 25–42. doi:10.1177/1206331208325598

Collinson, J. (2008). Running the Routes Together: Corunning and Knowledge in Action. Journal of Contemporary Ethnography, 37(1), 38.

Cook I (2005) Participant observation, in Flowerdew R and Martin D (eds) ! Methods in Human Geography: A Guide for Students Doing a Research " Project (Second edition) Edinburgh: Longman pp. 167-188.

Crang P (1994) ʻItʼs showtimeʼ: on the workplace geographies of display in a ! restaurant in South East England, Environment and Planning D: Society " and Space 12: 675-704.

**Crang, M., & Cook, I. (2007). Doing Ethnographies. London: Sage.

Crang, M. (1996). Magic kingdom or a quixotic quest for authenticity, Annals of Tourism Research, 23(2), 415–431.

D'Andrea, A., Ciolfi, L., & Gray, B. (2011). Methodological Challenges and Innovations in Mobilities Research. Mobilities, 6(2), 149–160. doi:10.1080/17450101.2011.552769

Fielding, N. (1994). Ethnography. In M. Gilbert (Ed.), Researching social life (pp. 154-171). London: Sage.

Gardner, C. (1980). Passing by: Street remarks, address rights, and the urban female. Sociological Inquiry, 50(3-4), 328–356.

Goffman E. (1971). Relations in Public: Microstudies of the Public Order. London: Allen Lane

17

Goffman E. (1963). Behaviour in Public Places: Notes on the Social Organization of Gatherings. New York: The Free Press

Hammersley, M., & Atkinson, P. (2007). Ethnography: principles in practice. London: Routledge.

Harper, R. (1998). Inside the IMF. London: Academic Press.

Harper, R. (2000). The organisation in ethnography–a discussion of ethnographic fieldwork programs in CSCW. Computer Supported Cooperative Work (CSCW), 9(2), 239–264.

Hirsch, E., & Gellner, D. N. (2001). Inside Organizations: Anthropologists at Work. Oxford: Berg.

**Herbert, S. (2000). For ethnography. Progress in Human Geography, 24(4), 550–568. doi:10.1191/030913200100189102

Hirschauer, S. (2005). On Doing Being a Stranger: The Practical Constitution of Civil Inattention. Journal for the Theory of Social Behaviour, 35(1), 41–67.

Jimerson, J. B., & Oware, M. K. (2006). Telling the Code of the Street: An Ethnomethodological Ethnography. Journal of Contemporary Ethnography, 35(1), 24-50.

Katz, J. (2010). Time for new urban ethnographies. Ethnography, 10(2-3), 285–304.

Katz, J. (2001). From how to why. On luminous description and causal inference in ethnography (part 1). Ethnography, 2(4), 443-473.

Katz, J. (2002). From how to why. On luminous description and causal inference in ethnography (Part 2). Ethnography, 3(1), 63-90.

**Laurier, E. (2003). Participant Observation. In N. Clifford & G. Valentine (Eds.), Key Methods in Geography. London: Sage.

Laurier, E., Maze, R., & Lundin, J. (2006). Putting the dog back in the park: animal and human mind-in-action. Mind, Culture and Activity, 13(1), 2-24. http://hdl.handle.net/1842/2303

Laurier, E., & Philo, C. (2006). Possible geographies: a passing encounter in a cafe. Area, 38(4), 353-363.

Laurier, E., Whyte, A., & Buckner, K. (2002). Neighbouring as an occasioned activity : "Finding a lost cat". Space and Culture, 5(4), 346-367.

Lee, J. R. E., & Watson, D. R. (Eds.). (1993). Interaction in Urban Public Space, Final Report - Plan Urbain. Manchester: Dept. of Sociology, University of Manchester.

18

Lindquist, J. (2002). A Place to Stand: Politics and Persuasion in a Working-Class Bar (Oxford Studies in Sociolinguistics). New York: Oxford University Press.

Lugosi, P. (2006). Between Overt and Covert Research: Concealment and Disclosure in an Ethnographic Study of Commercial Hospitality. Qualitative Inquiry, 12(3), 541–561. doi:10.1177/1077800405282801

Maynard, D. W. (1989). On the ethnography and analysis of discourse in institutional settings. Perspectives on Social Problems, 1, 127-146.

Megoran, N. (2006). For ethnography in political geography: Experiencing and re-imagining Ferghana Valley boundary closures. Political Geography, 25(6), 622–640. doi:10.1016/j.polgeo.2006.05.005

Morrill, C., & Snow, D. (2005). Together alone: personal relationships in public places. London: University of California Press.

Neyland, D. (2007). Organizational Ethnography‎. London: Sage.

Pagis, M. (2010). Producing intersubjectivity in silence: An ethnographic study of meditation practice. Ethnography, 11(2), 309–328. doi:10.1177/1466138109339041

Parr, H. (1999). Delusional geographies: the experiential worlds of people during madness/illness. Environment and Planning D: Society and Space, 17, 673–690.

Parr, H. (1998). Mental health, ethnography and the body. Area, 30(1), 28–37.

Placencia, M. (2004). Rapport-building activities in corner shop interactions. Journal of Sociolinguistics, 8(2), 215–245.

Saville-Troike, M. (2003). The ethnography of communication: an introduction ‎. Oxford: Blackwell.

Silverman, D. (2006). Interpreting Qualitative Data: Methods for Analysing Talk, Text & Interaction. London: Sage. Chapter 3.

Smith, D. E. (2002). Institutional Ethnography. In T. May (Ed.), Qualitative Research in Action (pp. 17–52). London: Sage.

Spinney, J. (2006). A place of sense: a kinaesthetic ethnography of cyclists on Mont Ventoux. Environment and Planning D: Society and Space.

Spinney, J. (2011). A Chance to Catch a Breath: Using Mobile Video Ethnography in Cycling Research. Mobilities, 6(2), 161–182. doi:10.1080/17450101.2011.552771

Symes, C. (2007). Coaching and training: an ethnography of student commuting on Sydney's suburban trains. Mobilities, 2(3), 443–461.

19

Vergunst, J. (2011). Technology and Technique in a Useful Ethnography of Movement. Mobilities, 6(2), 203–219. doi:10.1080/17450101.2011.552900

Wolfinger, N. (1995). Passing Moments: Some Social Dynamics of Pedestrian Interaction. Journal of Contemporary Ethnography, 24, 323-340.

Yancy, G. (2008). Elevators, social spaces and racism. Philosophy & Social Criticism, 34(8), 843.

Focus Groups **Barbour, R, (2008) Doing Focus Groups, London: Sage

Bloor, M. (2001). Focus groups in social research ‎. London: Sage.

Conradson, D. (2005). Focus groups. In R. Flowerdew & D. Martin (Eds.), Methods in human geography: a guide for students doing a research project (pp. 128-142). Harlow: Pearson Education.

Crang, M., & Cook, I. (2007). Doing Ethnographies. London: Sage. Chapter 6.

Goss, J. D. (1996). Introduction to focus groups. Area, 28, 113–114.

Edwards, D., & Stokoe, E. (2004). Discursive psychology, focus group interviews, and participantsʼ categories. British Journal of Developmental Psychology, 22, 499–507.

Hopkins, P. (2007). Thinking critically and creatively about focus groups. Area, 39, 528-535.

Sketch maps from William Whyte’s ‘The Organization Man’, 1956

20

Hyams, M. (2004). Hearing girlsʼ silences: thoughts on the politics and practices of a feminist method of group discussion. Gender, Place & Culture, 11(105-119).

Hydén L-C. & Bülow P. (2003), Who's talking: drawing conclusions from focus groups--some methodological considerations, International Journal of Social Research Methodology, 6(4): 305-321.

Johnson, A. (1996). 'Itʼs good to talkʼ: the focus group and the sociological imagination. The Sociological Review, 44(517-536).

Kemberelis, G., & Dimitriadis, G. (2005). Focus Groups. Strategic Articulations of Pedagogy, Politics and Inquiry. In N. K. Denzin & Y. Lincoln (Eds.), The Sage Handbook of Qualitative Research (pp. 887–907). London: Sage.

Kitzinger, J. (1995). Qualitative Research - Introducing Focus Groups. British Medical Journal, 311(7000), 299–302.

Krueger, R. A. (1994). Focus groups: a practical guide for applied research. London: Sage.

Longhurst, R. (2003). Semi-structured interviews and focus groups. In N. J. Clifford & G. Valentine (Eds.), Key methods in geography (pp. 117–132). London: Sage.

Morgan, D. L. (1997). Focus groups as qualitative research. London: Sage.

Morgan, D. L. (1996). Focus Groups. Annual Review of Sociology, 22, 129–152. Annual Reviews.

Pain, R., & Townshend, T. (2002). A safer city centre for all? Senses of ʻcommunity safetyʼ in Newcastle upon Tyne. Geoforum, 33, 105-119.

Puchta, C., & Potter, J. (2004). Focus group practice ‎. London: Sage.

Smithson J. (2000) Using and analysing focus groups: limitations and possibilities, International Journal of Social Research Methodology, 3(2): 103-119.

Wilkinson, S. (2004). Focus Group Research. In Qualitative Research: Theory, Methods and Practice (pp. 177–199). London: Sage.

21

TranscriptionWebsites

Emanuel Schegloffʼs classic tutorial on transcription.

http://www.sscnet.ucla.edu/soc/faculty/schegloff/TranscriptionProject/page1.html

Charles Antakiʼs site which will help you with transcribing recorded conversations.

http://www-staff.lboro.ac.uk/~ssca1/sitemenu.htm

As will Jonathan Potter and Alexa Hepburnʼs

http://www-staff.lboro.ac.uk/~ssjap/transcription/transcription.htm

Texts

Ashmore, M. (2000). Innocence and nostalgia in conversation analysis: The dynamic relations of tape and transcript. Forum Qualitative Sozialforschung/ …, 1(3).

Dittmer, J. (2010). Comic book visualities: a methodological manifesto on geography, montage and narration. Transactions of the Institute of British Geographers, 35(2), 222–236.

Goodwin, C. (2009). Recording human interaction in natural settings. Pragmatics, 3(2), 181–209.

Sketch courtesy of Rory Hamiltonhttp://everythingiknow.squarespace.com/

22

Have, P. t. ((2002) ʻReflections on transcriptionʼ cahiers de praxématique 39: 21-43 http://www.paultenhave.nl/Transcription-rv2.pdf

Hepburn, A. (2004). Crying: Notes on Description, Transcription, and Interaction. Research on Language and Social Interaction, 37(3), 251–290.

Jefferson, G. (1996). A case of transcriptional stereotyping. Journal of Pragmatics, 26(2), 159–170.

Jefferson, G. (1983). An exercise in the transcription and analysis of laughter. In T. A. Van Dijk (Ed.), Handbook of discourse analysis. London: Academic Press.

Lynch, M. (1991). Pictures of Nothing? Visual Construals in Social Theory. Sociological Theory, 9(1), 1–21.

McCloud, S. (2010). Making Comics. London: Harper.

Ochs, E. (1979). Transcription as theory. In E. Ochs & B. Schieffelin (Eds.), Developmental Pragmatics (pp. 43–72).

Peräkylä, A. (2010). Reliability and validity in research based on naturally occurring social interaction*. In D. Silverman (Ed.), Qualitative Research: Theory, Method and Practice (pp. 263–286). London: Sage.

Rapley, T. (2011). 5 Transcribing audio and video materials. In Doing conversation, discourse and document analysis: Interdisciplinary Perspectives (pp. 50–71). London: Sage.

Roberts, F. (2008). Transcribing Transcription. In W. Donsbach (Ed.), International Encyclopedia of Communication (pp. 5161–5165). Oxford: Blackwell.

Vigouroux, C. B. (2007). Trans-scription as a social activity. Ethnography, 8(1), 61–97. doi:10.1177/1466138107076137

Analysing talkWebsites

Charles Antakiʼs site will help you with analysing recorded conversations.

http://www-staff.lboro.ac.uk/~ssca1/sitemenu.htm

John Heritageʼs site will also help with analysis of talk

http://www.esourceresearch.org/tabid/382/default.aspx

23

An introduction to analysing conversation at the Association of Qualitative Research

http://www.aqr.org.uk/indepth/summer2009/

Texts

Bartlett, N. (2005). A double shot 2% mocha latte, please, with whip: Service encounters in two coffee shops and at a coffee cart. In M. H. Long (Ed.), Second Language Needs Analysis (pp. 305–343). Cambridge: Cambridge University Press.

Benwell, B., & Stokoe, E. H. (2002). Constructing discussion tasks in university tutorials: shifting dynamics and identities. Discourse Studies, 4(4), 429–453. doi:10.1177/14614456020040040201

Clayman, S. (1993). Reformulating the question: A device for answering/not answering questions in news interviews and press conferences. Text-Interdisciplinary Journal, 13(2), 159–188.

Clayman, S. (1988). Displaying Neutrality in Television-News Interviews. Social Problems, 35(4), 474–492.

Clayman, S. (1991). News interview openings: Aspects of sequential organization. In P. Scannell (Ed.), Broadcast Talk (pp. 48–75). Sage Publications Ltd.

Drew, P., & Chilton, K. (2000). Calling just to keep in touch: Regular and habitualised telephone calls as an environment for small talk. In J. Coupland (Ed.), Small talk (pp. 137–162). Harlow: Pearson Education.

Griffin, C. (2007). Being dead and being there. Discourse Studies, 9(2), 246.

Have, P. T. (1998). Doing Conversation Analysis: A Practical Guide (Introducing Qualitative Methods series) (First Edition ed.): Sage Publications Ltd.

Have, P. t. (2004). Understanding Qualitative Research and Ethnomethodology. London: Sage.

Heritage, J. (1995). Conversation Analysis: Methodological Aspects. In U. M. Quasthoff (Ed.), Aspects of Oral Communication (pp. 391-416). Berlin: Walter de Gruyter.

**Heritage, J. (forthcoming). Conversation Analysis: Practices and Methods. In D. Silverman (Ed.), Qualitative Research: Theory, Method and Practice 3rd Edition (pp. http://www.sscnet.ucla.edu/soc/faculty/heritage/Site/Publications.html

24

Kuiper, K., & Flindall, M. (2000). Social rituals, formulaic speech and small talk at the supermarket checkout. In J. Coupland (Ed.), Small talk (pp. 183–207). Harlow: Pearson Education.

Kuroshima, S. (2010). Another look at the service encounter: Progressivity, intersubjectivity, and trust in a Japanese sushi restaurant, Journal of Pragmatics, 42, 856–869.

Mccabe, S., & Stokoe, E. (2004). Place and Identity in Tourists' Accounts. Annals of Tourism Research, 31(3), 601–622.

McCarthy, M. (2000). Mutually captive audiences: small talk and the genre of close-contact service encounters. In J. Coupland (Ed.), Small talk (pp. 84–109). Harlow: Pearson Education.

Merritt, M. (1976). On Questions following Questions in Service Encounters. Language in Society, 5(3), 315–357. Cambridge University Press.

Merritt, M. (1978). On the use of“ OK” in service encounters. Washington DC: Southwest Educational Development.

Psathas, G. (1991). Direction-giving in Interaction. In D. Boden (Ed.), Talk & Social Structure (pp. 195-216). Cambridge: Polity Press.

Psathas, G. (1995). Conversation Analysis: The Study of Talk-in-Interaction. London: Sage.

Rapley, T. (2008). Exploring Conversations. In Doing conversation, discourse and document analysis: Interdisciplinary Perspectives (pp. 74–87). London: Sage.

Rapley, T. (2008). Exploring conversations about and with documents. In Doing conversation, discourse and document analysis: Interdisciplinary Perspectives (pp. 88–98). London: Sage.

Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50, 696-735.

Schegloff, E. A. (1972). Notes on a Conversational Practice: Formulating Place. In D. Sudnow (Ed.), Studies in Social Interaction (pp. 75-119, 432-113). Glencoe: Free Press.

Silverman, D. (1998). Harvey Sacks: social science & conversational analysis. London: Safe.

**Silverman, D. (2006). Interpreting Qualitative Data: Methods for Analysing Talk, Text & Interaction. London: Sage. Chapter 6

Stokoe, E. (2008). Dispreferred actions and other interactional breaches as devices for occasioning audience laughter in television “sitcoms”. Social Semiotics, 18(3), 289-307.

25

Stokoe, E. (2010). “Have You Been Married, or…?”: Eliciting and Accounting for Relationship Histories in Speed-Dating Interaction. Research on Language and Social Interaction, 43(3), 260–282.

Traverso, V. (2001). Syrian service encounters: A case of shifting strategies within verbal exchange. Pragmatics, 11(4), 421–444.

http://www.flickr.com/photos/demos/5126177/

Video recording and analysis

Websites

Nick Llewellynʼs site deals more specifically with interaction in public places.

http://sites.google.com/site/llewellynnick/tutorial

Texts

Buscher, M. (2005). Social Life under the Microscope? Sociological Research Online, 10(1), http://www.socresonline.org.uk/10/11/buscher.html.

Goodwin, C. (2000). Practices of Seeing, Visual Analysis: An Ethnomethodological Approach. In C. Jewitt & T. V. Leeuwen (Eds.), Handbook of Visual Analysis (pp. 157-182). London: Sage.

26

Goodwin, C. (2003). Pointing as Situated Practice. In S. Kita (Ed.), Pointing: Where Language, Culture and Cognition Meet (pp. 217-241). Mahwah NJ: Lawrence Erlbaum.

Goodwin, C. (2007). Participation, stance and affect in the organization of activities Discourse & Society, 18(1), 53-73.

Goodwin, C., & Goodwin, M. H. (1997). Contested Vision: The Discursive Constitution of Rodney King. In B.-L. Gunnarsson, P. Linell & B. Nordbery (Eds.), The Construction of Professional Discourse (pp. 292-316). New York: Longman.

Heath, C., & Hindmarsh, J. (2002). Analysing interaction: Video, ethnography and situated conduct. In T. May (Ed.), Qualitative Research in Practice (pp. 99–121). London: Sage.

Heath, C. (2010). Analysing face-to-face interaction: Video, the visual and material. In D. Silverman (Ed.), Qualitative Research: Theory, Method and Practice (pp. 266–283).

Heath, C., Hindmarsh, J., & Luff, P. (2010). Video in Qualitative Research, Analysing Social Interaction in Everyday Life. London: Sage.

**Hindmarsh, J., & Heath, C. (2007). Video-based studies of work practice. Sociology Compass, 1(1), 156-173.

Lehn, vom, D., Heath, C., & Hindmarsh, J. (2002). Video based field studies in museums and galleries. Visitor Studies Today.

Mondada, L. (2009). Emergent focused interactions in public places: A systematic analysis of the multimodal achievement of a common interactional space. Journal of Pragmatics, 41, 1977-1997.

Mondada, L. (2006). Video recording as the reflexive preservation and configuration of phenomenal features for analysis. In H. Knoblauch & B. Schnettler (Eds.), Video Analysis: Methodology & Methods (pp. 51-68). Oxford: Peter Lang.

Simpson, P. (2011). “So, as you can see . . .”: some reflections on the utility of video methodologies in the study of embodied practices. Area, 43, 343–352. doi:10.1111/j.1475-4762.2011.00998.x

Streeck, J. (2009). Gesturecraft: The manu-facture of meaning. Amsterdam: John Benjamins.

27

EthicsBack, L. (2004). Politics, research and understanding. In C. Seale, G. Gobo, J.

Gubrium & D. Silverman (Eds.), Qualitative Research Practice (pp. 261-275). London: Sage.

Barker J and Smith F (2001) Power, positionality, and practicality: carrying out ! fieldwork with children, Ethics, Place and Environment 4: 142-147.

Barton, B. (2011). My Auto/Ethnographic Dilemma: Who Owns the Story Qualitative Sociology, 34(3), 431–445. doi:10.1007/s11133-011-9197-x

Blee, K. M., & Currier, A. (2011). Ethics Beyond the IRB: An Introductory Essay. Qualitative Sociology, 34(3), 401–413. doi:10.1007/s11133-011-9195-z

Cassell, J. (2001). Ethical Principles for Conducting Fieldwork. In A. Bryman (Ed.), Ethnography (Vol. 3, pp. 350–366). London: Sage.

Currier, A. (2011). Representing Gender and Sexual Dissidence in Southern Africa. Qualitative Sociology, 34(3), 463–481. doi:10.1007/s11133-011-9198-9

Dyer, S., & Demeritt, D. (2009). Un-ethical review? Why it is wrong to apply the medical model of research governance to human geography. Progress in Human Geography, 33(1), 46–64. doi:10.1177/0309132508090475

Einwohner, R. L. (2011). Ethical Considerations on the Use of Archived Testimonies in Holocaust Research: Beyond the IRB Exemption. Qualitative Sociology, 34(3), 415–430. doi:10.1007/s11133-011-9196-y

Fine, G. A. (2001). Ten lies about ethnography. In A. Bryman (Ed.), Ethnography (Vol. 3, pp. 368–386). London: Sage.

González-López, G. (2011). Mindful Ethics: Comments on Informant-Centered Practices in Sociological Research. Qualitative Sociology, 34(3), 447–461. doi:10.1007/s11133-011-9199-8

Edweard Muybridge early experiments in recording human action.

28

Hay I (2003) Ethical Practice in Geographical Research, in Clifford N J and ! Valentine G (eds) Key Methods in Geography, London: Sage pp. 37-54.

Israel, M. (2006). Research ethics for social scientists: between ethical conduct and regulatory compliance. London: Sage.

Katz, J. (2007). Toward a natural history of ethical censorship. Law & Society Review, 41(4).

Katz, J. (2006). Ethical escape routes for underground ethnographers. American Ethnologist, 33(4).

Kimmel A J (1988) Ethics and Values in Applied Social Research, London: ! Sage.

**Marvasti, A. B. (2004). Qualitative Research in Sociology. London: Sage. Chapter 7.

**Rapley, T. (2008). Ethics and recording “data.” In Doing conversation, discourse and document analysis: Interdisciplinary Perspectives (pp. 25–33). London: Sage.

Rupp, L. J., & Taylor, V. (2011). Going Back and Giving Back: The Ethics of Staying in the Field. Qualitative Sociology, 34(3), 483–496. doi:10.1007/s11133-011-9200-6

Ryen, A. (2004). Ethical issues. In C. Seale, G. Gobo, J. Gubrium & D. Silverman (Eds.), Qualitative Research Practice (pp. 217-229). London: Sage.

Silverman, D. (2006). Interpreting Qualitative Data: Methods for Analysing Talk, Text & Interaction. London: Sage. Chapter 9.

Swauger, M. (2011). Afterword: The Ethics of Risk, Power, and Representation. Qualitative Sociology, 34(3), 497–502. doi:10.1007/s11133-011-9201-5

29

Writing up & presenting qualitative researchBailey C, White C and Pain R (1999) Evaluating qualitative research: dealing ! with the tension between science and creativity, Area 31: 169-178.

**Becker, H. (2008). Writing for social scientists: how to start and finish your thesis, book or article. Chicago: Chicago University Press.

Bryman, A. (Ed.). (2001). Ethnography (Volumes 1-4). London: Sage. Volume 4.

Crang, M., & Cook, I. (2007). Doing Ethnographies. London: Sage. Chapter 7.

Hammersley, M., & Atkinson, P. (2007). Ethnography: principles in practice. London: Routledge. Chapter 9.

Latham, A. (2003). Research, performance, and doing human geography: some reflections on the diary-photograph, diary-interview method. In Environment and Planning a Vol. 35, pp. 1993–2017.

Marvasti, A. B. (2004). Qualitative Research in Sociology. London: Sage. Chapter 6.

Perakyla A (2004) Reliability and validity in research based on naturally ! occurring social interaction, in Silverman D (ed) Qualitative Research: " Theory, Method and Practice, London: Sage pp. 283-304.

**Silverman, D. (2006). Interpreting Qualitative Data: Methods for Analysing Talk, Text & Interaction. London: Sage. Chapter 6 & Chapter 10.

http://www.flickr.com/photos/found_drama/153399032/

30

Penalties for the Late Submission of Degree Work

Please note that degree work submitted late (with no agreed extension) will be penalised by a reduction of 5 marks if submitted within 24 hours of the deadline, with a progressive reduction of a further 5 marks for every subsequent 24 hours lateness, up to 5 working days. Work submitted after 5 working days is considered not submitted and will receive a zero mark. For example, an essay submitted 23 hours after the deadline and graded at 65% would be reduced to 60%. The same essay submitted after 4 working days and 23 hours would be reduced to 40%, and after 5 working days (i.e. one week) and 1 hour, to 0%. Work can only be submitted when the Geography building is open (weekdays 9.00-5.00 and not university holidays) and penalties are only calculated on the basis of working days. Thus work due for 4.00pm Friday and not submitted until 10.00am Monday will only be subject to a 5 mark penalty.

You must contact your Director of Studies in advance of the deadline if you have special circumstances that prevent you from completing the work on time. Your Director of Studies must support any request for an extension.

Plagiarism

Plagiarism is the act of copying or including in oneʼs own work, without adequate acknowledgement, intentionally or unintentionally, the work of another, for oneʼs own benefit. Plagiarism is the antithesis of the university experience and will be punished to the full extent of University of Edinburgh regulations. For further guidance on the regulations and how to avoid plagiarism, please visit:http://www.aaps.ed.ac.uk/regulations/plagiarism/intro.htm

Note to Disabled and Dyslexic Students

We welcome disabled students (including those with specific learning difficulties such as dyslexia) and are working to make all our courses accessible.  If you wish to talk to discuss the course requirements and your particular needs please contact your Director of Studies or the Disability Office, in the first instance, so that they can assess your situation and advise the course organiser accordingly. They will only pass on information with your consent.

You can also contact the Disability Office, 6 - 8 South College Street, telephone 650 6828 and an Advisor will be happy to meet with you.  The Advisor can discuss possible adjustments and specific arrangements with you, assist you with an application for Disabled Students' Allowance, give you information about available technology and personal assistance such as note takers, proof readers or dyslexia tutors, and prepare a Learning Profile for your School which outlines recommended adjustments.  You will be expected to provide the Disability Office with evidence of disability - either a letter from your GP or specialist, or evidence of specific learning difficulty.  For dyslexia or dyspraxia this evidence must be a recent Chartered Educational Psychologist's assessment.  If you do not have this, the Disability Office can put you in touch with an independent Educational Psychologist.