The Environmental Justice and Sustainability Research Toolbox

Key Topics to Engage in Module:

1. Naturalistic observation
2. Participant observation
3. Structured/semi-structured observation
4. Case study
5. Ethnography
6. Auto-ethnography

Module Learning Outcomes:

By the end of this module, you will be able to:

• Learn about observational research methods, and the differences between each once.
• Practice utilizing some or all of these methods to develop a deeper understanding of how and why these are conducted.
• Engage in critical reflexivity, which is fundamental to developing a socio-cultural ethical ethnographic practice/process.

Readings:

• Foley, D. E. (2002). Critical ethnography: The reflexive turn. International Journal of Qualitative Studies in Education, 15(4), 549-490.
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Fieldnotes in ethnographic research. In Writing ethnographic fieldnotes (pp. 1-18). The University of Chicago Press.
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). In the field: Participating, observing and jotting notes. In Writing ethnographic fieldnotes (pp. 21-41). The University of Chicago Press.
• Kenny, L. D. (1999). Doing my homework. In Warren, J. W., & Twine, F. W. (Eds.), Race-ing research, researching race : Methodological dilemmas in critical race studies (pp. 111-133). New York University Press.
• Chávez, M. S. (2012). Autoethnography, a Chicana's methodological research tool: The role of storytelling for those who have no choice but to do critical race theory. Equity & Excellence in Education, 45(4), 334-348.
• Mukhija, V. (2010). N of One plus Some: An Alternative Strategy for Conducting Single Case Research. Journal of Planning Education and Research, 29(4), 416–426. https://doi.org/10.1177/0739456X10362770
• Freeman, L. (2005). There goes the hood : Views of gentrification from the ground up. Temple University Press.

Additional Readings:

• Gabbe, C. J., Oxlaj, E., & Wang, J. (2019). Residential development and near-roadway air pollution: Assessing risk and mitigation in San Jose, California. Journal of Transport & Health, 13, 78–89. https://doi-org.libproxy.scu.edu/10.1016/j.jth.2019.03.011
• Reason, P., & Bradbury, H. (2001). Inquiry and participation in search of a world worthy of human aspiration. Handbook action research: Participative inquiry and practice, 1-14.
• Li, J. (2008). Ethical challenges in participant observation: A reflection on ethnographical fieldwork. Qualitative Report, 13(1), 100-115.
• Zavella, P. (1993). Feminist insider dilemmas" Constructing ethnic identity with "Chicana" informants. Frontiers: A Journal of Women Studies, 13(3), 53-76.
• Reason, P. (2004). Critical Design Ethnography as Action Research. Anthropology & Education Quarterly, 35: 269-276. https://doi.org/10.1525/aeq.2004.35.2.269
• Dutta, U. (2014). Critical ethnography. In Mills, J. & Birks, M. (Eds.), Qualitative Methodology: A Practical Guide, (pp.85-105). Sage Publications.
• Jhangiani, R. S., Chiang, I. A., Cuttler, C., & Leighton, D. C. (2019). Observational Research. In Research Methods in Psychology. Kwantlen Polytechnic University.
• Environmental Justice in California's San Joaquin Valley. (n.d.). Voices from the Valley. http://www.voicesfromthevalley.org/
• Community Toolbox. (n.d.). Chapter 37: Section 6: Gathering & interpreting ethnographic information. Evaluating Community Programs and Initiatives.
• Pena, M., Hussain, S. A., Khare, Sw. & Zia, A. (2019). Ethnographic poetry: A conversation with  Ather Zia. Allegra Lab: Anthropology for Radial Optimism. https://allegralaboratory.net/ethnographic-poetry-a-conversation-with-ather-zia/

Videos:

Activity:

• In teaching students how to engage in ethnography, during class (when we were face-to-face) we'd go to Benson and "hangout" -- students would be tasked with engaging ethnography/participant observations, and writing a field notes about the experience in accordance with our readings (Emerson, Fretz & Shaw). When we were unable to be outside, or last year while teaching remotely, we watched several movie clips and then students wrote a field note about what was observed through an ethnographic lens/method. 
• Workbook Activity 2: Thinking Ethnographically
  • https://hraf.yale.edu/teach-ehraf/an-introduction-to-fieldwork-and-ethnography/#workbook-activity-1-the-fieldwork-experience
• Spatial & Activity-Based Ethnography of Classroom Design
  • https://hcommons.org/deposits/objects/hc:30880/datastreams/CONTENT/content