proposal

EDUR  6100,  Dr.  Colín    

EDUR 6100 Instructions and Rubric for

The (Final) Anthropological Analysis of Cultural Diversity (Project)

The purpose of the final project is to invite you to deepen your understanding of the anthropological analysis of cultural diversity. It invites you to take an anthropological stance, to consider cultural contexts and practices, and the various meanings assigned to these, from a perspective other than your own. One important aspect of the anthropological understanding of cultural diversity is for researchers to consider cultural contexts, practices, and meaning from the emic or insider’s perspective. Furthermore, this assignment invites you to reflect upon what you learned that might help you understand the cultural dynamics of schools and schooling. Recognizing that course members are in different academic programs, work sites, and have different career aspirations, and in an effort to have this culminating project be the most meaningful for each, students are required to design their own final project in consultation with the professor. Students are required to go out in the field, and do some basic ethnography (utilize anthropological methods) in an education setting (broadly defined), but how they approach that experience, what they focus on, and what they produce to turn in is generally open. The product will be linked/submitted both in LiveText and on the course website.

Final Project Proposal The proposal for the final project due date is on the course syllabus. It should be submitted as a private journal entry on the course website. The proposal can be brief (150-200 words) but should relay the selected research site, focus, context, methods and timeline of data collection, and product to be delivered. Also, students will discuss their project proposal and their progress with the professor in a web appointment.

SOME FINAL PROJECT “Product” POSSIBILITIES:

• Short Ethnographic Documentary Film • Radio Story/Podcast (c.f. StoryCorps, NPR, etc.) • Small scale replication of a previous study • Community Mapping Project & reflection • Cultural Plunge & reflection • Funds of Knowledge Project toward K-12

Curriculum Design

• School Observation • Visual Ethnography (e.g. PhotoVoice) • Institutional History • Auto-Ethnography • Investigative reporting • . . .another approved project

Each project must demonstrate an understanding of and be grounded in the methods, and theories of cultural anthropology. It may be inspired by the texts reviewed in class. In the final product students may consider relaying the following components (depending on the project you design, these may or may not apply. I provide them here for your consideration): n Detail the Research Focus & Context: [for example:] What was my research focus? What community and/or setting did

I select for my project? What background information do my audiences need to know? Why did I choose this setting/experience for the assignment? What was I hoping to learn from the setting/experience prior to going in? What was my prior knowledge related to this setting/experience? What are my previous beliefs/preconceptions/stereotypes related to this setting/experience?

n Discuss the Methods: [for example:] What ethnographic methods did I employ for the project? How did you garner consent? Outside of the direct findings of the project, what did I learn as a result of having gone through this type of research? How did I feel before, during and after the experience? What were the challenges of the research? How did I address these? How do others in this setting see me? Why do I believe this to be true? What did I learn from doing this assignment? What value does ethnographic research have?

EDLC  6100,  Dr.  Colín     n Relay your Findings/Observations: [for example:] What are the key findings of my project? What key observations did I

make? Is there any other significant data to report? What did I experience? (continued on back. . .)

n Provide Analysis: [for example:] Discuss the project in terms of the core concepts of the course. For example: How do I understand/describe the emic perspective related to this setting/experience? What relevant theories apply? What scholarship/research is evoked by the experience? What connections do I make to the course content? What is evinced about the anthropological notion of culture in my findings? What did I learn from the perspective of cross-cultural comparison with my own group?

n Relate to Schooling/Education: [for example:] How will this ethnographic experience influence my educational practices? What does this assignment teach me about the experience of individuals and communities related to schooling?

Final Project: General Rubric

10 Exemplary. Insightful.

Connected.

8 Adequate. Complete. Reflective.

6 Approaching Standard.

Incomplete. Casually executed. Looking at: ê Demonstrated

Understanding of Anthropological Analysis

Assignment provides strong evidence of preparation for and engagement in a challenging community. Clear connections and extensions are made to the course content. Insightful analysis of fieldwork. Evidence of deep reflection related to personal educational practice. Well executed, polished, complete and meets all the guidelines.

Complete. The basic objectives of the project are met. Experience is reported adequately. Student reflects on the experience through his or her own experience and through the course concepts. Meets minimum guidelines.

Executed and delivered incompletely or with flaws in one or more areas. Content is somewhat disconnected from course content. Analysis is delivered at a basic level. Guidelines are unmet.

Depth of Methodological Engagement

Connection to Practice

Quality of Production/Analysis

Total out of 40