Teacher(s)
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unit茅 d鈥檈nseignement 鈥� UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Learning outcomes
At the end of this learning unit, the student is able to : | |
| Social and political sciences are empirical sciences that require the researcher to use and master specific methodologies. Among these, field methods (or qualitative methods), which essentially include observations and interviews, are part of the comprehensive paradigm and require the researcher to get as close as possible to the "natural situations" (de Sardan, 2008: 41) experienced by the subjects of the investigation. The main objective of this course is to deepen the knowledge related to these two methods, a first overview of which has been given in previous courses (DMSS and Anthropology), and to ensure their appropriation through practical work that implements them. More specifically, at the end of the course, students will be able to: - identify the historical and epistemological contexts in which the methods taught were developed and which allow us to understand their meaning, rules, uses and conditions of validity ; - evaluate the scientific contributions and limitations of these methods (particularly in relation to other methods in the social and political sciences) - identify and define the technical operations that implement them; - understand the major ethical issues related to their use; - to apply them through practical work: from administration to analysis of collected data and writing up results. |
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Content
Social and political sciences are empirical sciences that require the researcher to use and master specific methodologies. Among these, field methods (or qualitative methods), which essentially include observations and interviews, are part of the comprehensive paradigm and require the researcher to get as close as possible to the "natural situations" (de Sardan, 2008: 41) experienced by the subjects of the investigation. The main objective of this course is to deepen the knowledge related to these two methods, a first overview of which has been given in previous courses (DMSS and Anthropology), and to ensure their appropriation through practical work that implements them.
More specifically, at the end of the course, students will be able to:
- identify the historical and epistemological contexts in which the methods taught were developed and which allow us to understand their meaning, rules, uses and conditions of validity ;
- evaluate the scientific contributions and limitations of these methods (particularly in relation to other methods in the social and political sciences)
- identify and define the technical operations that implement them;
- understand the major ethical issues related to their use;
- to apply them through practical work: from administration to analysis of collected data and writing up results.
More specifically, at the end of the course, students will be able to:
- identify the historical and epistemological contexts in which the methods taught were developed and which allow us to understand their meaning, rules, uses and conditions of validity ;
- evaluate the scientific contributions and limitations of these methods (particularly in relation to other methods in the social and political sciences)
- identify and define the technical operations that implement them;
- understand the major ethical issues related to their use;
- to apply them through practical work: from administration to analysis of collected data and writing up results.
Teaching methods
The course consists of a lecture and a group work. This work is itself broken down into two exercises dealing with observation (exercise 1) and interviewing (exercise 2). Group work sessions accompanied by the professor and the assistant are organized to help the students in the realization of their work.
The lecture course favors as much as possible a dynamic and involving teaching. The oral presentations are based on emblematic research using the methods taught to bring inductively theoretical elements: those of W. Foote Whyte in the Italian ghetto of Boston, of R. Hoggart on the English working class world, of P. Bourdieu in La mis猫re du monde or of D. Bizeul on the National Front circles; and on concrete experiences recounted in films or by researchers using these methods. The principle of the "flipped classroom" is also used in application sessions based on exercises prepared by the students beforehand.
A detailed lesson plan as well as the Powerpoint supports for the oral presentations are transmitted via Moodle at the latest the day before the class sessions. Students are expected to take careful notes to complete these.
The practical work aimed at testing the principles and techniques related to the methods taught during the lecture will be done in groups of 4 people. Based on an imposed theme, the students must carry out observation work (4 hours of observations with the help of an observation guide transmitted during the course, and their analysis) and interview work (2 interviews per person based on an interview guide elaborated in group, and their analysis). The practical work is accompanied by the teacher and the assistant.
The lecture course favors as much as possible a dynamic and involving teaching. The oral presentations are based on emblematic research using the methods taught to bring inductively theoretical elements: those of W. Foote Whyte in the Italian ghetto of Boston, of R. Hoggart on the English working class world, of P. Bourdieu in La mis猫re du monde or of D. Bizeul on the National Front circles; and on concrete experiences recounted in films or by researchers using these methods. The principle of the "flipped classroom" is also used in application sessions based on exercises prepared by the students beforehand.
A detailed lesson plan as well as the Powerpoint supports for the oral presentations are transmitted via Moodle at the latest the day before the class sessions. Students are expected to take careful notes to complete these.
The practical work aimed at testing the principles and techniques related to the methods taught during the lecture will be done in groups of 4 people. Based on an imposed theme, the students must carry out observation work (4 hours of observations with the help of an observation guide transmitted during the course, and their analysis) and interview work (2 interviews per person based on an interview guide elaborated in group, and their analysis). The practical work is accompanied by the teacher and the assistant.
Evaluation methods
The EU will be assessed in two parts:
- by a group work (50% of the final grade) which aims at verifying the abilities to implement the competencies seen in the lecture course.听The use of generative AI is tolerated for the formal correction of written reports (and not for the production of content) and must be clearly indicated. The mark will largely take into account its originality and personalised character.听
- by an oral exam (50% of the final grade) which aims to verify the knowledge of the subject matter and the ability of the student to use his/her knowledge (for example through the identification of methodological or ethical issues in the description of a research protocol).
In case of failure in January: the part of the grade (exam or group work) that may have been passed (at least 10/20) is automatically kept for the second session. The failed part(s) of the grade (less than 10/20) must be retaken.
- by a group work (50% of the final grade) which aims at verifying the abilities to implement the competencies seen in the lecture course.听The use of generative AI is tolerated for the formal correction of written reports (and not for the production of content) and must be clearly indicated. The mark will largely take into account its originality and personalised character.听
- by an oral exam (50% of the final grade) which aims to verify the knowledge of the subject matter and the ability of the student to use his/her knowledge (for example through the identification of methodological or ethical issues in the description of a research protocol).
In case of failure in January: the part of the grade (exam or group work) that may have been passed (at least 10/20) is automatically kept for the second session. The failed part(s) of the grade (less than 10/20) must be retaken.
Other information
Face-to-face , first term, 30 hours of theory.
Bibliography
BARDIN L. (1991),听L'analyse de contenu,听Paris, PUF.
BEAUD S. WEBER F. (1998),听Guide de l'enqu锚te de terrain,听Paris, La D茅couverte.
BECKER听 H. (2002), Les ficelles du m茅tier, Paris, La D茅couverte.
BECKER听 H. (2016), La bonne focale. De l鈥檜tilit茅 des cas particuliers en sciences sociales, Paris, La D茅couverte.
BERTEAUX D. (1997), Les r茅cits de vie, Paris, Nathan 鈥� 128.听
BIZEUL D. (2003), Avec ceux du FN听: un sociologue au Front national, Paris, La D茅couverte.
BLANCHET A., GOTMAN A. (1992),听L'enqu锚te et ses m茅thodes : l'entretien,听Paris, Nathan 鈥� 128.
Bourdieu p. (1993), 芦听Comprendre 禄, in听 P. Bourdieu, La Mis猫re du monde, Paris, Seuil, pp. 903-939.
BURAWOY M. (2003), 芦 L鈥櫭﹖ude de cas 茅largie. Une approche r茅flexive, historique et compar茅e de l鈥檈nqu锚te de terrain 禄, in CEFA脧 D., L鈥檈nqu锚te de terrain, Paris, La D茅couverte, pp. 426-464.
CALLON M. (1999), 芦听Ni intellectuel engag茅, ni intellectuel d茅gag茅听: la double strat茅gie de l鈥檃ttachement et du d茅tachement听禄, Sociologie du travail, 41, pp. 65-78.
CEFA脧 D. (2003), L鈥檈nqu锚te de terrain, Paris, La D茅couverte.
DEMAZIERES D., DUBAR C. (1997),听Analyser les entretiens biographiques, l'exemple des r茅cits听d'insertion, 芦听Chapitre premier : Postures de recherche et statut de la parole des gens 禄, Paris, Nathan.
FAVRET-SAADA J. (1997), Les Mots, la Mort, les Sorts, Paris, Gallimard.
FOOTE WHYTE W. (1996), Street corner society, Paris, La D茅couverte.
Goffman E. (1973), La mise en sc猫ne de la vie quotidienne, T.1. La pr茅sentation de soi, Paris, Les 茅ditions de Minuit.
GENARD J.-L., ROCA i ESCODA M. (2019), 脡thique de la recherche en sociologie, Bruxelles, De Boeck. 听
HOGGART R. (1970), La culture du pauvre, Paris, Les 茅ditions de Minuit.
HUGHES E. (1996), Le regard sociologique, Paris, 脡ditions de l鈥櫭塩ole des Hautes 脡tudes en sciences sociales.
KAUFMAN J.C (1996),听L'entretien compr茅hensif,听Paris, Nathan 鈥� 128.
MALINOWSKI B. (1985), Journal d鈥檜n ethnographe, Paris, Seuil.
MILLER D. (2015), The Comfort of Things, Cambridge, Polity.
PAILLE P.,听 MUCHIELI A. (2016), L鈥檃nalyse qualitative en sciences humaines et sociales, Paris, Armand Colin.
PETONNET C. (1982). 芦听L鈥檕bservation flottante. L鈥檈xemple d鈥檜n cimeti猫re parisien听禄 尝鈥檋辞尘尘别, 22, 4, p. 33-47.
RAMOS E. (2015), L鈥檈ntretien compr茅hensif en sociologie. Usages, pratiques, analyses, Paris, Armand Colin.
SOULE B. (2007), 芦听Observation participante ou participation observante ? Usages et justifications de la notion de participation observante en sciences sociales听禄, Recherches Qualitatives, 27, pp.127-140.
STRAUSS A. et CORBIN J. (2004), Les fondements de la recherche qualitative. Techniques de d茅veloppement de la th茅orie fond茅e, Fribourg, Academic Press.
BEAUD S. WEBER F. (1998),听Guide de l'enqu锚te de terrain,听Paris, La D茅couverte.
BECKER听 H. (2002), Les ficelles du m茅tier, Paris, La D茅couverte.
BECKER听 H. (2016), La bonne focale. De l鈥檜tilit茅 des cas particuliers en sciences sociales, Paris, La D茅couverte.
BERTEAUX D. (1997), Les r茅cits de vie, Paris, Nathan 鈥� 128.听
BIZEUL D. (2003), Avec ceux du FN听: un sociologue au Front national, Paris, La D茅couverte.
BLANCHET A., GOTMAN A. (1992),听L'enqu锚te et ses m茅thodes : l'entretien,听Paris, Nathan 鈥� 128.
Bourdieu p. (1993), 芦听Comprendre 禄, in听 P. Bourdieu, La Mis猫re du monde, Paris, Seuil, pp. 903-939.
BURAWOY M. (2003), 芦 L鈥櫭﹖ude de cas 茅largie. Une approche r茅flexive, historique et compar茅e de l鈥檈nqu锚te de terrain 禄, in CEFA脧 D., L鈥檈nqu锚te de terrain, Paris, La D茅couverte, pp. 426-464.
CALLON M. (1999), 芦听Ni intellectuel engag茅, ni intellectuel d茅gag茅听: la double strat茅gie de l鈥檃ttachement et du d茅tachement听禄, Sociologie du travail, 41, pp. 65-78.
CEFA脧 D. (2003), L鈥檈nqu锚te de terrain, Paris, La D茅couverte.
DEMAZIERES D., DUBAR C. (1997),听Analyser les entretiens biographiques, l'exemple des r茅cits听d'insertion, 芦听Chapitre premier : Postures de recherche et statut de la parole des gens 禄, Paris, Nathan.
FAVRET-SAADA J. (1997), Les Mots, la Mort, les Sorts, Paris, Gallimard.
FOOTE WHYTE W. (1996), Street corner society, Paris, La D茅couverte.
Goffman E. (1973), La mise en sc猫ne de la vie quotidienne, T.1. La pr茅sentation de soi, Paris, Les 茅ditions de Minuit.
GENARD J.-L., ROCA i ESCODA M. (2019), 脡thique de la recherche en sociologie, Bruxelles, De Boeck. 听
HOGGART R. (1970), La culture du pauvre, Paris, Les 茅ditions de Minuit.
HUGHES E. (1996), Le regard sociologique, Paris, 脡ditions de l鈥櫭塩ole des Hautes 脡tudes en sciences sociales.
KAUFMAN J.C (1996),听L'entretien compr茅hensif,听Paris, Nathan 鈥� 128.
MALINOWSKI B. (1985), Journal d鈥檜n ethnographe, Paris, Seuil.
MILLER D. (2015), The Comfort of Things, Cambridge, Polity.
PAILLE P.,听 MUCHIELI A. (2016), L鈥檃nalyse qualitative en sciences humaines et sociales, Paris, Armand Colin.
PETONNET C. (1982). 芦听L鈥檕bservation flottante. L鈥檈xemple d鈥檜n cimeti猫re parisien听禄 尝鈥檋辞尘尘别, 22, 4, p. 33-47.
RAMOS E. (2015), L鈥檈ntretien compr茅hensif en sociologie. Usages, pratiques, analyses, Paris, Armand Colin.
SOULE B. (2007), 芦听Observation participante ou participation observante ? Usages et justifications de la notion de participation observante en sciences sociales听禄, Recherches Qualitatives, 27, pp.127-140.
STRAUSS A. et CORBIN J. (2004), Les fondements de la recherche qualitative. Techniques de d茅veloppement de la th茅orie fond茅e, Fribourg, Academic Press.
Faculty or entity
Programmes / formations proposant cette unit茅 d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Learning outcomes
