GOV 272: Human Rights & Research Ethics
Tues/Thurs 7:00-8:15 PM
Fanning Hall Room 306
Professor Erica MacDonald
Email: emacdona@conncoll.edu
Pronouns: she/her/hers
Office: Fanning 403
Office Hours: T/Th 6:00-7:00 PM
Moodle Link
Course Description: What does it mean to take a human rights based approach to research and
advocacy? Drawing from contemporary scholarship in the fields of international relations and human
rights, this course explores a range of ethical considerations when engaging in research and advocacy
out in the world. Students will gain training in select qualitative research skills and work to develop a
human rights-informed research proposal. At the conclusion of the semester, students may choose to
execute the project and data collection with approval and support from their major advisor.
Course Structure: The course is organized by five core themes. Within each of these themes, we
will look at theoretical considerations of these approaches, specific cases of engaged human rights
scholarship and ethical issues that arise as well as a concrete skills practice that develops a section of
your final research proposal.
● Module 1 - Defining Core Concepts: Human Rights and Methods of Inquiry
● Module 2 - Field work: Interviews and Oral Histories
●
Module 3 - Field work: Participant Observation, Participatory Action Research and Ethnography
● Module 4 - Field work: Archival Research - sites and strategies of data collection
● Module 5 - Analysis and Impact: Evaluating and Interpreting
Module 1 offers an introduction to the human rights framework and the research design process, and
explores the following core questions: What are human rights, and what is a human rights approach
to research and advocacy? What are the core processes of social inquiry? How do you develop a
research interest into a research question?
What is a method and methodology? What is the
relationship between research questions, methodology and human rights? Skills practice: In this
module we will explore the core elements of social inquiry and work to identify research interests,
develop a measurable research question
Module 2 explores field work and the range of approaches relative to conducting this type of
research, introduces human subjects based research, and specifically focuses on interviews, oral
histories and focus groups. In this module students investigate the foundations and processes of
ethics review boards, considerations of researcher reflexivity and positionality and students will gain
practical experience in developing interview questions that seek to “get at” their research questions.
Skills practice: development of literature review for research proposal.
Module 3 continues the investigation of human subjects based field work specifically focusing on
Participant Observation, Participatory Action Research and Ethnography. What are the challenges
and opportunities of these modes of data collection? What differentiates these approaches? What is
the role of researcher reflexivity and positionality and its relationship to taking a human rights
approach to scholarship? Skills practice: What is the argument/central thesis of your proposed
research study? Address this question in a paragraph, indicating why your argument is original and
significant. Remember: this is a proposal; you will not be held to that argument if the research
suggests that it cannot be sustained, or that a more compelling argument should be made with your
data. The point of framing a thesis is to have a point of analytical and theoretical reference as you
proceed.
Module 4 investigates other modes of field work such as archival research that may or may not
constitute “human subjects research.” Specifically, the following questions will organize our
discussions: What constitutes archival data? Where are the various sites and locations where you can
collect archival data? What are some of the core challenges in this mode of data collection? What
does it mean to take a human rights based approach to archival research, both in terms of data
collection and output? Skills practice: Prepare a statement of methods you intend to use to answer
your research question. I.e. How will you answer your research question and why are your proposed
methods the best approach in doing so?
Module 5 will outline tools and practical skills for managing data collected and provide models of
how to systematically analyze data and measure impact. Students will learn interpretive coding skills
and participate in in-class group coding exercises. Often there is a lot of guidance on development of
the research proposal but less of how to manage data in the field and make sense of your findings. By
practicing these concrete interpretive and analytical coding skills you will get a “teaser” of what to do
with data you collect while still in the field or after you complete data collection. Broader questions
of what the relationship between academic work and human rights practitioners will be considered.
Skills practice: Write your reflexive considerations and assess the significance of your study.
ASSIGNMENTS & ASSESSMENTS
● Class Participation - 20%
● Module Discussion Leader & Reflection Memo - 30%
● Final Research Proposal - 40%
Class Participation: 20%
We are fortunate to have a small group this semester which allows us to run the class much like a
seminar. This requires that all participants have completed all readings prior to class meetings and are
prepared to engage in daily class discussions.
Discussant Leader and Reflection Memo: 30%
For each of the 5 Modules, one student will act as the discussant leader for the entirety of the Module.
Discussant leaders will be responsible for posting three discussion questions on Moodle derived
from the readings by 9 am before each class session. During class, the discussion leader will
present a summary and overview of the readings for that day and assist in facilitating our discussion.
I will model Module 1 as a demonstration.
On the final day of each Module, the discussion leader will submit a 3-5 page reflection of the
core themes and arguments of the readings in that Module, with an analysis of the human rights
implications of the material, and how certain themes or approaches pertain to your proposed research
topic. An assignment guide with expectations and details will be provided the second week of class.
Skills Assignments schedule: 30% (cumulative)
Skill
Submit for feedback on Moodle
Research Question
September 20
Literature Review
October 27
Final paper
December 19
Final Research Proposal Paper: 20%
Final assignment details circulated prior to Thanksgiving Break. Due: December 19, 12 Noon
Policy on Late Assignments: The proposed assignment schedule is meant to prevent the end of
semester, panic-inducing crunch during the end of the semester. By chunking this research proposal
into smaller sections, it allows for steady progress throughout the semester, and positions you in good
shape for the final. While deadlines are firm, I understand that extenuating circumstances may occur.
In the event that you are unable to meet a deadline, please email me BEFORE the assignment is past
due to discuss. Late assignments without prior approval will be docked 10%.
The Connecticut College Honor Code: Academic integrity is of the utmost importance in
maintaining the high standards of scholarship in our community. Academic dishonesty is considered
to be a serious offense against the community and represents a significant breach of trust between the
professor, the classmates, and the student. There are many forms of academic dishonesty including
plagiarism, falsifying data, misrepresenting class attendance, submitting the same work in two
courses without prior approval, unauthorized discussion or distribution of exams or assignments, and
offering or receiving unauthorized aid on exams or graded assignments. Students violating the
Honor Code may be referred to the college's Honor Council for resolution.
Credit Hour Definition: A semester course is normally equivalent to four credit hours. Connecticut
College complies with federal regulations defining the credit hour. For each credit hour awarded, a
course will provide an average of at least one hour of classroom or direct faculty instruction (class
meetings, labs, review sessions, field trips, office hours, film screenings, tutorials, training,
rehearsals, etc.) and at least two hours of out-of-class work (homework, preparatory work, practice,
rehearsals, etc.) per week.
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teach. I am here to assist you with your work in this course. If you come to me with other
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Rehabilitation Act of 1973 and the Americans with Disabilities Act. If you have a documented
disability and have been approved for academic accommodations, please have your Faculty
Notification Letter emailed to me through the Student Accessibility online management system
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can discuss the logistics of your accommodations. If you are not approved for accommodations, but
have a disability requiring academic accommodations, or have questions about applying for
accommodations,
please
contact
Student
Accessibility
Services
at
860-439-5428
or
sas@conncoll.edu.
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Respecting Personal Pronouns and Identity: Everyone deserves to be referred to and addressed in
accordance with their personal identity. As a faculty member, I am committed to ensuring my
classroom affirms people of all gender expressions and gender identities. In this course, we will only
use the name and pronouns of each individual's choosing. The repeated usage of incorrect names
and/or pronouns are against Connecticut College policy and may constitute a T9 policy violation as
well as a violation of state and federal law. In the classroom, be assured that you will always be
referred to by the name and pronouns you choose. If you go by a different name than your legal
name, Connecticut College has a process to change your preferred name on most campus systems. If
you want to learn more about this process go to conncoll.edu/equity-inclusion/preferred-name-faq/ or
email GSP@conncoll.edu.
Students, faculty and staff are now able to choose and share their pronouns within the college
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CC Mobile App. Your gender pronouns will appear in the internal directory located in CamelWeb
and the CC Mobile App. If none are selected, or if “Not Applicable” is selected, no pronouns will
display. Enrolled students’ gender pronouns will also display in Moodle for instructors via the class
participants page.
Pronouns are one way to affirm someone’s gender identity, but they are not necessarily indicative of
a person’s gender identity. Commonly, they/them is a gender-inclusive pronoun used by a variety of
identities. However, while some people use they/them, others may use pronouns like ze/zem, xi/xim,
he/him, she/her, any combination of those and/or many others. They may even reject pronouns
altogether and use their name in place of pronouns. Remember to ask for pronouns, listen, and then
respect the gender identities of those around you by using the proper terminology. If you have any
further questions or you want to learn more about gender & sexuality, please do not hesitate to
contact the Director of Gender & Sexuality Programs at gsp@conncoll.edu.
Course Schedule:
*Note, all readings will be available and posted for each session on Moodle. You do not need to
purchase any course materials for this class. Issue-topics readings will be posted after polling
class on the first day so topics of interest can be included to the extent it is possible.
Introduction
Week 1
September 1
Course introductions, syllabus review and student poll
Module 1: Defining Core Concepts: Human Rights and Methods of Inquiry
Week 2
September 6
What are Human Rights?
● Universal Declaration of Human Rights
● International Covenant on Civil and Political Rights
● International Covenant on Social and Economic Rights
● Alston, P. 2017. The Populist Challenge to Human Rights
September 8
Researching Human Rights:
● McConnell & Smith Ch. 1-Ch. 2
● What does it mean to use a Human Rights Based Approach to research? In class
activity applying a human rights lens to topics and issues
Week 3:
September 13
Developing a Research Question & Annotated Bibliography
● What makes a good research question?
● The Conn Coll Library resource guide:
○ Annotated Bibliography
○ Annotated Bibliography example
September 15
Research Question Development Workshop & Understanding a Lit Review
● In class: research question workshop, no additional reading, come prepared with
your worksheet complete, it will serve as a draft for the development
workshop
Module 2: Field work: Interviews and Oral Histories
Week 4 - Discussants: Annika Brown, Christina Van Dyke
September 20
Defining Fieldwork, Human Subjects Research and the IRB
● MacClean et al. Chapter 1
● Ethics and the IRB (Columbia University Website)
DUE: Issue topic and research question worksheet due by 7:00pm on Moodle
September 22
Interviews and Oral Histories
● MacClean et al. Chapter 6
Week 5 - Discussants: Annika Brown, Christina Van Dyke
September 27
Interviews
● Human Rights Watch Report, May 2021. “I would like four kids, if we stay alive”:
women’s access to healthcare in Afghanistan.”
○ Watch 3 minute video
○ Read report
September 29
Exploring oral history data sets
● Read:
○ Toward an Ethos of Trans Care in Trans Oral History (Moodle)
○ The SNCC Digital Gateway: Civil rights history translated into action
○ “Content Galore: The SNCC Digital GateWay On-Going Challenge”
● Visit and watch 3 least oral history uploads from each site (6 total):
○ SNCC Digital Gateway
○ LGBTQ Oral History Hub
Week 6 - Discussants: Annika Brown, Christina Van Dyke
October 4
No class meeting in observance of Yom Kippur
October 6
Limits of Narrative and Testimony as Data
● Jessee, 2019
Module 3: Fieldwork - Participant Observation, Ethnography & Participatory Action
Week 7 - Discussants Liz Nanavati
October 11
Understanding Site-Intensive Methods
● MacClean et al Ch. 7
October 13
Participant Observation
● Lessons from researching sex work policy & practices: Majic, 2017
Week 8 - Discussants Liz Nanavati
October 18
October 20
FALL BREAK
Ethnography I
● Introduction to Ethnography and an “ethnographic sensibility”
Tang, Eric. 2017. Unsettled: Cambodian Refugees in the New York City
HyperghettoIntroduction, Chapter 2 and Chapter 3,
Week 9 -Discussants: Liz Nanavati
October 25
Ethnography I & II
Tang, Eric. 2017. Unsettled: Cambodian Refugees in the New York City Hyperghetto
Chapter 4 and Chapter 5
October 27
Participatory Action Research
● Tang, Eric. 2017. Unsettled: Cambodian Refugees in the New York City
Hyperghetto Conclusion
● Pittaway et. al (2010). “Stop Stealing Our Stories” (2010) Journal of Human
Rights Practice
DUE: Literature Review due by 7pm on Moodle
Module 4: Field work: Archival Research - sites and strategies of data collection
Week 10 - Discussants: Niamani David
November 1
Archival Research & Database building
● Frisch et al. (2014) Doing Archival Work in Political Science, Introduction
● Pressman, Chenoweth and MacDonald (2020), Washington Post Monkey Cage: In
Trump’s America, who’s protesting and why? Here’s our May report.
○ Visit: The Crowd Counting Consortium
November 3
NO CLASS - ALL-COLLEGE SYMPOSIUM
Week 11 - Discussants: Niamani David
November 8
November 10
●
No class - Get to the polls!
Archival Research: Exploring collaboratively-built data sets
● Visit: Pandemic JournThe Pandemic Journaling Projectaling Project
● Read: Heather M. Wurtz (2022) Journaling as a rights-based intervention during
pandemic times: An interview with the creators of the Pandemic Journaling
Project, Journal of Human Rights, 21:4, 517-524
● Read: How to Decolonize Future Histories of Covid-19 Now
Week 12 -Discussants: Niamani David
November 15
Visual Methods
● Jacqueline Adams (2018) Using visual methods in human rights research, Journal
of Human Rights, 17:5, 674-684
November 17
Films and Filmmaking as human rights research and advocacy
● In class film screening and reflection
Week 13
November 22
No Class - Thanksgiving Break
November 24
No Class - Thanksgiving Break
Module 5: Analysis and Impact: Evaluating and Interpreting
Week 14 - Discussant Professor MacDonald
November 29
Films and Filmmaking as human rights research and advocacy
● No reading - In class film screening of Midnight Traveler
December 1
Midnight traveler reflection 30 mins
● Doreen St. Félix, “‘Midnight Traveler’ Expands the Narrative of the Refugee
Documentary,” The New Yorker,September 17, 2019.
●
Listen (10 mins): A Refugee Family Takes Viewers On A Years-Long Escape
In 'Midnight Traveler'
Methods section working session 45 mins
● Methods section and study significance worksheet circulated
Week 15 - Discussant Professor MacDonald
December 6
FINAL CLASS - Study significance working session
● Final paper assignment reviewed and circulated in class. Note: this will simply be
instructions on how to best stitch worksheet responses together.
December 8
NO CLASS
Professor MacDonald available to meet via office hours arranged by email any time
between December 9-18. Please email (erica.laplante@uconn.edu) directly to set up zoom
office hours appointment during this time.
EXAM WEEK
December 19
Final papers uploaded to Moodle by 12:00 noon
Module Discussant Sign ups
Module 1: Professor MacDonald
Module 2: Annika Brown, Christina Van Dyke
Module 3: Liz Nanavati
Module 4: Niamani David
Module 5: Professor MacDonald & Collaborative Data Analysis Activities