Syllabus – Graduate Course
Introduction to Research Methods in Ethnic and Migration Studies (7,5
ECTS)
742A12
Course Calendar
The course is scheduled for 16 September to 18 October.
The lectures and seminars on-campus in Norrköping are scheduled for 30 September to 4
October. The course also includes an online e-seminar on the course platform 7 – 11 October.
Course Director
Susanne Urban
Course Objectives
The aim of this course is to provide an introduction to research methods in social sciences as
applied in studies of ethnic relations, ethnic diversity, discrimination, racism, social
inclusion/exclusion, and migration.
On completion of the course the student will acquire:
an overview of research methodology in the social sciences
an ability to assess and select appropriate methods for studies on migration
and ethnic relations
knowledge of how to access and critically examine official statistics in the
field of migration and ethnic studies
a capacity for critical analysis of methodology in the field of migration and
ethnic studies
an understanding of the application of the most useful methodological tools
in the development of the student’s personal research thesis
Course Content
This course addresses dilemmas and difficulties that researchers confront when collecting and
interpreting data in studies of ethnic relations, ethnic diversity, discrimination, racism, social
inclusion/exclusion, and migration. The students will read and discuss how research on
ethnicity, integration and migration is conducted by examining the relevant literature, by
course seminars and workshop discussions, and by examination. The course will seek to
provide an orientation to the main methodological questions that need to be answered when
conducting primary and original research. Different solutions to common problems will be
presented and discussed.
Research methods discussed include quantitative studies on integration and migration,
qualitative methods such as discourse analyses, long-term field work, participant observation
as well as multi-strategy research. The course addresses the cross-disciplinary and transnational aspects of research that place extra demands on research methods in data collection,
sampling, comparative policy framework analysis, usage of terminology, comparisons of
discourses and ideological representations in a sometimes contested and controversial field of
inquiry.
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We will discuss questions regarding accessibility to and reliability of relevant data (ranging
from use of statistics as well as access to social fields), how to handle confidential research
material, and specific questions related to multi-strategy research design.
We will discuss how power relations (majority/minority) create insider/outsider dilemmas for
the researcher, problems of representation and cross-cultural translation, how ‘race’ of
interviewer/researcher effects trust in field studies and other ethical considerations.
The course deals with the methodological dilemmas inherent in researching ‘race’, ethnicity
and social difference in order to challenge pre-conceived notions of racialised thinking in both
private and public spheres, rather than to reproduce conventional socially constructed
categories.
Teaching
The teaching involves a combination of e-learning and on-campus lectures. Instructions for
LISAM (internet-based platform for e-learning) are posted to participants’ e-mail addresses at
least two weeks before course starts. Examination assignments, most articles and book
chapters from the reading list, and additional information will be posted at the course
platform. An e-seminar will also take place at the platform.
The first two weeks includes reading the course-literature, formulating a methodology issues
related to own research, and making a short survey of methodology sections in at least two
selected studies of the students’ own choice (but not own work). Both written assignments are
submitted on the course platform, prior to the on-campus week. The methodology issues will
serve as basis for discussions in the workshops and as starting points for some of the lectures.
Surveys of methodology in other studies will enable active student engagement with the basic
issues of how methodology is presented in research, and will serve as bases for the
methodology e-seminar that takes place on the course web site after the on-campus week.
The third week is the on-campus week, where experienced researchers give lectures and
provide examples from their own research. The lectures are followed by workshops where
students deal with specific methodological problems brought to the course by themselves. The
lectures and workshops will provide opportunity to discuss the literature, to develop the
students’ own methodology choices, and to build a social network between students that can
be used as an important resource in developing research projects further. Critical discussions,
peer scrutiny and dialogic learning are considered important tools in advancing knowledge in
this field.
The dialogic learning and peer scrutiny from the on-campus week is followed up by an eseminar on methodology. In the e-seminar general methodology questions are discussed with
starting point provided by the students’ summaries of methodology sections (submitted prior
the on-campus week) and enhanced by the on-campus discussions and learning experience.
The e-seminar is designed to demonstrate the student consolidation of personal and coursebased learning and practice critical assessment of methodology develop in the field of
migration and ethnic studies. Students will also have access to an on-line forum for discussion
(on the course platform) with course participants throughout the course.
The final examination paper applies knowledge gained from the course and takes advantage
of the cumulative experience from workshops during the on-campus week.
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Student submissions, course requirements and examination.
The type-face to be used in the papers should be 12 point Times New Roman.
Double spacing should be used throughout and the Harvard referencing system rather than
sequential footnotes should be employed.
The student is required to fulfil two assignments prior to the on-campus week: 1. a short
description of a methodology issue that the student wish to discuss on the workshops, 2. a
paper with descriptions of methodology sections in two or more published studies.
Furthermore, the student is required to participate on all lectures and workshops, active
participation with a minimum of three comments in the e-seminar and achieve satisfactory
grading in the final examination paper, in order to pass the course.
The expected length of the written presentation of a methodology issue is ½ – 2 pages. The
second written assignment (summarizing methodology sections of other studies) is expected
to be 1000 to 1500 words (2 – 3 pages).
The final written assignment of 2 - 3 000 words (5 – 8 pages) is to be handed in at the end of
the course – 11th October. It should include a presentation of the individual methodology issue
brought to the course, contributions discussed at the workshops, utilise course literature and
other relevant literature.
Schedule
Overview:
WEEK 1. Preparatory study weeks, reading.
WEEK 2. Preparatory study weeks, formulate methodology problem for workshop
discussions, post the first written assignment that summarises methodology sections in other
studies on the course platform.
WEEK 3. On-campus week, lectures and workshops.
WEEK 4. E-seminar on the course platform, critical assessment of methodology sections in
other studies.
WEEK 5. Final examination paper discussing students’ own methodology is to be handed in.
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Detailed schedule:
Week one and two. 16 September – 27 September: Preparatory study weeks
 Structured reading of prescribed course literature in preparation for lecture week. In
addition to obligatory readings in relation to seminars, a selection of optional texts will
be provided on the course platform.
 Submit a presentation of a methodology problem in your own research for workshops
to the course platform. Deadline day Wednesday (25 September) in week two.
 Writing a short paper (2-3 pages) for methodology e-seminar. Deadline Friday (27
September) in week two. The assignment for the paper is to make short summaries of
methodology sections selected from two or more studies in the field that use both
qualitative and quantitative methods. Detailed instruction for the short paper and eseminar will be posted at the course platform.
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Week three 30 sept – 4 okt: On-campus week
Monday 30 Sept: Introduction and overview
10-12 Introduction I (Susanne Urban, Remeso)
In our first meeting we will present the course outline, the literature, the e-seminar and the
final examination assignment. The main topics for this week’s lecture are presented. We will
also provide a general overview of the main methodological approaches and directions, and
discuss how the problem of race and power have been handled and changed over time.
Basic readings for the whole course:
Obligatory:
Gunaratnam, Yasmin. 2003. Researching ’Race’ and ethnicity. Methods, knowledge and
power. London: Sage.
Recommended:
Tukufu Zuberi and Eduardo Bonilla-Silva. 2008. White logic, white methods, racism and
methodology. Plymouth: Rowman & Littlefield.
13-15 Introduction II (Peo Hansen, Remeso)
The lecture sets out by introducing some key components of discourse analysis and then goes
on to discuss the usefulness and applicability of discourse analysis for ethnic and migration
research. Particular attention is paid to the important insights that discourse analysis offers to
statistical, demographic and attitudinal research dealing with migration and ethnic and racial
categories.
Obligatory reading:
Gordon, Paul (1992) ‘The racialization of statistics’, in Skellington, Richard with Paulette
Morris (eds.), ”Race” in Britain Today, London: Sage: 16–34.
Hansen, Peo (2000) ‘Introduction: Discourse analysis and the politics of European identity’,
in Hansen, Peo (author), Europeans only? Essays on identity politics and the
European Union, Umeå: Umeå University: 1–34. (will be made available on the
course platform)
Hansen, Peo (1995) ‘Questions From Somewhere – Who’s Who in Attitude Research About
“Immigrants”’, Innovation, Vol. 8, No. 2: 191–200.
Verkuyten, M., W. de Jong and C. N. Masson (1995) ‘The construction of ethnic categories:
discourses of ethnicity in The Netherlands’, Ethnic and Racial Studies, Vol. 18,
No. 2: 251–76.
Complementary reading:
Rallu, J.L, V. Piché & P. Simon (2006) "Demography and Ethnicity, An Ambigous
Relationship" in Demography: Analysis and Synthesis (eds) Caselli, Vallin,
Wunsch. Amsterdam: Elsevier, pp 531-549
15.30 – 17 Workshop
Students present and discuss their own position and standpoints in relation topics of the
lectures and literature. Students’ methodology issues are presented and discussed.
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18-20 Reception
Tuesday 1th Oktober: Qualitative methods
10-12 Ethnography of language policies in multilingual educational settings (Tünde
Puskas, Remeso)
This lecture-seminar will give you insights to two ongoing research projects on
multilingualism which combine different qualitative methods. The ethnography of language
policies will be presented as an approach which makes macro-micro connections by
combining text analysis with individual interviews, focus-group interviews, participant
observations and video recordings. The lecture will address the following questions and
issues: what are the benefits and challenges of blending different methods?; Insider/outsider
perspective and the importance of reflexivity; the ethnics of research involving children.
Obligatory reading:
David Cassels Johnson (2011) ”Critical discourse analysis and the ethnography of language
policy,” Critical Discourse Studies Vol. 8, No. 4, 139-159
Heller, Monica. (2012) "Rethinking Sociolinguistic Ethnography." in Gardner, Sheena &
Martin-Jones, Marilyn (red.) Multilingualism, discourse, and ethnography. New York:
Routledge.
Adair, J. K. & Pastori, G. (2011) Developing qualitative coding frameworks for educational
research: immigration, education and the Children Crossing Borders project.” International
Journal of Research & Method in Education. Vol. 34. No. 1. pp. 31-47.
Temple, Bogusia & Edwards, Rosalind (2002) ”Interpreters/Translators and Cross-language
Research: Reflexivity and Border Crossings,” International Journal of Qualitative Methods,
Vol. 1. No. 2. pp. 1-12.
13-15 Racialized media discourse (Magnus Dahlstedt, Remeso)
The lecture presents some of the main concepts of critical discourse analysis and the way they
can be used in analyzing media and popular culture, with a particular focus on the mediated
(re)production of ethnic/racial/national stereotypes.
Obligatory reading:
van Dijk, Teun A. (2001) ”Critical Discourse Analysis”, in: Schiffrin, Deborah et al. (eds)
Handbook of Discourse Analysis, Malden: Blackwell.
Hall, Stuart (1992) ”The West and the Rest: Discourse and Power”, in: Hall, Stuart & Gieben,
Bram (eds) Formations of Modernity, Cambridge: Polity Press.
Wodak, Ruth & Busch, Brigitta (2004) ”Approaches to Media Texts”, in: Downing, John
D.H. et al. (eds) The SAGE Handbook of Media Studies, Thousand Oaks: Sage.
15.30 – 17 Workshop
Students present and discuss their own work in relation to topics presented. How do we
describe qualitative methods in our research? Continued discussion of students’ methodology
issues.
Wednesday 2th October: Quantitative methods
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10-12 Quantitative methods I (Alireza Behtoui, Remeso)
The lecture deals with the following issues: 1. Are all migration researchers that use statistics
‘positivists’?, 2. How can we avoid spontaneous sociology (common-sense theories) when we
use quantitative methods?, 3. The problems associated with secondary data, and 4. Generating
primary data and construction of questionnaires.
Obligatory reading:
Bourdieu, Pierre, Jean-Claude Chamboredon, Beate Krais, and Jean Claude Passeron. 1991.
The craft of sociology: epistemological preliminaries. Berlin; New York: Walter de Gruyter
(pp. 1-77)
Complementary reading:
Bourdieu, Pierre. 1990. In other words: essays toward a reflexive sociology. Polity. pp 156167.
Bourdieu, et al. 1999. “Understanding” in The Weight of the World. pp. 607-626.
13-15 Quantitative methods II (Martin Klinthäll, Remeso)
The focus of this lecture is on quantitative data on international migration: how to deal with
problems regarding data sources, measurement, availability, reliability and comparability.
Obligatory reading:
Poulain, Michel and Nicolas Perrin (2008). “Measuring International Migration: a challenge
for Demographers”. In Surkyn, Johan, Patrick Deboosere & Jan Van Bavel (eds.) 2009.
Demographic Challenges for the 21st Century. A State of the Art in Demography, ASP /
VUBPRESS Brussels, pp. 143-174.
Complementary reading:
de Beer, Joop, James Raymer, Rob van der Erf, Leo van Wissen (2010). ”Overcoming the
Problems of Inconsistent International Migration Data: A New Method Applied to Flows in
Europe.” European Journal of Population, 26:459-481.
Fassmann, Heinz, Ursula Reeger and Wiebke Sievers, eds. (2009), Statistics and Reality:
Concepts and Measurements of Migration in Europe. Amsterdam University Press.
Fron, Pauline, Georges Lemaitre, Thomas Liebig, Cécile Thoreau (2008). Standardised
statistics on immigrant inflows results, sources and methods. Organisation for Economic Cooperation and Development, September 2008
Lemaitre, Georges (2005). “The Comparability of International Migration Statistics. Problems
and Prospects.” Statistics Brief, No. 9, July 2005.
Lemaitre, Georges and Cécile Thoreau (2006). Estimating the foreign-born population on a
current basis. Organisation for Economic Co-operation and Development, December 2006.
15.30 – 17 Workshop
Students present and discuss their own work in relation to topics presented. How do we use
statistics in our research? Continued discussion of students’ methodology-issues.
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Thursday 3 October: Narratives and ethics
10-12 ‘Social Suffering’ and pain at the end of life for migrants Remeso seminar
(Yasmin Gunaratnam, Goldsmiths University of London)
This lecture will draw upon an on-going British Academy Fellowship project on pain at the
end of life for migrants to the UK. The project brings into conversation the ‘social suffering’
literature and debates in the social sciences with the palliative care concept of ‘total pain’
which approaches pain as a hybrid of the physical and psycho-social and also recognises how
pain can accrue across a life time.
13-15 Yasmin Gunaratnam, Goldsmiths University of London)
Identity, Biography and Narrative Research (Yasmin Gunaratnam, Goldsmiths
University of London)
This session will draw upon empirical research with migrants in the UK to discuss how
narrative methods can be used to investigate matters of identity, identity transition and lived
experience across the life course. In addition to theory about key concepts (What is narrative?
What is a story?) and debates there will be hands-on practice where you will get to try out
aspects of the Biographical Narrative Interpretive Method. We will cover how to formulate
narrative-inducing questions; the ‘passive’ role of the interviewer as an active and attentive
‘midwife’ to stories; and the value of panel-based analysis.
Obligatory reading and listening:
Gunaratnam, Yasmin (2009) Narrative Interviews and Research. In Gunaratnam, Y. and
Oliviere, D. (Eds) Narrative and Stories in Health Care: Illness, Dying and Bereavement.
Oxford: Oxford University Press. pp. 47-62.
Podcast with Prue Chamberlayne on the Biographical Narrative Interpretive Method –
http://www.case-stories.org/prue-chamberlayne
Complementary reading:
Frank, Arthur (2010) Letting Stories Breathe: A Socio-Narratology. Chicago: Chicago
University Press. Wengraf, Tom (2001) Qualitative Research Interviewing – biographic
narrative and semi-structured method. London: Sage (particularly chapters 7 & 11)
15.30 – 17 Workshop Students present and discuss their own work in relation to topics
presented. Continued discussion of students’ methodology-issues.
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Friday 4 October: Seminar on ethical, practical and technical aspects of good research
practice (Zoran Slavnic, Remeso)
10-12
Based on concrete methodological problems/examples, submitted by course participants,
some selected aspects of good research practice will be discussed. The focus will be on
ethical, practical and technical issues related to preparing and conducting of the field work,
and handling of collected qualitative data.
12-13 Final discussions (Susanne Urban)
Summarising the lectures and final discussions open space for questions, instructions for eseminar, evaluation of course etc.
Week four and five: 7th – 18th September: examination weeks
Week four: E-seminar with critical discussion of the methodology sections that are described
by course participants. Do the methodology sections include important topics that we have
discussed in this course? What should they include to be improved? What is taken for
granted? Is the methodology appropriate for the aim of the study? Students will be required to
critically discuss both qualitative and quantitative methods. Detailed instructions will be
posted on the course platform.
Week five: Friday - 18th September
Deadline for final examination assignment. The final paper is a presentation and discussion of
methodology of students own projects. Reference to course literature must be included in the
paper. This paper should also include a presentation of the problem brought to the course, and
what solutions were considered. Detailed instructions will be posted on the course platform.
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