Stuart C. Aitken
Room SH 302b
Office Hours: M 4-5pm; F 10-11am
Voice Mail: 594-6498
E-mail: saitken@mail.sdsu.edu
GEOG 586
SH 325
Spring 2015
M 1:00-3:40pm
Qualitative Methods in Geographic Research
Geography is first of all knowledge gained by observation, that
one orders by reflection and reinspection the things that one is
looking at ... The mode of locomotion should be slow, the slower
the better, be often interrupted by leisurely halts to sit at vantage
points and stop at question marks. Carl Sauer, presidential
address. Annals of the AAG, 1956, 296.
... [our] subject position is constituted in spaces of betweenness
... a position that is neither inside nor outside ... By operating
within these multiple contexts all the time, we may begin to learn
not to displace or separate so as to see and speak, but to see,
be seen, speak, listen and be heard in the multiple determined
fields that we are everywhere, always in. Cindi Katz, special
edition on "Women in the Field", Professional Geographer 46(1),
72.
In concert with what some have called a ‘quiet methodological
revolution’ across the social and policy sciences as well as the
humanities, … geography is fostering an efflorescence in the
prevalence and sophistication of qualitative research. Dydia
DeLyser et al., 2010, The Handbook of Qualitative Geography, p.
1 Sage.
INTRODUCTION:
Research in human/cultural geography has changed significantly over the last two decades. A
cursory glance at some of our leading journals (The Annals of the Association of American
Geographers; Society and Space; The Professional Geographer) reveals a large percentage of
empirical and policy studies, which are derived from what is generally known as qualitative
methods. The three quotes above suggest not only that qualitative methods in geography have
been around for sometime but that they are different today from what they were in the time of Carl
Sauer.
LEARNING OUTCOMES:
By the end of this course you will know how to use yourself as a research tool. You will
understand your position as a "subject in spaces of betweenness". Practical research will take
you into "the field" and, by so doing, you will be better able to define who you are as a researcher
and who you are in relation to those you study. You will become proficient in qualitative research
techniques including in-depth interviews and ethnography, non-obtrusive observation, landscape
interpretation, qualitative GIS, textual and visual methods and discourse analysis, as well as
methods of feminist, Marxist and humanistic critique.
Course Outline
STRUCTURE:
The course comprises eight modules in three parts. Part A is a general introduction to the field
and some traditional methodologies; Part 2 focuses on interpretation and analysis (including
GIS), and; Part C focuses on visual methodologies
READING MATERIALS:
Each session revolves around a series of readings. A portion of each session will be devoted to
discussion of geographic studies that use qualitative methods (each student will take turn being
responsible for facilitating discussion on a particular reading). Each week we will also discuss
group and individual projects. Three major geography texts accompany the course:



DeLyser, Herbert, Aitken, Crang and McDowell (2010) Qualitative Geography.
Sage
Cope and Elwood (2010) Qualitative GIS. Sage
Rose (2012, 3rd Edition) Visual Methodologies. Sage.
PART A
Qualitative Research in Geography
Module 1
Introducing Qualitative Research in Geography
We begin by looking at some differences between qualitative and quantitative research. We
discuss the history of qualitative research in geography and assess its current status. We get into
the field with a people-place observation exercise.
Module 2
Being In, and Interpreting, the Geographic World
This module emphasizes interpreting the geographic world through fieldwork and participant
observation. You are encouraged to begin thinking about the term paper.
Module 3
In-depth Interviews and Focus Groups
In-depth interviews are an important part of qualitative research in geography. Often they are a
part of participant observation or ethnography, and sometimes are comprised of oral and life
histories. Interview groups of people around a particular topic it is called a focus group.
PART B
Qualitative Interpretation, Analysis and GIS
Module 4
Ethics
Part A has given us a fairly good grounding in fieldwork, and we began to look at some of the
ethical issues involved with qualitative research. In this module we discuss ethics more
thoroughly and look at the role of Institutional Review Boards
Module 5
Interpretation and Analysis
In this module, we discuss ways to analyze qualitative data collected in the field, including ways
to interpret individual interviews. We also look at issues of data validity and representativeness.
Module 6
NVivo
We explore the power of the most popular software for qualitative research and discuss the uses
of GIS
Module 7
GIS Representations and Community Based Research
This module examines how researchers using GIS create representations using spatial qualitative
data and maps. We look at the importance of these tools for community based research
Module 8
Mixed Methods & the Placeworks Project
We discuss Qualitative GIS as a mixed methods approach, and begin the 'placeworks' project.
PART C
VISUAL METHODOLOGIES
Module 9
Critical Methodologies
In this module we consider some of the critical feminist, Marxist and post-structural perspectives
that are prevalent in geography
Module 10
Content Analysis, Semiology and Psychoanalysis
In this module we study three of the most used techniques for studying visual culture (and watch
movies)
Module 11
Discourse Analysis and Non-representational Theory
This module looks at the ideological, discursive and emotional power of images
STUDENT REPSONSIBILITIES
1.
2.
3.
People-Place Observation Exercise (10% of grade)
Interview Exercise (10% of grade)
NVivo Exercise (5% of grade)
Visual Exercise (10% of grade)
Total for Exercises = 35% of grade
4.
Placeworks Project (Group Presentations, 15% of grade)
(Individual Write-ups, 10% of grade)
Total for Group Project = 25% of grade
5.
6.
7.
Draft Paper (10% of grade)
Peer Review/Critique (5% of grade)
Revised Paper (15% of grade)
Total for Individual Paper = 30% of grade
8.
Participation and Discussion of Readings (10% of grade)
EXPECTATIONS
I expect students to:
1.
Please read the assigned readings as you go through the course.
2.
Come to class prepared to discuss the readings.
3.
Write at a college level in APA or Chicago style and follow directions on assignments.
4.
Participate in all activities as indicated in the directions for each week.
6.
Honor due dates (no extensions are given on the papers and exercises).
You can expect me to:
1.
Treat you with respect.
2.
Be organized with all classes and projects.
2.
Give feedback.
4.
Answer emails.
5.
Grade exercises and papers in a timely fashion.
Academic Honor
Cheating
Instances of cheating may result in failure of the course and referral for disciplinary procedures
that may result in dismissal from the university.
Plagiarism
Plagiarism is simply the use of others’ words and/or ideas without clearly acknowledging their
source. As students, you are learning about other people’s ideas in your course texts, your
instructors’ lectures, in-class discussions, and when doing your own work. When you incorporate
those words and ideas into your own work, it is of the utmost importance that you give credit
where it is due. Plagiarism, intentional or unintentional, is considered academic dishonesty and
all instances will be reported to SDSU’s Office of Judicial Procedures (see “Cheating and
Plagiarism” section of the SDSU senate policy file http://senate.sdsu.edu/policy/policy_file.pdf).
To avoid plagiarism, you must give the original author credit whenever you use another person’s
ideas, opinions, drawings, or theories as well as any facts or any other pieces of information that
are not common knowledge. Additionally quotations of another person’s actual spoken or written
words; or a close paraphrasing of another person’s spoken or written words must also be
referenced. Accurately citing all sources and putting direct quotations – of even a few key words
– in quotation marks are required. For further information on plagiarism and the policies
regarding academic dishonesty go to the Course Catalog section on Standards for Student
Conduct (41310).
Assignments
Your individual assignments must be written by you alone and not with another student from the
class.
OTHER COURSE POLICIES
LATE AND MISSING ASSIGNMENTS
•
Assignments are due on the date and time specified.
•
Missing assignments will be counted as zero
DISABILITY ACCOMMODATIONS FOR STUDENTS
Students who need accommodation of their disabilities should contact me privately, within the first
two weeks of the semester, to discuss specific accommodations for which they have received
authorization. If you have a disability, but have not contacted Student Disability Services at 619594-6473 (Calpulli Center, Suite 3101), please do so before making an appointment to see me.
RELIGIOUS ACCOMMODATIONS FOR STUDENTS
Students who need to be absent from class due to the observance of a religious holiday or
participate in required religious functions must notify the faculty member in writing as far in
advance of the holiday/obligation as possible. Students will need to identify the specific holiday
or obligatory function to the faculty member. Students will not be penalized for missing class due
to religious obligations/holiday observance. The student should contact the class instructor to
make arrangements for making up tests/assignments within a reasonable time.
MILITARY PERSONNEL STATEMENT
A student who is a member of the National Guard, Reserve, or other U.S. Armed Forces branch
and is unable to complete classes because of military activation may request complete or partial
administrative unrestricted withdrawals or incompletes depending on the timing of the activation.
HARASSMENT PROHIBITED
SDSU policy prohibits harassment on the basis of race, sex, gender identity, age, religion,
national origin, disability, sexual orientation, Vietnam era veteran status and other protected
veteran status. Violations of this policy may result in disciplinary action, including termination of
employees or expulsion of students. Contact the Office of Employee Relations and Compliance
(http://oerc.sdsu.edu/discrimharasstoc.htm) if you feel another student or an SDSU employee is
harassing you based on any of the factors above.
GRADE APPEALS
The professional responsibility for assigning grades is vested in the instructor of the course, and
requires the careful application of professional judgment. A student wishing to appeal a grade
must first meet with the instructor who assigned the grade to try to resolve the dispute. If the
dispute cannot be resolved directly with the course instructor, contact the Office of the
Ombudsman at SDSU Student Affairs at: http://www.sa.sdsu.edu/ombuds/index.html.