PSYC 182 will allow you to learn from (1) an overview of qualitative research approaches to amplify people’s lived experiences and stories; (2) empirical examples of qualitative research methods; and (3) hands-on assignments to put the class material into action to collaborate with other students to propose your qualitative research project on a topic of your choice. Most of all, I want you to experience research in a fun and engaging way to learn how to amplify stories to address issues that matter to you and your community.

I will be a partner in your learning. I approach teaching through engaged pedagogy (bell hooks,   Paulo Freire) on which I celebrate the expertise you bring to the classroom. I aim to co-create a   learning community based on a culture of collaboration instead of competition, where we all learn from each other's perspectives about the course's material. I guide my teaching with anti-

oppressive and liberation principles. If there are ways I can attend to these principles in more  effective ways, I welcome your feedback! It's okay if you are new to these terms, there will be time dedicated in the course or during open student hours to unpack what they mean.

What is Qualitative Research (QR)?

QR is a set of approaches that analyze people’s lived experiences and stories. Through QR, you can analyze words and images as data to uplift people’s knowledge addressing a research

question. QR’s goal is to study and make sense of social phenomena, interpreting how people   make meaning of their world. Through QR, researchers acknowledge being part of the research process, thus shaping the research results. QR can use interviews, focus groups, and content

analysis of archival data (Twitter or Reddit posts), as just a few examples. To gain a foundation of QR, we will cover a few QR approaches (thematic analysis, content analysis, consensus

qualitative research). Particular approaches you will learn in this class have the potential to co- create research beyond understanding the world, aiming to change it, to make more just and

sustainable futures a reality.

What do you need to succeed in the QR class?

About me

Daniel: I’m an immigrant from Peru. I received a  bachelor’s in psychology in Peru and a master’s in counseling psychology from a small college in Western Massachusetts. Before this, I worked as a snowmaker, janitor, and housekeeper in New

Hampshire and Wyoming. Related to these experiences, I do research on immigrant justice and transformative change activism. I identify as a scholar-activist, with extensive experience in both qualitative and quantitative research.

STUDENT LEARNING OBJECTIVES

Research suggests students do better when they are clear on the expected objectives of a class.

Throughout the course, you will nurture:

1.  An understanding of scientific paradigms and epistemologies used in qualitative research.

2.  Qualitative sensibilities, such as interest in  processes beyond cause and effect,  to also include reflexivity and ethics, and effective  interactional skills.

3.  Familiarity with conducting interviews, focus   groups, and content analysis of archival data.

4.  Knowledge about a few qualitative analysis approaches, including thematic analysis, content analysis, and consensus qualitative research.

5.  Collaborative skills working with a co-researcher in proposing a qualitative study in ethical ways   to address a qualitative research question of your choosing.

6.   Written and oral communication skills to present your qualitative research proposal to the class.

7.   Collaboration and relationality, working with others to co-create an engaging learning environment through classroom activities, readings, videos, assignments, and collective reflection.

General Education Fulfillment

Given the collaborative nature of the course’s final

assignment,this course satisfies the Collaborative Endeavor (PR-E Code) requirementfor your

general education requirements.

Student Discretion

The course’s content might explore sensitive social justice topics such as discrimination. Many students have had experiences with these (as have I). It’s my responsibility to co-create a brave space with you all where we can share our experiences to learn from each other’s perspectives on the class material. It’s your responsibility to address strong   emotional responses and minimize risks to yourself when covering difficult material. The pre-class survey will allow me to learn what content warnings to give during lectures. Please move outside our virtual space to take care of your needs, if needed. If you need to discuss any issues with me through zoom, please do so as soon as possible.

Textbook

I will provide electronic access to most readings

through pdf’s uploaded on Canvas or the library’s website (see course schedule for details about

required readings). According to research, reading a book’s physical copy help with comprehension.   You can find it below:

Braun, V. & Clarke, V. (2013). Successful

qualitative research: A practical guide for

beginners. CA: Sage. (On reserve at McHenry’s Library).

“ We love qualitative research: it’s rich, exciting, and challenging in lots of ways; it captures the

complexity, mess and contradiction that characterises the real world, yet allows us to make sense of patterns of meaning ” (Braun and Clarke, 2013, p. 10).

Brave Space Guidelines

Written by Lynn Weber, Women’s Studies, University of South Carolina, Columbia, SC.; modified by myself, Sylvane Vaccarino-Ruiz, Bob Majzler, Regina Langhout, and past community psychology

(PSYC 149) students; and Leslie López and her community studies students.

By enrolling in this class, I agree in good faith to practice and to continue to learn about the meaning of the following:

1.  Acknowledge that racism, sexism, classism, nationalism, heterosexism, ableism, and other

systematic oppressions exist. We will also acknowledge that we are privileged in various ways due to these systems.

2.  Acknowledge that one of the outcomes of living in Dominator Culture is that we have been

systematically taught misinformation. This includes information about our own identities and members of other groups.

3.  We cannot be blamed for the misinformation we have learned, but we will be held responsible for repeating misinformation after we have learned otherwise.

4.  People are not to be blamed for their oppression.

5.  We will assume that people are always trying to do the best they can.

6.  We will aim to be critical friends. This means calling in someone rather than calling them out, to  give constructive feedback. "Can I offer you some feedback based on what you said in discussion just now?"

7.  We will acknowledge that there is a difference between our intentions and our impact. We will work hard to be accountable for our impact.

8.  We will remind ourselves and each other that making mistakes is a normal part of being alive and is essential for learning. Therefore, we should actively seek out, recognize and celebrate our

mistakes no less than we do our moments of "correctness" because these show our places for growth.

9.  We will actively pursue information about ourselves, our own groups and those of others. Do not rely on the emotional labor of more marginalized people.

10. We will share information about our perspectives or groups with other members of the class if we

so desire, and we will never demean, devalue, or in any way put down people for their experiences. This does not mean we are spokespersons for our own group.

11. We want to create a safer atmosphere for open discussion. Personal comments will not be repeated outside the classroom.

12. We do not assume we know other people’s complete identities, because these are always meshed with unique personal histories, and some aspects of people's lives may be invisible to us, or

unavailable for sharing in our environment. We will not make overarching assumptions about other groups.

13. Each person will make a commitment to work through conflict/tension.

14. We will remind ourselves and each other that we cannot do the sort of learning expected in this course by ourselves, in isolation; we need others' input. We will practice active listening.

15. We encourage attacking problems, not people. We will do so respectfully, but we are also not responsible for other people’s fragility.

16. We understand that the material in this course (reading, films, discussion) may be powerful,

disturbing, and may re-stimulate upsetting experiences from people's past (it may "trigger" past trauma or sensitivities). We understand that we cannot always predict which material or words   may affect which individuals, although we will strive to educate ourselves to be respectful and

sensitive to others in our communication as we address the problems we face.

17. Be mindful of airtime. "Take space/make space" during class discussions, meaning that whether we are learning to make space or learning to find our voices, we are demonstrating growth to

ourselves and others.

18. We are aware that microaggressions come from language, tone, and nonverbal communication; we celebrate those who endure these everyday slights.

19. Take care of yourself (coalition work can not happen if we are not well enough; let us know how we

can support you in prioritizing your well-being)

20. We are allowed to amend these.

COURSE POLICIES

Our classroom aims to be a brave space: we’re all learning, and this requires that we ask questions, try out new ideas, take risks, FAIL, and come to new insights individually and together. You are

encouraged to experiment with your ideas, with your writing, and with your class project as part of our classroom community. You are expected, also, to offer patience, attention, and respect to your classmates as they test new ideas.