TECNIQUES OF QUALITATIVE SOCIAL RESEARCH

The course offers an in-depth preparation for qualitative research and social ethnography with the aim of providing the cognitive and analytical tools to read, critically analyze, design, carry out, evaluate and commission qualitative research and social ethnography, in particular, in the area policies and social work.

At the end of the course the students:
- Have knowledge of the paradigms of qualitative research and social ethnography, with their variety of objectives, tools and limitations
- They have knowledge of the main qualitative and ethnographic research methods, of the underlying assumptions, of their application in concrete cases and of their usefulness in the field of social policies and services
- They know how to orient themselves among the possible qualitative research tools in concrete cases in the area of social policies and services
- They know how to read a qualitative and ethnographic research report from a methodological point of view
- They know how to develop a qualitative and ethnographic research project
- They know how to conduct qualitative and ethnographic research
- They know how to evaluate a qualitative and ethnographic research project
- They know how to welcome a qualitative research and a qualitative and ethnographic research report

No prior knowledge is required.

The course is divided into 3 thematic blocks:
1. General introduction to research paradigms
2. Fundamentals and techniques of qualitative and ethnographic research.
3. The implementation of qualitative research and social ethnography

In each block, the discussion of the main reference concepts is accompanied by the analysis of concrete cases (research problems, existing research).

The second block presupposes the reading of a qualitative research and / or of a social ethnography and its critical analysis through the drafting of a written thesis.

The third block includes the drafting of a project, an empirical experience in the field and an experience of data analysis and drafting of a thesis / draft of a research report.

1a.
- Cardano, M. (2011). "La ricerca qualitativa". Il Mulino.
- La Mendola, S. (2009). "Centrato e aperto. Dare vita a interviste dialogiche". Utet.
- Tarozzi, M. (2007). "Che cos'è la Grounded Theory". Carocci.

2a.
A book chosen from the following :
- Gobo, G. (2001). "Descrivere il mondo. Teoria e pratica del metodo etnografico in sociologia". Carocci.
- Dal Lago, A. e De Biasi, R. (2002). "Un certo sguardo. Introduzione all'etnografia sociale". Laterza.
- Semi, G. (2010). "L'osservazione partecipante. Una guida pratica". Il Mulino.

3a
A book chosen from the following :
- Armano, E. (2020) "Pratiche di inchiesta e conricerca oggi". Ombre Corte.
- De Cataldo, A. e Russo, C. (2022) "Metodologia e tecniche partecipative. La ricerca sociologica nel tempo della complessità". Pearson.

4a
Becker, H. 1998. "Tricks of the Trade: How to Think about Your Research While You're Doing It". University of Chicago Press.

5a
Della Puppa, F., Matteuzzi, F. e Saresin, F. (2021). "La linea dell'orizzonte". Becco Giallo.

IN ADDITION,
students are required to read ONE qualitative and ethnographic research, in Italia, English or Spanish, and write a paper (about 10 pages) of critical analysis of the same.
Each student can choose the reading he/she prefer or agree with the professor.
By way of example, some examples are given below:

Della Puppa, F. (2014). "Uomini in movimento. Il lavoro della maschilità tra Bangladesh e Italia". Rosenberg & Sellier.
Della Puppa, F. e Gelati E. (2015). "Alte Ceccato. Una banglatown nel nordest". Professionaldreamers.
Wacquant, L. (2002). "La fabbrica dei pugili nel ghetto nero americano". DeriveApprodi.
Bourgois, P. e Schonberg, J. (2011 o 2019) "Reietti e fuorilegge. Antropologia della violenza nella metropoli americana". DeriveApprodi.
Bourgois, P. (2005). "Cercando rispetto. Drug economy e cultura di strada". DeriveApprodi.
Sanò, G. (2018). "Fabbriche di plastica. Il lavoro nell'agricoltura industriale". Combre Corte.
Semenzin, M. (2019). "Semenzin Le fabbriche della cooperazione. Imprese recuperate e autogestite tra Argentina e Italia". Ombre Corte.
Giliberti, L. (2020). "Abitare la frontiera. Lotte neorurali e solidarietà ai migranti sul confine franco-italiano". Ombre Corte.
Saitta, P. (2018). "Prendere le case. Fantasmi del sindacalismo in una città ribelle". Ombre Corte.
Priori, A. (2012). "Romer Probashira. Reti sociali e itinerari transnazionali bangladesi". Meti Edizioni.
Daniele, U. (2013). "Questo campo fa schifo. Un'etnografia dell'adolescenza rom fra periferie e scenari globali". Meti Edizioni.
Cancellieri, A. (2013). "Hotel house. Etnografia di una condominio multietnico". Professionaldreamers.
Segalla, S. (2016). "Le radici del cibo: donne, trattorie, passaggi d'epoca". Guerini e Associati.
Sacchetto, D. (2004). "Il Nordest e il suo Oriente. Migranti, capitali e azioni umanitarie". Ombre Corte.
Perrotta, D. (2011). "Vite in cantiere. Migrazione e lavoro dei rumeni in Italia". Il Mulino.

If the student prefers to choose another reading, on which to write the essay, he / she is free to do so, negotiating it with the professor.
At the same time, he / she can ask to the professor for advice and to be oriented on a possible other reading, on which to write the essay, on the basis of his / her specific interests.

NON ATTENDING STUDENTS will add:
1b.
Frisina, A. (2010). "Focus group. Una guida pratica". Il Mulino.

2b.
Della Puppa, F., Primo, D., Rizzoli, V. e Storato, G. (2019). Cahiers di Scienze Sociali, 5. Special Issue “Metodi e Tecniche della ricerca sociale”. (the whole issue of the journal)

3b.
Frisina, A. (2013). "Ricerca visuale e trasformazioni socio-culturali". Utet.

4b. Two (instead of one) books among those at point 2a OR two (instead of one) books among those at point 3a

The written exam consists of open questions relative to the themes of the lectures to the texts. During the exam it is not possible to look up texts, notes and other materials.
The exam is the same for attending and non-attending students.
The assessment concerns:
- the understanding of the main concepts addressed during the course;
- clarity;
- ability to critically analyse methodological strategies
- ability to propose research strategies applied to a concrete case

To access the oral exam, students must prepare, by the end of the course:
- an analytical essay of the qualitative / ethnographic reading (about 10 pages)
- a short qualitative / ethnographic research project on issues relating to social policies and social work, negotiated with the teacher (1 page)
- a paper for restitution of the qualitative / ethnographic research developed (about 10 pages)
The teacher will be available to follow the drafting of the research project, the collection and analysis of the data.

FURTHERMORE, students must present in the classroom, ONE of the following paper (mentioned above): the analytical essay of the qualitative / ethnographic reading OR the qualitative / ethnographic research project OR the essay of restitution of the qualitative / ethnographic research developed.

For attending students, active participation in lessons will also be evaluated.

The course consists of lectures and seminars in which the main concepts and concrete cases will be introduced, also by means of guest teachers and, eventually, the use of visual documents (ppt presentation, videos, pictures).
During the course the students will be given short home assignments that will be discussed during class, among which the preparation of a brief research project, the preparation of a thesis with the results of the research, the preparation of a thesis of critical analysis of an ethnographic reading.
The assignments are mandatory and, along with the active participation at seminars, lecturers, and classes, will be taken into consideration in the final evaluation.

Italian

For any clarification, do not hesitate to contact the professor: francesco.dellapuppa@unive.it

Ca ’Foscari applies Italian law (Law 17/1999; Law 170/2010) for the support and accommodation services available to students with disabilities and special needs or specific learning disabilities and special needs. If you have a mobility, visual, hearing or other disability and special needs (Law 17/1999) or a specific learning disorder or special needs (Law 170/2010) and you require support (classroom assistance, technological aids for carrying out exams or exams individualized, accessible format material, note retrieval, specialist tutoring to support the study, interpreters or other) contact the Disability and DSA office disabilita@unive.it.

oral

This subject deals with topics related to the macro-area "Poverty and inequalities" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development