OBME 2240 - Crafting Research: Epistemology and Qualitative Methods

Qualitative research is central not only to academic enquiry, but also to many PSIA-related career paths. The socio-political research questions addressed in these fields are often too complex to be reduced to numbers or statistical correlations alone. Quantitative methods aim to identify patterns by measuring and quantifying phenomena, producing numerical results such as survey statistics or scale-based data. In contrast, qualitative approaches seek to interpret and ascribe meaning to social realities. This generates rich, descriptive insights based on interviews, observations, and textual analysis. These insights provide a deeper understanding of contexts, motivations, and lived experiences.

The aim of this class is threefold. It seeks, first, to equip students with a broad range of qualitative research tools, including field observation (descriptive, participative observation in situ), in-depth face-to-face or remote interviews, archival research, using ethnography (ethnographic vignettes, reflexive field notes, film, photography) discourse analysis and the study of textual materials (including texts, songs, pamphlets)emerging from the studied field (NGO, institutions, specific, cultural, local or political groups) the examination of documents and cultural productions, visual and audio sources, digital methods, as well as collaborative research practice. Students will also learn to examine the various types of fieldwork, each of which has its own advantages and disadvantages. The aim is to make the most of each situation; every refusal opens another possibility.

Secondly, the course aims to debunk societal and political misconceptions that can result in various forms of violence and affect field research. It explores the productive tension between scientific methodological rigour and intuition, with a particular focus on multidimensional data interpretation. Students are trained to critically read and interpret demographic and statistical data, and to interrogate the construction of analytical categories such as 'minority', 'majority', 'minority within a majority' and 'minority syndrome'. The course highlights the historical and social production of these categories, rather than treating them as self-evident realities.

Thirdly, students will work collectively on the theme of 'Diasporas in Paris and its suburbs', identifying a specific subject and location and developing a research question. To do this, they will have to use at least three of the qualitative tools described in class. They will then apply what they have learnt to conduct their research.

Learning Outcomes

• To develop their ability to collect data and critically reflect on their practice in order to formulate a research question.
• To avoid the pitfall of reifying concepts;
• The capacity to test theories against the available evidence;
• The ability to identify and explain how trends in religion and society mutually affect each other and to argue against the use of religious explanation as a causal explanation.

2/ Specific module skills

• To use qualitative research methods and demonstrate critical reflexivity.

Professional Skills

• Disciplinary knowledge.
• Research methods.
• Argument construction and intellectual risk in research.
• Critical thinking and evaluation.
• To ethically conduct qualitative interviews
• Ability to communicate the results of the research
• Argument construction and intellectual risk in research.
• Critical analysis, thinking and evaluation.

Each session will be dedicated to discussing students’ issues related to qualitative research tools, their ability to access and interview relevant participants, the difficulties they encounter, and the evolving nature of the research process and its necessary adaptations. These discussions will take place both during class sessions and through email exchanges as part of the assessment and grading process.

-) The research project divided in two: Working collectively, students will identify an appropriate field site and formulate research questions, select at least three qualitative tools presented in class to address them (1/3), and critically assess and present their use in a final research paper (1/3) (10–12 pages)- 2/3 of the final mark

-) Active participation in class, including readings, collective work and discussions (1/3 of the final mark)

• In Class Presence: 2 hours a week / 24 hours a semester
• Reading and Preparation for Class: 3 hours a week / 36 hours a semester
• Research and Preparation for Group Work: 4 hours a week / 48 hours a semester
• Research and Writing for Individual Assessments: 3,5 hours a week / 42 hours a semester