- Class Number 3840
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr April Biccum
- Dr April Biccum
- Dr Nick Cheesman
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
Interpretivism is an approach to inquiry that has evolved in the social Sciences from the late 19thCentury. It is an approach that begins with the empirical observation that societies are constructed out of human capacity to communicate and therefore orients its inquiry toward human beings as meaning makers situated within ‘webs of signification’. Interpretivist modes of inquiry have found a ‘natural’ home within disciplines dealing with social structure (such as sociology), disciplines confronting different cultures (such as anthropology) and disciplines whose data set tends to be textual, at least historically (such as the humanities and history). Interpretivist scholarship has also developed in conversation with (and sometimes in debate with) more dominant approaches in the social sciences often referred to as ‘positivism’. The disciplines of Political Science and International Relations have been late comers to these developments but since the end of the cold war constructivist approaches have become part of the mainstream in International Relations and Political Science has recognised the importance of textual data in a world dominated by the use (and sometimes abuse) of Information Communications Technology. Scholars in the US and Europe have begun consolidating this long and rich tradition under the umbrella “Interpretive Social Science” as an approach to inquiry that focuses on language, meaning and communication. This course introduces students to this tradition beginning with Peter Berger & Thomas Luckmann’s (1966) The Social Construction of Reality. The course is designed to get students ‘thinking interpretively’ through a series of short practicum exercises that alert students to the ways that communications and meaning structure our societies and engage them in analytical exercised designed to demonstrate the complexity of hermeneutical and other varieties of interpretive analysis, as well as encourage them to think about the methodological advantages and complexities of interpretive research.
Upon successful completion, students will have the knowledge and skills to:
- understand and identify the differences between interpretivist approaches and other approaches to knowledge production and inquiry;
- conceptualise research design from an interpretive perspective, including the interpretive approach to theory, analysis and data;
- develop techniques and skills appropriate to the design and conduct of interpretivist research;
- conceptualise methodological problems and apply tools to critically analyse data from within an interpretive frame; and
- communicate effectively and demonstrate analytic ability in interpretivist research design and modes of inquiry.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
The information provided is a preliminary Class Outline. A finalised version will be available on Wattle and will be accessible after enrolling in this course. All updates, changes and further information will be uploaded on the course Wattle site and will not be updated on Programs and Courses throughout the semester. Any questions or concerns should be directed to the Course Convenor.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction and Course Overview:|
|2||What distinguishes the Interpretive Approach? An introduction to the Philosophy of Science|
|3||What is Social Constructivism? An introduction to the Sociology of Knowledge|
|4||What's the context? The role of theory and reasoning|
|5||What is a concept? An introduction to Conceptual History and Conceptual Elucidation|
|6||An introduction to Ethnography|
|7||An introduction to Political Ethnography|
|8||An introduction to Hermeneutics|
|9||An introduction to Socio-Linguistics and Critical Discourse Analysis|
|10||Advancing Critical Discourse Analysis|
|11||Virtual Ethnography: Interpretivist Methods in the Digital Age|
|12||Conclusion: Preparing for Assessment & Exams|
|Assessment task||Value||Learning Outcomes|
|Self Relflexivity Practicum||15 %||1, 2, 3, 4 & 5|
|Research Essay||40 %||1, 2, 3, 4 & 5|
|Mid-Term Quiz||15 %||1, 2 & 5|
|Final Exam||30 %||1|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 4 & 5
Self Relflexivity Practicum
Self Reflexivity is a vital component to interpretive methods which begin from a different set of assumptions about what we study and how. The role of the researcher and research ethics are built into research design in an explicit way that requires careful thinking through. This exercise asks students to think and write about how they are positioned in the world as investigating subjects. This is neither a statement of identity nor a declaration of biases, but rather it is an exercise in turning the same analytical gaze through which you might observe others onto yourself. You are not obliged to divulge any information that you do not feel comfortable with. If this exercise raises issues for you, please consult with conveners and we will devise an alternative assessment. Detailed instructions will be provided on wattle, preparation for writing will be supplied through class activities.
Assessment Task 2
Learning Outcomes: 1, 2, 3, 4 & 5
All of our activities in class are aimed at preparing students for the interpretive approach to social scientific inquiry, including research questions, research design, use of theory, modes of reasoning, generation of data and modes of analysis. After having the opportunity to practice the skills required and being exposed to different examples of each approach, students are given the opportunity to try their hand in at least one of the approaches we've covered in class. Students are asked to generate their own research questions and topic in the interpretive mode of inquiry and write a research essay using at least one of the modalities of design and analysis explored in class. This includes: Ethnography Critical Discourse Analysis, Virtual Ethnography. Students must think through carefully their choice of approach and pay attention to all the features of the interpretive mode of inquiry highlighted in class and write a well researched , structured and argued essay. More detailed instructions and examples will be supplied on wattle and preparation supplied through class activity.
Assessment Task 3
Learning Outcomes: 1, 2 & 5
In this course students will be learning a lot of new vocabulary. A multiple choice mid-term quiz will test students on their knowledge and understanding of this vocabulary. The quiz will provide an opportunity for students to check their progress on course materials. We will be generating a glossary of terms on the wattle site.
Assessment Task 4
Learning Outcomes: 1
Students will be introduced to a wide variety of theories and approaches (though not exhaustive) in interpretive social science. The final exam is a form of summative assessment which ensures that students engage across the breadth of the course and they come out with a full appreciation for what Interpretive modes of inquiry do differently. Because of the word length of formative assessment the final exam will be multiple choice.
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.
The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Global Citizenship, Global Governance, Political Theories of Empire and Imperialism
Dr April Biccum
Dr April Biccum
Dr Nick Cheesman