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    Welcome to...

    the course room of the EC2U Online Course

    Research Methodologies in European Cultures and Societies – Autumn Semester 2024/25

    Here you will find general and current information about the course as well as accompanying material and documentation.

    Content:

    This internationally oriented online course will give an introduction to research methodologies in the social sciences and humanities. Drawing especially on culture and social studies, we will obtain an overview of different research methodologies in European Cultures and Societies and their application. Different sessions will also address different methods of analysis that allow the application of the appropriate scientific methodology to cover different types of cultural and societal studies.

    How to Use This Course Room...

    • This course room is divided into 26 sections. Each section corresponds to a session. Each section provides you with all the relevant information for each session such as the the access link to the online classroom, a description of the content, literature or learning material.
    • Every lecturer/university will manage their own sessions. The content will only be visible when the respective lecturer/university opens the session. This might differ from session to session.
    • In the general Forum which we invite you to consult regularly, you will find the latest news or updates about the course. 
    • For general information regarding the course, please contact the local contact person of your home university. 
    • For any questions regarding a specific session, please consult the local contact person (see below) of the respective university or the respective lecturer.
    • For questions regarding grading or examination, please contact the local contact person of your home university.

    • Icon Forum
      Latest news and updates Forum

    • Timetable:

      The lessons are held twice a week, on Mondays and Thursdays. The course starts on 16 September 2024. The course ends on 12 December 2024.

      • Mondays
        • 10-12 WET (Portugal)
        • 11-13 CET (France, Germany, Italy, Spain)
        • 12-14 EET (Finland, Romania)

      • Thursdays
        • 14-16 WET (Portugal)
        • 15-17 CET (France, Germany, Italy, Spain)
        • 16-18 EET (Finland, Romania)


        Please notice that the course follows the academic quarter (cum tempore) practice, meaning that a session will not start punctually on the hour but 15 minutes later.


        Access Information:

        You will find the access information directly in the respective "session" and they will be sent to you via e-mail in advance. 

        For this reason, please consult this course room and information in the respective sessions here on Glocal Campus regularly. In case of doubt, please contact the main coordinator or the contact person of the respective university:


        Language:

        • English
        • Presentation of work/evaluation in English, Spanish, Portuguese, French, Italian, German, Romanian

        Character:

        • Compulsory

        ECTS:

        • 10


        Completion Requirements:

        • Attendance is required in at least 20 sessions
        • Active participation
        • The final paper of 10 pages

        Contact Person at Each University:


        Learning Objectives:

        Students will...

        • acquire advanced knowledge of research methodology in contact linguistics, in the study of European literatures and in the study of European societies in contact

        • acquire the ability to locate and manage specialised bibliographic sources on contact linguistics, comparative literatures, societies in contact, interculturality, intertextuality and intercultural communication, knowing how to locate and manage on- and offline documentary collections and applying information and communication technologies to the field of specialised philological research.

        • develop the ability to apply the appropriate scientific methodology to cover the different types of linguistic, literary, cultural and European society studies.

        • acquire advanced theoretical and practical knowledge of the different situations of contact between European languages, literatures and cultures, also using information technology mechanisms for this purpose.

        • acquire theoretical and practical knowledge that will enable the study of heritage languages and cultures to be incorporated into contrastive and comparative research into European languages, literatures, cultures and societies.

        • acquire the necessary skills to carry out original research work in one of the philological fields covered by the Master's degree.

      • Icon Verzeichnis
        Essay Guidelines and Template Verzeichnis
      • Icon Aufgabe
        Hand in Final Paper by 15 Jan 2025 Aufgabe
        Geöffnet: Dienstag, 29. Juli 2025, 00:00
        Fällig: Sonntag, 7. Dezember 2025, 23:59
      • Icon Forum
        Announcements Forum
      • Icon Datei
        Course Calender 2024 Datei
      • Icon Forum
        Latest news and updates Forum

      • Timetable:

        The lessons are held twice a week, on Mondays and Thursdays. The course starts on 16 September 2024. The course ends on 12 December 2024.

        • Mondays
          • 10-12 WET (Portugal)
          • 11-13 CET (France, Germany, Italy, Spain)
          • 12-14 EET (Finland, Romania)

        • Thursdays
          • 14-16 WET (Portugal)
          • 15-17 CET (France, Germany, Italy, Spain)
          • 16-18 EET (Finland, Romania)


          Please notice that the course follows the academic quarter (cum tempore) practice, meaning that a session will not start punctually on the hour but 15 minutes later.


          Access Information:

          You will find the access information directly in the respective "session" and they will be sent to you via e-mail in advance. 

          For this reason, please consult this course room and information in the respective sessions here on Glocal Campus regularly. In case of doubt, please contact the main coordinator or the contact person of the respective university:


          Language:

          • English
          • Presentation of work/evaluation in English, Spanish, Portuguese, French, Italian, German, Romanian

          Character:

          • Compulsory

          ECTS:

          • 10


          Completion Requirements:

          • Attendance is required in at least 20 sessions
          • Active participation
          • The final paper of 10 pages

          Contact Person at Each University:


          Learning Objectives:

          Students will...

          • acquire advanced knowledge of research methodology in contact linguistics, in the study of European literatures and in the study of European societies in contact

          • acquire the ability to locate and manage specialised bibliographic sources on contact linguistics, comparative literatures, societies in contact, interculturality, intertextuality and intercultural communication, knowing how to locate and manage on- and offline documentary collections and applying information and communication technologies to the field of specialised philological research.

          • develop the ability to apply the appropriate scientific methodology to cover the different types of linguistic, literary, cultural and European society studies.

          • acquire advanced theoretical and practical knowledge of the different situations of contact between European languages, literatures and cultures, also using information technology mechanisms for this purpose.

          • acquire theoretical and practical knowledge that will enable the study of heritage languages and cultures to be incorporated into contrastive and comparative research into European languages, literatures, cultures and societies.

          • acquire the necessary skills to carry out original research work in one of the philological fields covered by the Master's degree.

        • Icon Verzeichnis
          Essay Guidelines and Template Verzeichnis
        • Icon Aufgabe
          Hand in Final Paper by 15 Jan 2025 Aufgabe
          Geöffnet: Dienstag, 29. Juli 2025, 00:00
          Fällig: Sonntag, 7. Dezember 2025, 23:59
        • Icon Forum
          Announcements Forum
        • Icon Datei
          Course Calender 2024 Datei

      • Session 1 – Mon 16/9 – Course Overview, Presentation, Assessment Guidelines – Mikko Kukkonen, Turku

        Zoom link

        https://utu.zoom.us/j/68376273225

        meeting ID: 683 7627 3225


      • Session 2 – Thu 19/9 – Hermeneutics and the non-hermeneutics: Critical Tools I – Mattia Bianchi, Salamanca

        Zoom

        https://uni-jena-de.zoom-x.de/j/61273365407

        ID: 612 7336 5407
        Password: 961131

        Abstract

        Starting from Gadamer’s work “Truth and Method” and after reviewing briefly some of the content from the course Research Methodology in European Languages and Literature, such as the concepts of “philosophical hermeneutics” and “intersubjectivity”, in this part of the course Research Methodologies in European Cultures and Societies, we will try to underline the significant connections between Humanism and Hermeneutics. In order to do so, we will go through an interpretive reconstruction of the origin and history of the term Humanism pointing out its polysemy. The final goal is to prove that hermeneutics is in fact the heir of the legacy of the humanist tradition.

        References

        • Bianchi, M. (2018). Humanista, demasiado humanista: katabasis a la pocilga pasoliniana para reflexionar sobre el concepto de humanismo, en RSEI 12, Salamanca: Ediciones Universidad de Salamanca.
        • Ferraris, M. (1988). Storia dell'ermeneutica, Bompiani; Milano.
        • Gadamer, H. G. (2000). Verità e metodo, Milano: Bompiani.


      • Session 3 – Mon 23/9 – Hermeneutics and the non-hermeneutics: Critical Tools II – Mattia Bianchi, Salamanca

        Zoom

        https://uni-jena-de.zoom-x.de/j/65142684448

        ID de reunión: 651 4268 4448

        Código de acceso: 547915

        Abstract

        Starting from Gadamer’s work “Truth and Method” and after reviewing briefly some of the content from the course Research Methodology in European Languages and Literature, such as the concepts of “philosophical hermeneutics” and “intersubjectivity”, in this part of the course Research Methodologies in European Cultures and Societies, we will try to underline the significant connections between Humanism and Hermeneutics. In order to do so, we will go through an interpretive reconstruction of the origin and history of the term Humanism pointing out its polysemy. The final goal is to prove that hermeneutics is in fact the heir of the legacy of the humanist tradition.

        References

        • Bianchi, M. (2018). Humanista, demasiado humanista: katabasis a la pocilga pasoliniana para reflexionar sobre el concepto de humanismo, en RSEI 12, Salamanca: Ediciones Universidad de Salamanca.
        • Ferraris, M. (1988). Storia dell'ermeneutica, Bompiani; Milano.
        • Gadamer, H. G. (2000). Verità e metodo, Milano: Bompiani.


      • Session 4 – Thu 26/9 – Hermeneutics and the non-hermeneutics: Critical Tools III – Pedro Serra, Salamanca

        Google Meet

        https://meet.google.com/pmn-hzru-qfu?hs=224

        Abstract
        TOPIC I. Hermes: scriptoria: I.1. Exegesis · I.2. Interpretation · I.3. Reading
        TOPIC II. Atlas: constellations: II.1. Etymon · II.2. Topos · II.3. Mimesis
        TOPIC III. Kardía: homo rhetoricus: III.1. Figure · III.2. Allegory · III.3. Symbol

        References
        • Guillory, John, «The genesis of the media concept», Critical Inquiry, 36.2, 2010, pp. 321-362.
        • Jameson, Fredric, «Metacommentary», PMLA, 86.1, 1971, pp. 9-18.
        • Kittler, Friedrich, «Towards an Ontology of Media», Theory, Culture & Society (SAGE, Los Angeles, London, New Delhi, and Singapore), Vol. 26 (2–3), 2009, pp. 23–31.
        • Said, Edward W. (1984), «The Future of Criticism», Modern Language Notes, vol. 99, nº4, 951-958.

      • Session 5 – Mon 30/9 – Female Leaders of Right-Wing Populist Movements and the Concept of Femonationalism: The Cases of Finland and Germany – Christian Niedling, Turku

        Zoom

        https://utu.zoom.us/j/5663965694

        Abstract

        The concept of femonationalism (Farris 2017) refers to the strategic appropriation of feminist ideals for anti-Muslim politics. While this model has primarily been studied in political and social science contexts, it is increasingly gaining attention in linguistics as well. The lecture will analyze selected programs of the right-wing populist AfD (Germany) and the Perussuomalaiset (PS, Finland), as well as the Facebook appearances of their leaders (Alice Weidel and Riikka Purra), to identify possible patterns and similarities. The central question is whether and to what extent femonationalist strategies are evident in the posts of these politicians and how differences manifest in their Facebook representations. The principle of "calculated ambivalence" (Reisigl 2020) will be applied in the analysis. Additionally, the lecture will discuss the methodologies used in the presented research and explore how the chosen research question can be operationalized for other contexts.

        References


      • Session 6 – Thu 3/10 – Discourse Analysis, Chatbots and ChatGPT I – Marjut Johansson, Turku

        Zoom

        https://utu.zoom.us/j/3291904804

        Abstract

        In my lectures, I will introduce the basic definitions of discourse and theoretical foundations of discourse analysis. The main methods in qualitative discourse analysis will be discussed through various types of examples that are based on social media texts and chatbot interactions among others. I will discuss what kind of new type considerations emerge with algorithm-based interaction and discourse, such as produced by ChatGPT. I welcome student questions and discussions on all of the issues.

        References

        • Ablali, Driss, Achard-Bayle, Guy 2023. French Theories on Text and Discourse. Berlin & Boston: Walter de Gruyter.
        • Angermüller, Johannes, Maingueneau, Dominique, Wodak, Ruth, 2014. The Discourse Studies Reader: Main Currents in Theory and Analysis. John Benjamins Publishing Company, Amsterdam.
        • Davies, Brown & Harré, Rom 1990. Positioning: The discursive production of selves. Journal for the Theory of Social Behaviors, 20 (1), 43-63.
        • Du Bois, John. 2007. The Stance Triangle. In Robert Englbretson (ed.), Stancetaking in Discourse. Subjectivity, evaluation and interaction, 139-182. Amsterdam/Philadelphia: John Benjamins.
        • Foucault, Michel 1969. L’archéologie du savoir. Gallimard, Paris.
        • Gee, James Paul, and Michael Handford. 2012. The Routledge Handbook of Discourse Analysis. London: Routledge.
        • Goffman, Erving, 1974. Frame Analysis. An Essay on the organization of experience. Harvard University Press, Cambridge, Mass.
        • Johansson, Marjut, Kyröläinen, Aki-Juhani, Ginter, Filip, Lehti, Lotta, Krizsán, Attila, Laippala, Veronika, 2018. Opening up #jesuisCharlie. Anatomy of a Twitter discussion with mixed methods. Journal of Pragmatics (129), 90-101.
        • Jones, Rodney H., Norris, Sigrid, 2005. Discourse in Action: Introducing Mediated Discourse Analysis. Routledge, Florence.
        • Machin, David, 2013. What is multimodal critical discourse studies? Critical Discourse Studies 10 (4), 347-355.
        • Leeuwen, Theo v., 2008. Discourse and Practice: New Tools for Critical Discourse Analysis. Oxford University Press, Oxford.
        • Vasquez, Camilla 2022. Research Methods for Digital Discourse Analysis. New York: Bloomsbury.


      • Session 7 – Mon 7/10 – Discourse Analysis, Chatbots and ChatGPT II – Marjut Johansson, Turku

        Zoom

        https://utu.zoom.us/j/3291904804

        Abstract

        In my lectures, I will introduce the basic definitions of discourse and theoretical foundations of discourse analysis. The main methods in qualitative discourse analysis will be discussed through various types of examples that are based on social media texts and chatbot interactions among others. I will discuss what kind of new type considerations emerge with algorithm-based interaction and discourse, such as produced by ChatGPT. I welcome student questions and discussions on all of the issues.

        References

        • Ablali, Driss, Achard-Bayle, Guy 2023. French Theories on Text and Discourse. Berlin & Boston: Walter de Gruyter.
        • Angermüller, Johannes, Maingueneau, Dominique, Wodak, Ruth, 2014. The Discourse Studies Reader: Main Currents in Theory and Analysis. John Benjamins Publishing Company, Amsterdam.
        • Davies, Brown & Harré, Rom 1990. Positioning: The discursive production of selves. Journal for the Theory of Social Behaviors, 20 (1), 43-63.
        • Du Bois, John. 2007. The Stance Triangle. In Robert Englbretson (ed.), Stancetaking in Discourse. Subjectivity, evaluation and interaction, 139-182. Amsterdam/Philadelphia: John Benjamins.
        • Foucault, Michel 1969. L’archéologie du savoir. Gallimard, Paris.
        • Gee, James Paul, and Michael Handford. 2012. The Routledge Handbook of Discourse Analysis. London: Routledge.
        • Goffman, Erving, 1974. Frame Analysis. An Essay on the organization of experience. Harvard University Press, Cambridge, Mass.
        • Johansson, Marjut, Kyröläinen, Aki-Juhani, Ginter, Filip, Lehti, Lotta, Krizsán, Attila, Laippala, Veronika, 2018. Opening up #jesuisCharlie. Anatomy of a Twitter discussion with mixed methods. Journal of Pragmatics (129), 90-101.
        • Jones, Rodney H., Norris, Sigrid, 2005. Discourse in Action: Introducing Mediated Discourse Analysis. Routledge, Florence.
        • Machin, David, 2013. What is multimodal critical discourse studies? Critical Discourse Studies 10 (4), 347-355.
        • Leeuwen, Theo v., 2008. Discourse and Practice: New Tools for Critical Discourse Analysis. Oxford University Press, Oxford.
        • Vasquez, Camilla 2022. Research Methods for Digital Discourse Analysis. New York: Bloomsbury.

      • Session 8 – Thu 10/10 – Current Discourses on Gender-Sensitive Language: A Contrastive Comparison of Germany and Finland - Christian Niedling, Turku

        Zoom

        https://utu.zoom.us/j/5663965694

        Abstract

        Gender equality is a key goal of the United Nations 2030 Agenda, and gender-sensitive language has become a significant focus of both public and academic interest. This lecture will contrast the public discourses on linguistic gender-marking in Germany and Finland, highlighting Finland's "genderless" language status and Germany's ongoing shift away from the generic masculine. We will discuss the methodologies employed in this analysis and explore how these approaches can be adapted and applied to research in other cultural and linguistic contexts.

        References

        • Aus Politik und Zeitgeschichte (ApuZ), Zeitschrift der Bundeszentrale für Politische Bildung, (72) 5–7/2022: Geschlechtergerechte Sprache.
        • Larsen, Eirinn; Manns, Ulla; Östman, Ann-Catrin (2022): „Gender-equality pioneering, or how three Nordic states celebrated 100 years of women’s suffrage“, In: Scandinavian Journal of History, 624-647.


      • Session 9 – Mon 14/10 – Languages in Contact: Multilingual Speakers and Repertoires I – Ilaria Fiorentini, Pavia

        Zoom

        https://unipv-it.zoom.us/j/6551849097

        Abstract

        The course will provide an overview of the topic of language contact, both in terms of multilingual speakers, communities and repertoires, and in terms of contact phenomena in discourse and language systems. The characteristics of multilingual communities will be described, looking at the different types of linguistic repertoires. The main contact phenomena in bilingual and multilingual discourse will be discussed, with particular attention to code-mixing. A methodological basis for data collection in the context of language contact will also be provided. The course will be divided into four lessons.

        References


      • Session 10 – Thu 17/10 – Languages in Contact: Multilingual Speakers and Repertoires II – Ilaria Fiorentini, Pavia

        Zoom

        https://unipv-it.zoom.us/j/6551849097

        Abstract

        The course will provide an overview of the topic of language contact, both in terms of multilingual speakers, communities and repertoires, and in terms of contact phenomena in discourse and language systems. The characteristics of multilingual communities will be described, looking at the different types of linguistic repertoires. The main contact phenomena in bilingual and multilingual discourse will be discussed, with particular attention to code-mixing. A methodological basis for data collection in the context of language contact will also be provided. The course will be divided into four lessons.


        References

      • Session 11 – Mon 21/10 – Language Contact Phenomena: from Discourse to System – Ilaria Fiorentini, Pavia

        Zoom

        https://unipv-it.zoom.us/j/6551849097

        Abstract

        The course will provide an overview of the topic of language contact, both in terms of multilingual speakers, communities and repertoires, and in terms of contact phenomena in discourse and language systems. The characteristics of multilingual communities will be described, looking at the different types of linguistic repertoires. The main contact phenomena in bilingual and multilingual discourse will be discussed, with particular attention to code-mixing. A methodological basis for data collection in the context of language contact will also be provided. The course will be divided into four lessons.


        References



        • Session 12 – Thu 24/10 – "Doing Sociolinguistics": Data Collection and Analysis in Language Contact Situations – Ilaria Fiorentini, Pavia

          Zoom

          https://unipv-it.zoom.us/j/6551849097

          Abstract

          The course will provide an overview of the topic of language contact, both in terms of multilingual speakers, communities and repertoires, and in terms of contact phenomena in discourse and language systems. The characteristics of multilingual communities will be described, looking at the different types of linguistic repertoires. The main contact phenomena in bilingual and multilingual discourse will be discussed, with particular attention to code-mixing. A methodological basis for data collection in the context of language contact will also be provided. The course will be divided into four lessons.


          References


        • Session 13 – Mon 28/10 – Cultural Studies in Europe: Critical Elements I – Marion Picker, Poitiers

          Link

          Please find the link below.

          Abstract

          This part of the course "Research Methodologies in European Cultures and Societies" provides a historical introduction to critical thought and cultural studies from an intercultural point of view. Working with a broad definition of culture in the tradition of Raymond William’s adage “culture is a whole way of life,” we analyze a range of objects, texts, images, symbols, historical events and social interactions as cultural phenomena in their specific contexts.

          Readings (in English)
          • Include articles and book chapters by Walter Benjamin, Stuart Hall, Sigmund Freud, Julia Kristeva, Donna Haraway, Roland Barthes, Stephen Mumford

        • Session 14 – Thu 31/10 – Cultural Studies in Europe: Critical Elements II – Marion Picker, Poitiers

          Update

          Tomorrow (October 31, 2024) Almut Meyer (University of Turku, Finland) will be our guest for just this session.

          Link

          Please find the link below.

          Abstract

          This part of the course "Research Methodologies in European Cultures and Societies" provides a historical introduction to critical thought and cultural studies from an intercultural point of view. Working with a broad definition of culture in the tradition of Raymond William’s adage “culture is a whole way of life,” we analyze a range of objects, texts, images, symbols, historical events and social interactions as cultural phenomena in their specific contexts.

          Readings (in English)
          • Include articles and book chapters by Walter Benjamin, Stuart Hall, Sigmund Freud, Julia Kristeva, Donna Haraway, Roland Barthes, Stephen Mumford

        • Session 15– Mon 4/11 – Cultural Studies in Europe: Critical Elements III – Marion Picker, Poitiers

          Link

          Please find the link below.

          Abstract

          This part of the course "Research Methodologies in European Cultures and Societies" provides a historical introduction to critical thought and cultural studies from an intercultural point of view. Working with a broad definition of culture in the tradition of Raymond William’s adage “culture is a whole way of life,” we analyze a range of objects, texts, images, symbols, historical events and social interactions as cultural phenomena in their specific contexts.

          Readings (in English)
          • Include articles and book chapters by Walter Benjamin, Stuart Hall, Sigmund Freud, Julia Kristeva, Donna Haraway, Roland Barthes, Stephen Mumford

        • Session 16 – Thu 7/11 – Cultural Studies in Europe: Critical Elements IV – Marion Picker, Poitiers

          Link

          Please find the link below.

          Abstract

          This part of the course "Research Methodologies in European Cultures and Societies" provides a historical introduction to critical thought and cultural studies from an intercultural point of view. Working with a broad definition of culture in the tradition of Raymond William’s adage “culture is a whole way of life,” we analyze a range of objects, texts, images, symbols, historical events and social interactions as cultural phenomena in their specific contexts.

          Readings (in English)
          • Include articles and book chapters by Walter Benjamin, Stuart Hall, Sigmund Freud, Julia Kristeva, Donna Haraway, Roland Barthes, Stephen Mumford

        • Session 17 – Mon 11/11 – Cultural Studies as Methodology: Issues of Meaning, Representation and Power – Maria José Canelo, Coimbra

          Zoom

          https://videoconf-colibri.zoom.us/j/9888872975

          Abstract

          The first session provides an introduction to cultural studies as a particular aproach to the study of culure, based on the following premises 1. culture is a complex and plural phenomenon that deals with the production of meaning through processes of representation; 2. Meaning is the site where struggles over power and knowledge can be identified; 3. tools such as close reading and self-reflexivity allow for a critical deconstruction of cultural objects and their representations.

          References

          • Williams, Raymond. “Culture”, Keywords. A Vocabulary of Culture and Society. Oxford UP, 1983, 87-93.
          • Hall, Stuart. “The Work of Representation”. Representation. Cultural Representations and Signifying Practices. Sage/The Open University, 1997, 1-47.
          • See also: Bennett, Tony et al eds. New Keywords. A Revised Vocabulary of Culture and Society. Blackwell, 2012, 63-69.

        • Session 18 –Thu 14/11 – Imagi-Nation: the Nation as a Cultural Category – Maria José Canelo, Coimbra

          Zoom

          https://videoconf-colibri.zoom.us/j/9888872975

          Abstract

          Because nationality remains the anchoring site our study of languages, literatures and cultures is set, in this session we will select ‘nation’ as a topic for analysis. Taking nation as a cultural category will allow us to discuss various issues associated to territoriality that are both symbolic and deeply political

          References

          • Anderson, Benedict. “Introduction.” Imagined Communities. 2 nd ed. Verso, 2006, 1-7 [1983].
          • Hobsbawm, Eric. "Introduction. Inventing Traditions." The Invention of Tradition. Eds. Eric Hobsbawm and Terence Ranger. Cambridge UP, 1983, 1- 14. http://faculty.washington.edu/ellingsn/Hobsbawm_Inventing_Traditions.pdf
          • Agamben, Giorgio. “We Refugees”. Transl. Michael Rocke. Symposium 49.2 (Summer 1995): 114-119.

        • Session 19 – Mon 18/11 – Eurocentrism and the Myth of the West – Maria José Canelo, Coimbra

          Zoom

          https://videoconf-colibri.zoom.us/j/9888872975

          Abstract

          Following up on the two previous sessions, this session will engage matters of knowledge and standpoint. We will look at the “West” as a conceptual structure, a cultural narrative that tells stories and generates meanings of belonging and heritage that are part of the fabric of our everyday lives.

          References

          • Shohat, E., & Stam, R. “What is Eurocentrism?", in The White Supremacist State: Eurocentrism, Imperialism, Colonialism, Racism. Arnold H. Itwaru ed. Other Eye, 2009, 137-156.
          • Santos, Boaventura de Sousa, “A Non-Occidentalist West?: Learned Ignorance and Ecology of Knowledge”. Theory Culture Society 2009; 26; 103-125.

        • Session 20 – Thu 21/11 – Researching Interculturality – an Overview – Christoph Vatter, Jena

          Zoom:

          https://uni-jena-de.zoom-x.de/j/68866743970

          Meeting-ID: 688 6674 3970

          Code: EC2U

          Abstract

          In this session we will look at different research approaches and methods from the perspective of intercultural communication. First, we will look at basic approaches to interculturality; then we will develop central research paradigms of intercultural research. Finally, we will derive possible methodological approaches that can also be applied to our own research, e.g. in the context of the Master's thesis.

          The session will thus provide an overview of intercultural research and related theoretical and methodological approaches. Participants can then apply these to potential research questions from the subject area of the Master's programme.

        • Session 21 – Mon 25/11 – Visual Culture Studies – Maria José Canelo, Coimbra

          Zoom

          https://videoconf-colibri.zoom.us/j/9888872975

          Abstract

          The last session covers an example of the application of cultural studies to the problematics of visuality and visual objects.

          References

          • Mirzoeff, Nicholas. “What is Visual Culture?” The Visual Culture Reader. Ed. Nicholas Mirzoeff. London & NY, Routledge, 1998, 3-13.  
          • Sturken, Marita & Lisa Cartwright. Practices of Looking. An Introduction to Visual Culture. NY & Oxford, Oxford UP, 2009, 9-48.

        • Session 22 – Thu 28/11 – Researching Digital Interculturality – Fergal Lenahan, Jena

          Zoom

          https://uni-jena-de.zoom-x.de/j/65011206645

          Meeting ID: 650 1120 6645

          Passcode: 105393


          Abstract

          The area of Intercultural New Media Studies has dominated the area of intercultural communica=on in the digital realm. INMS – Intercultural New Media Studies – may be seen as problema=c for a number of reasons. This contribu=on cri=ques INMS and offers the study of digital interculturality as an alterna=ve. It also discusses the possibili=es that may be drawn from the methodology of digital hermeneu=cs and how may be used as an affec=ve methodology within digital interculturality.


        • Session 23 – Mon 02/12 – Ethnographic Research Methods Applied in Intercultural Settings – Simona Butnaru, Iasi

          Link

          https://uaic.webex.com/uaic/j.php?MTID=mab7f958df02995f90526093045e3f8a5

          Abstract

          Ethnographic research is the study of the cultural patterns and perspectives of participants in their natural settings. The goal of ethnographic research is to study the meanings structured by culture, that is to describe, analyze and interpret the culture of a group, over time, in terms of the group’s shared transmitted symbols, language, understandings, beliefs, behaviors, and ways of being. As a type of qualitative research, ethnographic perspective recognizes the complex relationship between researcher and participants as part of the research questions. The research results are understandings that make sense to the actors themselves in terms of collective shared interpretive frameworks. Ethnographic inquiry involve necessarily time for the researcher to become familiar with foreign cultures and languages, to learn to navigate within unfamiliar physical, social and communicative environments (institutions, daily routines, beliefs that guide actions).

          This lecture will be focused on:

          • epistemological postpositivist and constructivist assumptions of ethnographic approach (e.g., reality can never be fully apprehended, only approximated, the reality is socially constructed, there are multiple realities, the knower creates understandings and a naturalistic set of methodological procedures are applied to generate knowledge);
          • main questions addressed through ethnographic research (e.g., What is happening here? What kinds of activities are these persons engaging in? What are the folk theories that inform and rationalize their activities? What are the larger contexts and activities in which these activities are embedded?);
          • stages of ethnographic research (i.e., determination of research purpose and of research field, obtaining the access to the institution(s) where research take place, collecting data, analyzing data, and writing the ethnographic account);
          • ethnographic methods (e.g., long-term participant-observation in naturalistic settings and in-depth interviewing) providing qualitative (nonnumerical) data, such as extensive notes taken at a research site, videotape and audiotape recordings and other artifact;
          • required conditions for researcher to fulfill in conducting ethnographic research.


          References

          • Gay, L.R., Mills, G.E., Airasian, P. 2012. Educational research. Competences for analysis and Applications, Pearson, Boston.
          • Gungor, I., & Kocbeker Eid, B.N. 2021. Being a student in a village primary school from an ethnographic perspective. Journal of Qualitative Research in Education, 28, 129-155. 10.14689/enad.28.6
          • Levitan J., Carr-Chellman D., Carr-Chellman, A. 2020. Accidental ethnography: A method for practitioner-based education research, Action Research, Vol. 18(3), 336–352. DOI: 10.1177/1476750317709078
          • López Gándara, Y.; Navarro-Pablo, M.; García-Jiménez, E. 2021. Decolonising Literacy Practices for an Inclusive and Sustainable Model of Literacy Education. Sustainability, 13, 13349. https://doi.org/ 10.3390/su132313349.             
          • McAllister, Á. Brown, N. 2023. Competition and Collaboration in Higher Education: An (Auto)Ethnographic Poetic Inquiry, Qualitative Inquiry, 1-7 https://doi.org/10.1177/10778004231176278.
          • Milani Marin LE, Jacomuzzi AC. 2022. Interactions and social identity of support teachers: An ethnographic study of the marginalisation in the inclusive school. Frontiers in Education. 7:948202. doi: 10.3389/feduc.2022.948202.
          • Miller, P.J., Hengst, J.A., Wang S. 2003. Ethnographic methods: Application from Developmental Cultural Psychology, in Camic, P.M., Rhodes, J.E., Yardley, L. (eds.) Qualitative Research in Psychology, Expanding perspectives in methodology and design, APA, Whashington, DC.
          • Siqueira, S. 2021. Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English. Education Sciences. 11, 235. https://doi.org/10.3390/ educsci11050235.
          • Tualaulelei, E. 2020. Professional development for intercultural education: learning on the run, Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2020.1753168
          • Tualaulelei, E., Halse, C. 2023. Why interculturalism does not always translate into action: Insights from teachers in an Australian primary school, The Australian Educational Researcher (2023) 50:747–762.

        • Session 24 – Thu 05/12 – Qualitative Analytic Techniques to Examine Ethnographic Data – Simona Butnaru, Iasi

          Link

          https://uaic.webex.com/uaic/j.php?MTID=m951d9e220c30a6ef20b08cce0b373e02

          Abstract

          Data analysis in qualitative research involves summarizing data in a dependable and accurate manner and leads to an undeniable presentation of study findings.

          Qualitative data analysis requires that the researcher be patient and reflective in a process that strives to make sense of multiple data sources, including field notes from observations and interviews, questionnaires, maps, pictures, audiotape transcripts, and videotaped observations. On the other hand, data interpretation is an attempt by the researcher to find meaning in the data in terms of the implications of the findings. Analysis involves summarizing what’s in the data, whereas interpretation involves making sense of—finding meaning in—those data. Analyzing and interpreting qualitative data challenge researcher to explore every possible angle and try to find patterns and seek out new understandings from the data.

          The techniques outlined in this lecture will serve as guideposts and prompts to move through analysis and interpretation as efficiently as possible. This lecture includes definitions and purposes of data analysis and data interpretation before, during, and after data collection; steps involved in analyzing qualitative research data; data analysis strategies (identifying themes, coding interviews, surveys, analyzing antecedents and consequences, displaying findings in matrixes, charts, concept maps, graphs, and figures, stating what is missing, questions for which we are not able to provide answers); data interpretation strategies (highlighting connections, common aspects, linkages between data, categories, patterns, what is important in the data, why is important, what can be learned from it, so what; extending the analysis, connecting findings with personal experience, seeking the advice of critical friends, contextualizing the findings of the study in the related literature, turning to theory, provide a clear link between data collection, analysis, and interpretation) and steps to be followed to ensure the credibility of qualitative research study.


          References

          • Gay, L.R., Mills, G.E., Airasian, P. 2012. Educational research. Competences for analysis and Applications, Pearson, Boston.
          • Gungor, I., & Kocbeker Eid, B.N. 2021. Being a student in a village primary school from an ethnographic perspective. Journal of Qualitative Research in Education, 28, 129-155. 10.14689/enad.28.6
          • Levitan J., Carr-Chellman D., Carr-Chellman, A. 2020. Accidental ethnography: A method for practitioner-based education research, Action Research, Vol. 18(3), 336–352. DOI: 10.1177/1476750317709078
          • López Gándara, Y.; Navarro-Pablo, M.; García-Jiménez, E. 2021. Decolonising Literacy Practices for an Inclusive and Sustainable Model of Literacy Education. Sustainability, 13, 13349. https://doi.org/ 10.3390/su132313349.             
          • McAllister, Á. Brown, N. 2023. Competition and Collaboration in Higher Education: An (Auto)Ethnographic Poetic Inquiry, Qualitative Inquiry, 1-7 https://doi.org/10.1177/10778004231176278.
          • Milani Marin LE, Jacomuzzi AC. 2022. Interactions and social identity of support teachers: An ethnographic study of the marginalisation in the inclusive school. Frontiers in Education. 7:948202. doi: 10.3389/feduc.2022.948202.
          • Miller, P.J., Hengst, J.A., Wang S. 2003. Ethnographic methods: Application from Developmental Cultural Psychology, in Camic, P.M., Rhodes, J.E., Yardley, L. (eds.) Qualitative Research in Psychology, Expanding perspectives in methodology and design, APA, Whashington, DC.
          • Siqueira, S. 2021. Critical Pedagogy and Language Education: Hearing the Voices of Brazilian Teachers of English. Education Sciences. 11, 235. https://doi.org/10.3390/ educsci11050235.
          • Tualaulelei, E. 2020. Professional development for intercultural education: learning on the run, Asia-Pacific Journal of Teacher Education, DOI: 10.1080/1359866X.2020.1753168
          • Tualaulelei, E., Halse, C. 2023. Why interculturalism does not always translate into action: Insights from teachers in an Australian primary school, The Australian Educational Researcher (2023) 50:747–762.


        • Session 26 – Thu 12/12 – Quantitative Data – Zeynep Topdemir & Lana Ivanjek, Linz

          Zoom

          https://jku.zoom.us/j/94768427866?pwd=OnIzi80HAOstM6B1T2aaTVb4NK2V2S.1

          The final session will be an interactive course on how to read and make sense of the quantitative data, given by guest lecturers from Johannes Kepler University of Linz.

          Students can also ask about the final essay.