Background On The Assignment: The Process Of Observing A Com

Background On The Assignmentthe Process Of Observing A Community Is Pa

Background on the Assignment The process of observing a community is part of a social scientific research method called “ethnographic fieldwork.” Ethnographers study social communities from the inside out – often these researchers live among those they are studying for months or years, speaking the language and participating in daily life. They take notes on details of daily life and this data is used in their analysis. Ethnography acknowledges that this data is not fully objective, and most ethnographers admit their own biases in their scholarly work. In this class, we will undertake a small ethnographic study.

This assignment provides practical experience with ethnographic methods—observing a community firsthand and practicing a writing style that marries facts and observations with personal insights. You will research an ethnographer’s work and then compile a short report based on your observations.

Observation Assignment: Select a community space where people move around or engage in activities. Spend time observing and taking detailed notes without interacting or interviewing community members. Focus on the physical environment, people’s activities, appearances, expressions, and social interactions. Use a small notebook to jot down sights, sounds, smells, textures, and feelings. During your observation, record:

• Descriptions of the physical space—what it looks like, the buildings, streets, noise levels, and overall ambiance.
• What activities are occurring, who is present—consider race, ethnicity, age, dress, facial expressions, body language.

Observe for 30 minutes at one time, then take a break and return to the same location at a different time of day or on a different day for another 30-minute session. Compare observations to identify what might be missed at first or what changes occur.

Take notes during your observation if possible. If not, do so immediately afterward, ensuring detailed, specific descriptions rather than summaries. Focus on physical environment, social interactions, group behaviors, gestures, clothing, and other concrete details. You may also sketch maps or scenes if helpful.

Avoid testing preconceptions; let your observations shape your research questions. Be mindful of privacy—do not use real names or personal details unless in a private setting where consent is given. If in public, maintain anonymity and respectful observation practices.

Your final report must include two parts: 1) a summary of your methodology and observations, and 2) a list or paragraph of questions you want to explore further—at least five questions directly related to your observations. Your report should be around words, formatted in Times New Roman, size 12. Submit as a Word document (.doc or .docx). Be attentive to length requirements to avoid penalties.

Paper For Above instruction

Understanding the methodology and insights gained from ethnographic observation reveals much about community dynamics, physical spaces, and social interactions. For this assignment, I selected a local community park situated in the heart of the city, which serves as a vital social hub for residents across various age groups. I conducted two observation sessions, each lasting 30 minutes, at different times—once in the late morning and once in the early evening—to capture a diverse range of community interactions and environmental settings.

The physical environment of the park was notable for its well-maintained green spaces, pathways, and recreational facilities. The area was open, with a mix of shaded and sunlit zones. In the morning, the park was quieter, with fewer visitors—primarily senior citizens walking, children playing on swings, and joggers. The sounds included birdsong, distant conversations, and the rustling of leaves. The scent of freshly cut grass and nearby food vendors was discernible, contributing to a peaceful ambiance. By contrast, the evening observation revealed a bustling atmosphere with more families, teenagers socializing, and groups engaging in sports or picnics. Noise levels increased with children’s laughter, music from portable speakers, and conversations. The smell of grilled food and sunscreen was prevalent.

People’s activities also varied. In the morning, most individuals appeared relaxed—walking or sitting quietly, some reading or engaging in gentle exercise. Facial expressions ranged from contentment to concentration. Body language was calm, with some people greeting familiar acquaintances with nods or small waves. Their attire was casual, suitable for mild weather—shorts, t-shirts, athletic wear. Notably absent in the morning were vibrant social gatherings or large groups. In the evening, clusters of friends and families lingered. Youths played basketball or rode bikes, while others were gathered around picnic tables chatting and laughing. Gestures and body language conveyed friendliness and ease, with many smiling and animated conversations.

Throughout the observations, I noted what was missing or less apparent. For example, there was little evidence of formal organized activities or community events despite the park’s open layout. Also, certain demographic groups appeared underrepresented, which raises questions about accessibility or community engagement. The park’s design seemed inviting but possibly underutilized in some areas, suggesting an opportunity for events or programming that could foster greater community cohesion.

These observations prompted several questions for further exploration. First, what prevents certain demographic groups from engaging more actively in community spaces like this park? Second, how does the physical design of the park influence social interactions and usage patterns? Third, what role do community events or programs play in encouraging regular use and inclusivity? Fourth, how do perceptions of safety and accessibility impact community members' willingness to gather and participate? And fifth, what are the diverse needs and expectations of different age groups regarding public space amenities?

In summary, my ethnographic observation provided explicit insights into how community members interact with public space and each other in a shared environment. It highlighted the importance of environmental design, social behaviors, and unspoken norms that guide community engagement. The various questions that emerge from these observations will serve as a foundation for deeper research into how public spaces can more effectively serve diverse populations and foster vibrant, inclusive communities.

References

• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). University of Chicago Press.
• Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice. Routledge.
• Lecompte, M. D., & Preissle, J. (1993). Ethnography and ethnography fieldwork. In J. H. McMillan & S. Schumacher (Eds.), Research in education (pp. 197–222). Longman.
• Spradley, J. P. (2016). Participant observation. Waveland Press.
• Albrecht, G. L. (2010). Community-based ethnography: Building community through research. Journal of Community Psychology, 38(4), 515–519.
• Pink, S. (2007). Doing visual ethnography. Sage Publications.
• Whyte, W. H. (2012). The social life of small urban spaces. Project for Public Spaces.
• Foster, S. (2019). Public space and social inclusion. Urban Studies, 56(1), 123–138.
• Lofland, J., & Lofland, L. H. (1995). Analyzing social settings. Wadsworth.
• Kusenbach, M. (2003). Street phenomenology: The go-along as ethnographic research tool. Ethnography, 4(3), 455–485.