Students Will Conduct A Random Observation

Random Observationstudents Will Conduct A Random Observation On A Subj

Random observation students will conduct a random observation on a subject of their choice and submit their observation. Random observations could be conducted in any social setting such as a workplace, a family or friend gathering, a party, an event of a volunteer or non-profit organization, a religious or traditional ritual occasion, etc. Students are expected to read: 1) Geertz, C. (1973). Thick description, The interpretation of cultures. New York: Basic, and 2) Mills, C. W. (1959). The promise. The sociological imagination, pages 3-24. They should apply these readings to their observations, focusing on seeing the larger social phenomena that influence the specific setting. Additionally, students should employ “thick description” in their observation analysis, considering Geertz’s points. Observations should be at least 1500 words (approximately 5 pages), include a cover page, have 1-inch margins, be double-spaced, and use Times New Roman 12-point font, formatted in APA or Chicago style.

Paper For Above instruction

The purpose of this assignment is to develop a nuanced understanding of social interactions and structures through the practice of ethnographic observation, guided by the theoretical frameworks established by Clifford Geertz and C. Wright Mills. Conducting a random observation in a natural social setting allows students to explore the nuanced layers of social reality, aligning with Geertz’s concept of “thick description” and Mills’ emphasis on the sociological imagination. This integrated approach enables students not only to observe phenomena but also to analyze the underlying social forces shaping behaviors, interactions, and cultural practices.

The choice of setting is critical; it could be a workplace, familial gathering, community event, religious ceremony, or volunteer activity. The key is to select a context rich in social interactions that can reveal the larger societal codes, norms, and power dynamics at play. Prior to conducting the observation, students must thoroughly engage with Geertz’s notion of “thick description” (Geertz, 1973), which entails detailed, layered descriptions that contextualize actions within cultural meanings. Similarly, Mills’ (1959) emphasis on the sociological imagination provides a lens to connect individual experiences with broader social structures, history, and power relations.

During the observation, students should pay attention to details that convey cultural significance—gestures, language, rituals, spatial arrangements—and interpret these within their social and cultural contexts. They should take note of how participants’ behaviors reflect societal roles, expectations, and social hierarchies. Applying Geertz’s principles, students should aim to produce a “thick description,” capturing not only what is happening but also elucidating the underlying meanings. Applying Mills’ framework involves situating these observations within larger currents—such as economic class, race, gender, or institutional influences—that influence individual and collective actions.

The final report should be approximately 1500 words and include a detailed narrative of the observation process, supplemented by reflections on the significance of the behaviors observed. Students should analyze how the phenomena they observe serve as exemplars of larger social patterns, employing both Geertz’s descriptive depth and Mills’ analytical perspective. The report must be well-structured, with an introduction, a detailed body, and a conclusion that synthesizes insights. Proper citation of sources and adherence to formatting guidelines (APA or Chicago style) are essential.

References

• Geertz, C. (1973). Thick description, The interpretation of cultures. New York: Basic.
• Mills, C. W. (1959). The promise. The sociological imagination, 3-24.
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes. University of Chicago Press.
• Spradley, J. P. (2016). Participant observation. Waveland Press.
• Wacquant, L. (2004). Rituals of blood: The corpse depository and the ghetto. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 510-531). SAGE Publications.
• Atkinson, P., & Hammersley, M. (1994). Ethnography and participant observation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 248-261). SAGE Publications.
• Fine, G. A. (2003). The everyday life of ethnography: An introduction. In G. A. Fine (Ed.), The everyday life of ethnography (pp. 1-30). Columbia University Press.
• Chilisa, B. (2012). Indigenous research methodologies. SAGE Publications.
• Hammersley, M., & Atkinson, P. (2007). Ethnography: Principles in practice. Routledge.
• Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research. SAGE Publications.