LONG-TERM RESEARCH ASSESSING IN THE HUMANITIES: A CASE STUDY
It is common practice in academic research projects to present final assessment by means of reporting and evaluating results. More often than not, these reports tend to focus on the quantity and quality of the knowledge acquired, and very little (if any) attention is given to the impact the research may have had on the researchers themselves. In an institutional setting where students participate in research, this may be a missing link in the educational chain. The case study described here tried to fill this gap by showing the changes effected by a project investigating literature and language from a multicultural perspective. More than stimulating research by students in different countries, it aimed at helping them become autonomous researchers using empirical methods. We argue that instead of lectures and seminars, the educational quality of the humanities will be greatly enhanced if we turn to our students doing research themselves. We counter the argument that students are not able to do so with reference to a ten-year project we were engaged in, together with our students, between our three universities. We describe the methods along which our students cooperated with each other in conceptualizing, carrying out and reporting on their research. Feedback from 53 participants indicates that not only did the project motivate them to pursue further academic degrees, but the skills they acquired considerably influenced their future in many different fields. Though the design of this study does not allow us to determine any causality in the effects of the program, we argue that the results are nevertheless highly suggestive of the program’s both motivational and intellectual success.
Apple, M. W. (2011). Education and power (3rd ed.). New York: Routledge. http://dx.doi.org/10.4324/9780203143124
Apple, M. W. (2013). Can education change society? New York: Routledge.
Boman, J. (2013). Defining and evaluating impact in the humanities, presented at CARMEN annual meeting, Porto, 13th –15th September 2013.
Fedorova, Y., Ivanyuk, L., Korolchuk, V. & Yemets, N. (2006). The catchers in the rhyme. Kiev: Lenvit.
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.
Gottschall, J. (2008). Measure for Measure. Boston Globe, May 11. Retrieved from http://www.umsl.edu/~carrolljc/Documents%20linked%20to%20indiex/Gottschall_Globe.htm.
How is humanities research conducted? Retrieved from http://shc.stanford.edu/how-humanities-research-conducted .
Levitt, R, Celia, C., Diepeveen, S., Chonaill, S. N., Rabinovich, L. & Tiessen, J. (2010). Assessing the impact of Arts and Humanities research at the University of Cambridge. Cambridge: RAND Corporation. Retrieved from http://www.rand.org/content/dam/rand/pubs/technical_reports/2010/RAND_TR816.pdf.
Mendes, M. (2008). REDES project: The new generation. In S. Zyngier et al. (Eds.), Directions in empirical literary studies: In honor of Willie van Peer (pp. 267-269). Amsterdam: John Benjamins.Shor, I. (1980). Critical teaching and everyday life. Boston: South End Press. http://dx.doi.org/10.2307/356596
Van Peer, W. (ed) (2011) Future of Scientific Studies in Literature. Special issue of Scientific Study of Literature, 1 (1). http://dx.doi.org/10.1075/ssol.1.1
van Peer, W., Hakemulder, J. & Zyngier, S. (2012). Scientific methods for the humanities. Amsterdam: John Benjamins. http://dx.doi.org/10.1075/lal.13
van Peer, W., Zyngier, S. & Chesnokova, A. (2011). Learning without teaching: Literature and the REDES Project. In L. Jeffries & D. McIntyre (Eds.), Teaching Stylistics (pp. 109-123). Basingstoke: Palgrave Macmillan.
Viana, V., Chesnokova, A., Zyngier, S. & van Peer, W. (2009). Budding researchers in the Humanities: An intercultural online project. In D. Gearhart (Ed.), Cases on distance delivery and learning outcomes: Emerging trends and programs (pp. 231-244), Hershey: IGI Global. http://dx.doi.org/10.4018/978-1-60566-870-3.ch014
Viana, V., Fialho, O., Sopcak, P., Sergeyeva, M. & Rumbesht, A. (2007). (In)visible networks in action: Four perspectives. In S. Zyngier, A. Chesnokova & V. Viana (Eds.), Acting & connecting. Cultural approaches to language and literature (pp. 23-49). Munster: LIT Verlag.
Watson, G. & Zyngier, S. (Eds.). (2007). Literature and stylistics for language learners: Theory and practice. Basingstoke: Palgrave Macmillan. http://dx.doi.org/10.1057/9780230624856
Zyngier, S. & Mendes, M. (Eds.). (2003). Pontes e transgressões: Estudos empíricos de processos culturais. Rio de Janeiro: Setor de Publicações da Faculdade de Letras da UFRJ.
Zyngier, S. & Valente, A. C. (Eds.). (2002). Fatos & ficções: Estudos empíricos de literatura. Rio de Janeiro: Setor de Publicações da Faculdade de Letras da UFRJ.
Zyngier, S. et al. (Eds.). (2008). Directions in empirical literary studies: In honor of Willie van Peer. Amsterdam: John Benjamins. http://dx.doi.org/10.1075/lal.5
Zyngier, S., Chesnokova, A. & Viana, V. (Eds.). (2007). Acting & connecting. Cultural approaches to language and literature. Munster: LIT Verlag.
- There are currently no refbacks.
Copyright (c) 2016 Anna Chesnokova, Sonia Zyngier, Willie van Peer
This work is licensed under a Creative Commons Attribution 4.0 International License.
ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)