Participant Observation In Cuarenta

In this essay I am going to argue that participant observation was the most effective way to learn the Ecuadorian card game, Cuarenta. Participant observation is defined as “[learning] not just through asking questions or observing but by getting involved directly, trying things out oneself” (Barker 2008:9). I followed these guidelines in my study of Cuarenta. First, I had the game explained to me by my key informants Esteban and Ale. Second, I watched Esteban and Ale play a round of the game. Lastly, my friend Ashley and I joined them. A key informant is a primary source of information, they are knowledgeable on the subject on which they are informing, and they are interviewed extensively (Tremblay 1957:688). My key informants, Esteban Ortiz and Ale Nieto are international students from Ecuador, at St. Thomas University. They are qualified to be my key informants on Cuarenta because they are knowledgeable not only on the card game itself, but the culture it came from.

To prove that participants observation was the best

I accomplished this by interviewing Esteban and Ale, my key informants. Their input was invaluable as they are from Ecuador, the same place the card game originated. Talking with them allowed me to capture an emic view on Cuarenta. Emic means an insider’s view on their culture and practices (Toner 2015:23). They were able to explain not only the history of its origin but also how it is culturally relevant. Cuarenta is derived from the Spanish game Tute. It is most often played during the Fiestas De Quito which is a weeklong celebration ending on December sixth. This holiday celebrates the founding of Quito, Ecuador. This game has become so popular in their country the Sports Journalist Association created a world cup for it. There are Cuarenta tournaments held in schools and it is also a popular game for teens and adults to play for entertainment year