‘Just ask them!’ said the oral historian

KWALON ◽  
2011 ◽  
Vol 16 (1) ◽  
Author(s):  
Stef Scagliola

Het is de weerklank van deze oproep – Vraag het ze gewoon! – uit de mond van historicus en archivaris Rob Perks, hoofd van The British Sound Archive in Londen, die mij als militair historicus en curator van het Interviewproject Nederlandse Veteranen motiveerde om wat sociaalwetenschappelijke onderzoekers vanzelfsprekend vinden ter discussie te stellen. Perks, die leiding geeft aan het grootschalige project National Life Stories van The British Library, reageerde zo op de vraag of het bekend zijn van de identiteit van de geïnterviewden in zijn project niet problematisch was voor de diepte en informatierijkdom van de interviews en voor de omgang met de privacy van de respondenten door de raadplegers van het materiaal.In zijn optiek wordt er te snel van uitgegaan dat mensen alleen anoniem hun verhaal willen doen en dat als ze wel hun identiteit aan het interview koppelen, ze belangrijke informatie zullen achterhouden. Ook weerspreekt hij de overtuiging dat bekendheid van de naam bij de beheerders van het materiaal de respondenten kwetsbaar maakt voor misbruik en schending van privacy. Het is natuurlijk de vraag in hoeverre een archivaris die in Groot-Brittannië als de hoeder van het oral history-erfgoed gezien kan worden, in staat is te beoordelen of bepaalde uitgangspunten van sociaalwetenschappelijk onderzoek die tot doel hebben mensen te beschermen en die gestoeld zijn op decennialange onderzoekservaring, zomaar aan de kant geschoven moeten worden.Feit is dat de maatschappij snel verandert, dat door individualisering en mondigheid mensen veel sterker geneigd zijn zelf te willen beslissen over ‘wat goed voor hen is’, en dat ervaringen die voorheen geassocieerd werden met het private/persoonlijke domein door de medialisering van het persoonlijke steeds vaker in het publieke domein zijn terug te vinden. Moet de onderzoeker zonder meer in deze ontwikkelingen meegaan?Nee, maar hij moet er wel kennis van nemen. Waar Perks voor pleit, zijn geen wildwesttoestanden met het vrijgeven van persoonlijke data aan Jan en alleman als de ‘argeloze verteller’ daar zijn fiat aan gegeven heeft. Hij pleit voor het combineren van ‘the best of both worlds’: de mogelijkheden voor gedifferentieerde toegang en bescherming van privacy die de archiefwetgeving in combinatie met ICT te bieden heeft, en het hele arsenaal aan zorgvuldig verzamelde kwalitatieve data dat veelal slechts eenmaal gebruikt wordt en na het publiceren van het onderzoeksresultaat – ongedigitaliseerd – in de kast verdwijnt.De voorwaarde voor deze combinatie is wel dat het langetermijnperspectief van archivering moet worden besproken met de respondent en moet worden geïntegreerd in het onderzoeksplan. De onderzoeker zou dus met het oog op een toekomstig raadpleger alle aan het onderzoek gerelateerde context moeten documenteren en op een toegankelijke manier ontsluiten. Ook zou hij bereid moeten zijn een deel van de aanvankelijk exclusieve relatie met zijn respondent op te geven. Anderen kunnen dan de wijze waarop hij of zij het materiaal geïnterpreteerd heeft, controleren en beoordelen.De mogelijkheid tot een ‘kijkje in de keuken van de data’ is bij andere wetenschapsgebieden zo vanzelfsprekend, dat het eigenlijk vreemd is dat het ontbreken daarvan in de wereld van de kwalitatieve data nooit geproblematiseerd is. Wel is het zo dat de vergroting van de werklast vertaald zou moeten worden in wetenschappelijke en financiële credits. Dan motiveer je pas onderzoekers om de onderzoekscultuur te veranderen.

2019 ◽  
Vol 52 (4) ◽  
pp. 673-688 ◽  
Author(s):  
PAUL MERCHANT

AbstractThis paper is concerned with the use of interviews with scientists by members of two disciplinary communities: oral historians and historians of science. It examines the disparity between the way in which historians of science approach autobiographies and biographies of scientists on the one hand, and the way in which they approach interviews with scientists on the other. It also examines the tension in the work of oral historians between a long-standing ambition to record forms of past experience and more recent concerns with narrative and personal ‘composure’. Drawing on extended life story interviews with scientists, recorded by National Life Stories at the British Library between 2011 and 2016, it points to two ways in which the communities might learn from each other. First, engagement with certain theoretical innovations in the discipline of oral history from the 1980s might encourage historians of science to extend their already well-developed critical analysis of written autobiography and biography to interviews with scientists. Second, the keen interest of historians of science in using interviews to reconstruct details of past events and experience might encourage oral historians to continue to value this use of oral history even after their theoretical turn.


2008 ◽  
Vol 33 (4) ◽  
pp. 11-13
Author(s):  
Hawksmoor Hughes

Crafts Lives, an oral history project for National Life Stories at the British Library, records in-depth life stories of Britain’s craftspeople exploring both their personal and their working lives. This new archive will provide a well of new information for academics, historians, students and craftspeople to draw upon. It should also contribute to a definition of British crafts that will give them their proper place in relation to the fine arts.


2018 ◽  
Vol 18 (3) ◽  
pp. 120-127 ◽  
Author(s):  
Dvora Liberman

AbstractThis article discusses an oral history doctoral research project about the little known, yet critical role of the court clerk in Crown Courts. It is surprising that even though Crown Court clerks have been pivotal in trials of the most serious criminal offences, they have been neglected in legal scholarship. This research project has contributed towards filling an absence in the academic literature about the nature and function of their vital work between 1972 and 2015, and was carried out by Dvora Liberman, in partnership with the London School of Economics Legal Biography Project and National Life Stories, British Library.


2016 ◽  
Vol 31 (89) ◽  
pp. 363-376 ◽  
Author(s):  
Robert Reynolds ◽  
Shirleene Robinson

2018 ◽  
Vol 2 (1) ◽  
pp. 591-597
Author(s):  
Jiří Trávníček

Abstract This article addresses the topic of reading in the course of life. Its point of departure is the oral-history research carried out between 2009 and 2015 among 138 narrators (informants, respondents, interviewees) across the Czech Republic. The author presents its background, parameters as well as one of its general achievements-four moments of initiations on an axis of our reading life. The first of these takes the form of sociability (being accepted); the second-autonomy (mastering the skill); the third- maturity (being independent), the fourth-reflection (mirroring). What follows from this is the finding that reading undergoes continual development, whether a long continuity or a meandering chain of partial discontinuities. Thus, our oral history-based research shows that being open to the lifetime span provides us with a specific sensitivity towards reading, stressing mainly the fact of its being rooted in particular time-conditioned, life-motivated and purposive situations.


Author(s):  
Linlya Sachs ◽  
Mirian Maria Andrade

Este texto trata sobre atividades de orientação no Programa Institucional de Bolsas de Iniciação à Docência (Pibid), no curso de Licenciatura em Matemática, do câmpus de Cornélio Procópio da Universidade Tecnológica Federal do Paraná (UTFPR). Durante os anos letivos de 2016 e 2017, com a orientação de duas duplas de alunos, iniciamos nossos estudos e aproximações metodológicas com a História Oral neste espaço de formação inicial de professores. A proposta tinha como principal objetivo olhar para o professor supervisor dos alunos na escola básica e buscar compreensões sobre como esse professor de matemática se torna o professor de matemática que é. Para isso, foram disparadas algumas leituras e exercícios de escritas com os alunos bolsistas. Os alunos produziram escritas autobiográficas relatando sobre suas histórias de vida, lançando uma reflexão sobre o caminho que levou cada um deles para o curso de Licenciatura em Matemática e o que era para ser apenas um exercício sobre escritas de histórias de vida, tomou outras proporções. Os bolsistas elaboraram, também, roteiros de entrevistas, realizaram entrevistas com os professores supervisores, transcreveram os áudios e textualizaram as transcrições. Todo este processo foi delineado pelos parâmetros da História Oral, conforme nos foi possível compreender e exercitar. Desse modo, pretendemos apresentar como essas escritas autobiográficas podem preparar e, neste caso, permearam as entrevistas com os professores supervisores realizadas posteriormente, possibilitando uma reflexão sobre a mobilização da História Oral no âmbito do Pibid.   Palavras-chave: Formação de Professores· Escritas Autobiográficas· Licenciatura em Matemática· História Oral.   Abstract This paper is related to advising activities in Programa Institucional de Bolsas de Iniciação à Docência (Pibid), in the Undergraduate Course of Mathematics of Federal University of Technology – Paraná, Campus of Cornélio Procópio (UTFPR). During the academic years of 2016 and 2017, we began our studies and methodological approaches with Oral History in initial teacher training with four students. The main purpose was to look at the supervising teacher of students in elementary school and to seek insights on how this mathematics teacher becomes a mathematics teacher he is. In order to do it, some reading and writing exercises were done with the students. They produced autobiographical writings, reporting on their life stories, thinking on the path that led each of them to the Undergraduate Course of Mathematics, and what was meant to be just an exercise in writing life stories, took on other proportions. Students also developed interview scripts, conducted interviews with supervising teachers, transcribed the audios, and textualized the transcripts. All this process was outlined by the parameters of Oral History. In this way, we intend to present how these autobiographical writings can prepare and, in this case, permeated the interviews with the supervisors teachers later realized, allowing a reflection on the mobilization of the Oral History in the scope of the Pibid.   Keywords: Teacher Training· Autobiographical Writings· Undergraduate Course of Mathematics· Oral History.


2010 ◽  
Vol 2 (2) ◽  
pp. 225-248
Author(s):  
Olaf Mertelesmann

The period of Stalinism is usually overshadowed by accounts of terror and a topic like leisure seems not to be appropriate. Nevertheless, leisure was an important aspect of everyday life in Estonia under Stalin’s reign. Some elements of continuity with the interwar period might be identified. The state struggled to control leisure activities and to re-educate the population but obviously failed. Listening to foreign radio stations or reading forbidden books might have been subversive but were not yet signs of resistance. Many leisure activities bore the character of escaping from a harsh reality and from poverty. The paper is based on archival documents, oral history and life stories.


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