importance of field work research in oral literature

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Contemporary oral literature fieldwork : a researcher's guide

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• Cover; Title page; Copyright page; Dedication; Contents; List of Pictires; List of Maps; List of Figures; List of Tables; Foreword; Acknowledgements;
• 1. Introduction; Orality and Literacy; Oral Literature as Verbal Art; Oral Literature and Tradition; Oral Literature as History; Functionality of Oral Literature; Growth of Oral Literature Scholarship in Kenya; The False Step; Anyumbaism in Kenyan Oral Literature Tradition;
• 2. Research in Oral Literature; Qualitative and Quantitative Research Methods; Demystifing Fieldwork; Multidisciplinary in Oral Literature; Fieldwork Defined.
• Responsibilities of a FieldworkerOral Literature and Globalization; Importance of Fieldwork; Critical Ethnography; Exploratory Fieldwork; Intensive Fieldwork; Supervised Fieldwork; Independent Fieldwork; Home-based Fieldwork; Outward-bound Fieldwork;
• 3. Theory and Oral Literature; Theory and Scholarship; Theory in Oral Literature; Traditional Theories of Oral Literature; Modern Theories of Oral Literature;
• 4. Methodology in Oral Literature; Methodology and Oral Literature Research; Observation Method; Structured and Unstructured Interview Methods; Fieldwork Design; Fieldwork Preparatory Phase.
• Fieldwork PhasePost-Fieldwork Phase; Qualities of a Consumate Fieldworker; Fieldwork Participants; Lead Researcher's Check-list; Field Research Assistants; Field Local Assistant; Research Driver; Fieldwork Accountant; Fieldwork and Wellness; Literature Review and Sampling; Rapport Building; Fieldwork Documentation; Interview Method; Transcription and Translation; Performance Settings; Importance of Methodology;
• 5. Documentation, Preservation and Access; Performance and Memory; Archiving Oral Texts; Disconnect between Researchers and Archivists; University of Nairobi and Archiving of Oral Text.
• Archivists and NeutralityDigital Technology and Archiving; Ong and Secondary Orality; Importance of Digitalization; Challenges of Digitalization;
• 6. Data Analysis; Oral Literature Criticism; Transcription and Translation; Data Analysis; Coding in Oral Literature; Textualization in Verbal Art; Computer-Assisted Qualitative Data Analysis Software; Report Outline;
• 7. Fieldwork Ethics, Challenges and Strategies; Ethics and Oral Literature; Ethics and Reciprocity; Omondi Tawo the Bard; Ethics and Accountability; Ethics and Informed Consent; Managing Expectations; Non-Compensation School.
• Self-CompensationFieldwork in Conflict Zone; Ethical Dilemmas; Ethics and Creative Deception; Release Form A; Release Form B; Other Fieldwork Challenges; Bibliography; Index; Back cover.

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Oral Literature Research/Field Work - English Oral Literature Notes

« Previous Topic Short Forms - English Oral Literature Notes

Introduction

Key stages in field work, common problems encountered during field work.

•  The student to relive the performance of oral literature materials (recordings, videos etc.)
•  Experience firsthand, the community’s customs and beliefs.
•  Recording and storage of oral literature materials to be used by the future generations.
•  To enable a student know and explore new knowledge not covered by earlier researchers.
•  To help the student acquire research skills in academic study.
•  It involves stating the purpose and scope of study and objectives or research to guard against digression. It also involves identifying the location for the research, familiarization with earlier works on the study or literature review, establishing contact with useful people like informants, deciding on the key methods to be used in collecting data e.g. questionnaires or interviews, securing permissions to conduct research from relevant authorities, buying or hiring of recording materials and budgeting for accommodation and transport.
•  This is done through various methods of collecting date e.g. interviews, questionnaires, observation etc.
•  Recording is done through writing, typing, using tape recorders etc.
•  This involves scrutinising of information collected in preparation for interpretation and documentation, transcription, interpretation, classifying into genres, themes, styles and making a conclusion.
• This is the spreading the information gathered through media.
• Loss of memory especially for details not recorded.
•  Outrageous demands from sources of information like payments.
•  Harsh or unpredictable weather.
•  Breakdown or problems of transportation, delays, hiked fares etc.
•  Informants giving wrong or distorted information.
•  Accidents and misfortunes or ill fate e.g. death
• Sickness in the middle of fieldwork.
•  Prohibitions, lack of access, customs etc.
•   Loss of equipment like camera etc.

Field work should be carried out in relevant and appropriate places like rural areas where there is ethnically authentic information and performance; elders would give detailed oral testimony or material, display great experience and skill while children would easily perform riddles, singing games and tongue twisters.

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NEW SENIOR STUDY GROUP REPORT: CRITICAL MINERALS IN AFRICA

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Getting to the Source: The Importance of Field Research

An academic and intellectual decline is inevitable without a post-pandemic revival of fieldwork.

Wednesday, April 7, 2021 / By: Alastair Reed, Ph.D. ;  Boglarka Bozsogi

Publication Type: Analysis

Travel restrictions and social distancing practices put in place in response to the COVID-19 pandemic have largely ground field research to a halt. Fieldwork plays an essential but often underappreciated role in both understanding violent extremism and developing policy responses to it. It is vital, therefore, that funders and policymakers support the return of such important work in a post-pandemic world.

Fieldwork brings important local perspectives to the fore, helping to contextualize conflicts within their wider ecosystems and societal and cultural realities. This forces researchers to challenge their preconceptions and theoretical assumptions as they come face to face with the realities on the ground. And, perhaps most importantly, fieldwork brings to life the human dimension — the human suffering and resilience of the communities affected by violence and the motivations and drivers of the violent actors.

Without understanding the view from the ground, we will continue to struggle to understand violent extremism and develop effective policy responses. 

The Human Side

As many field researchers will admit, there is something about the smell and feel of a place that being on the ground provides and that reading reports and analyzing data cannot capture. On the ground, a researcher has the opportunity to diversify their primary sources and data. They can also better appreciate and absorb the context of the conflict. Without understanding the human side, the unique cultural and societal setting and the physical geography and climate, which together forge the contours within which the violence evolves, we can only have a partial understanding of the conflict ecosystem.

“The value of engagement with human beings cannot be underestimated,” Haroro Ingram, a senior research fellow at the Program on Extremism at George Washington University and member of the RESOLVE Research Advisory Council, told a recent RESOLVE Forum session.

Absorbing the context can help the researcher understand and interpret the collected data, but also to reinterpret what they learned from desk-based studies. The subjective experience of sharing is humbling; it offers an intellectual appreciation not only of the complexity on the ground but also of the breadth and depth of the literature and its gaps.

Researchers are only human and bring along preconceived perceptions, biases and assumptions — implicit or explicit — internalized from academic literature and media reports. Seeing the realities on the ground forces them to confront these preconceived assumptions and challenge, reinterpret or discard them. Theoretical explanations and conceptual analysis can only be tested when applied against the world they purport to explain. Field research gives us a chance to improve and develop our understanding, and a chance to glimpse the unknown unknowns, the missing factors that we cannot see or conceive from our academic ivory towers.

It is easy to overlook the human side — the victims of violence and conflict-affected communities that bear the brunt of the human tragedy of extremism — when researching a conflict from a distance. Observing and talking to the most affected communities reminds us of the horrors of war and the depths of depravity humanity can sink to. However, it also brings to light the human side of violent actors on all sides, an insight into the motivations and drivers that led them down the path to violence. Conflicts are ultimately about people; attempts to understand conflicts need to start with understanding the people that drive them. To do that, field researchers need to adopt a methodical approach, informed by the literature, and ensure their research and findings are triangulated, ethical and trustworthy.

“Mindanao, in the last 50 years, has experienced cycles of failed peace processes that international actors tried to support with a top-down understanding, often from a distance, in the absence of genuine bottom-up, grassroot perspectives,” said Ingram, who focuses his field research on the Middle East and Southeast Asia. “Since the most important actors in the grassroots population do not have electricity, let alone internet, the only effective outreach is getting to the source to build trust, engage with communities respectfully and learn of cultural subtleties through conversations. Collaborative effort, trust and the contribution to research can create actionable, nuanced and effective recommendations for policy and practice,” he added.

Contextual Understanding

Field research strengthens academic rigor, theories and methodologies, complements desk research and brings a different vantage point to understanding conflict. One constant risk in academic research is the tendency to be reductionist, and to focus on an isolated issue and miss the dynamic connections between it and its wider context. It can be appealing to zoom in on a particular violent extremist group and examine a singular aspect, such as ideology and group dynamics, rather than to see it as part of a complex ecosystem and dynamic processes. Conflict contexts often comprise multiple, interlinked armed actors, all influenced by and influencing each other. These contexts are further complicated by cross-cutting dynamics of ethnic, customary, kinship or religious dimensions.

Field research contextualizes the conflict and the issues that matter, helps understand drivers and motivations behind conflict actors and breaks free of embedded preconceptions. It can bring to life the unseen complexities: policemen fighting rebelling siblings, women fleeing insurgent cousins, parents losing children to armed groups, government officials persecuting family members as non-state actors. “People often said: ‘My brother joined that armed group, my cousin is in the police force,’” said Ingram, recalling conversations with locals in conflict areas that may seem, on the surface, to be absurd but that actually reflect a sober, clinical rational choice decision-making. Conflict ecosystems are invariably messy, counterintuitive and seemingly incomprehensible, yet remain the reality we seek to understand.

Sukanya Podder, defense studies senior lecturer at King’s College London and member of the RESOLVE Research Advisory Council, who also participated in the RESOLVE Forum session, conducted research in Mindanao, the Philippines, and Liberia where she focused on children and young people recruited into armed groups. Observing youth relationships with families and commanders in their communities, she was able to break free of preconceptions from media imagery and simplistic assumptions that children join community-based armed groups because they are drugged. Her fieldwork unearthed much more diverse motivations and choices: many children chose to join or decided to refrain of their own will.

Ethics and Safety

With any type of research, ethics and safety must be paramount. Fieldwork poses distinct challenges for each venue, context and participant. “Do no harm” should be the central principle of fieldwork planning to ensure the safety and integrity of researchers, respondents and their communities. Research fatigue is a growing issue that has negative implications on the quality of data. If respondents are wary about the benefits of research and are hesitant to participate, the authenticity of results is harder to determine. Researchers must be careful not to instrumentalize fieldwork and budget enough time and resources for in-depth quality research to produce authentic, reliable and valid data; this data should be periodically updated.

Getting approval from institutional review boards for fieldwork can often be challenging, and rightly so, but this rigor helps researchers address potential challenges and ensure the integrity of their research. While standards procedures, bureaucratic processes, reviews, clearances and preparations may seem taxing, they are indispensable for rich contributions of the highest integrity.  

Strengthening Research and Policy

The effectiveness and ultimate success — however we choose to measure it — of policy approaches to countering violent extremism depend on a thorough understanding of the phenomenon they try to address. Sound research should be the rock on which good policy is built. Podder’s research in West Africa has informed disarmament, demobilization and reintegration programs with a nuanced understanding of the implications of different types of armed groups. Returnees from community-based armed groups or community defense groups found reintegration less problematic, as reconciliation could be locally administered through local, tribal judicial processes. Such findings from field research can avoid wasting money on programs that cannot yield the desired outcome.

Our understanding of violent extremism has benefitted from an interdisciplinary research field where each discipline and method, qualitative and quantitative, brings a new lens to gathering and analyzing data. Collectively, this cross-pollination of research methods has allowed us to see further than one approach alone ever could. Within a complementary and overlapping web of methods, fieldwork has an important but sometimes overlooked role to play. Without a post-pandemic revival of fieldwork, an academic and intellectual decline is inevitable.

Boglarka Bozsogi is executive coordination and network manager at the RESOLVE Network housed at USIP. 

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Oral Literature in the Digital Age

Introduction

Texte intégral, collecting, protecting and connecting oral literature.

1 This volume is an essential guide and handbook for ethnographers, field linguists, community activists, curators, archivists, librarians, and all who connect with indigenous communities in order to document and preserve oral traditions.

2 For societies in which traditions are conveyed more through speech than through writing, oral literature has long been the mode of communication for spreading ideas, knowledge and history. The term “oral literature” broadly includes ritual texts, curative chants, epic poems, folk tales, creation stories, songs, myths, spells, legends, proverbs, riddles, tongue-twisters, recitations and historical narratives. In most cases, such traditions are not translated when a community shifts to using a more dominant language.

1 See http://www.unesco.org/culture/languages-atlas/ [Accessed 19 November 2012].

3 Oral literatures are in decline as a result of a cultural focus on literacy, combined with the disappearance of minority languages. The Atlas of the World’s Languages in Danger , 1 released by UNESCO in early 2009, claims that around a third of the 6,500 languages spoken around the globe today are in danger of disappearing forever. Globalisation and rapid socio-economic change exert particularly complex pressures on smaller communities of speakers, often eroding expressive diversity and transforming culture through assimilation to more dominant ways of life. Until relatively recently, few indigenous peoples have had easy access to effective tools to document their own cultural knowledge, and there is still little agreement on how collections of oral literature should be responsibly managed, archived and curated for the future.

2 See http://www.oralliterature.org/collections [Accessed 19 November 2012].

4 The online archiving of audio and video recordings of oral literature is a technique of cultural preservation that has been widely welcomed by indigenous communities around the world. The World Oral Literature Project, established at the University of Cambridge in 2009 and co-located at Yale University since 2011, has a mission to “collect, protect and connect” endangered traditions. The Project facilitates partnerships between fieldworkers, archivists, performers of oral literature, and community representatives to document oral literature in ways that are ethically and practically appropriate. Our fieldwork grant scheme has funded the collection of audio and video recordings from nine countries in four continents. In addition, Project staff have digitised and archived older collections of oral literature, as well as contemporary recordings that are “born digital” but which were funded by other sources. At present, these collections represent a further twelve countries, amounting to over 400 hours of audio and video recordings of oral traditions now hosted for free on secure servers on the Project website. 2

• 3 See the Digital Return research network for more discussion on these issues: http://digitalreturn. (...)

5 The World Oral Literature Project’s strong focus on cooperation and understanding ensures that source communities retain full copyright and intellectual property over recordings of their traditions. Materials are protected for future posterity through accession to a secure digital archival platform with a commitment to migrating files to future digital formats as new standards emerge. Returning digitised materials to performers and communities frequently helps to protect established living traditions, with materials used for language education as well as programmes that aim to revitalise cultural heritage practices. 3 The inclusion of extensive metadata, including contextual details relating to the specific oral literature performance alongside its history and cultural significance, allows researchers and interested parties from diverse disciplines to connect with and experience the performative power of the collection. For example, while a musicologist might study the instrumental technique of a traditional song, a linguist would focus on grammatical structures in the verse, and an anthropologist might explore the social meaning and cultural values conveyed through the lyrics. Innovative digital archiving techniques support the retrieval of granular metadata that is relevant to specific research interests, alongside providing an easy way to stream or download the audio and video files from the web. In this manner, we have been able to connect recordings of oral literature to a broad community of users and researchers. In turn, this contributes to an appreciation of the beauty and complexity of human cultural diversity.

Coming together, sharing practices

6 The second annual workshop hosted by the World Oral Literature Project at the University of Cambridge in 2010, entitled Archiving Orality and Connecting with Communities , brought together more than 60 ethnographers, field linguists, community activists, curators, archivists and librarians. Organised with support from the Centre for Research in the Arts, Social Sciences and Humanities (CRASSH), Cambridge; the Department of Social Anthropology at the University of Cambridge; and the Netherlands Organisation for Scientific Research (NWO), the assembled delegates explored key issues around the dissemination of oral literature through traditional and digital media. Presentations from representatives of institutions in eight countries prompted fieldworkers to consider how best to store and disseminate their recordings and metadata; while archivists and curators were exposed to new methods of managing collections with greater levels of cultural sensitivity and through cooperative partnerships with cultural stakeholders.

7 Workshop panels were focused around a central theme: When new publics consume, manipulate and connect with field recordings and digital archival repositories of linguistic and cultural content, their involvement raises important practical and ethical questions about access, ownership, and permanence. These issues are reflected in a current trend among funding agencies, including the World Oral Literature Project’s own fieldwork grants programme, to encourage fieldworkers to return copies of their material to source communities, as well as to deposit collections in institutional repositories. Thanks to ever-greater digital connectivity, wider Internet access and affordable multimedia recording technologies, the locus of dissemination and engagement has grown beyond that of researcher and research subject to include a diverse constituency of global users such as migrant workers, indigenous scholars, policymakers and journalists, to name but a few. Participants at the workshop explored key issues around the dissemination of oral literature, reflecting particularly on the impact of greater digital connectivity in extending the dissemination of fieldworkers’ research and collections beyond traditional audiences.

8 Emerging from some of the most compelling presentations at the workshop, chapters in Part 1 of this volume raise important questions about the political repercussions of studying marginalised languages; the role of online tools in ensuring responsible access to sensitive cultural materials; and methods of avoiding fossilisation in the creation of digital documents. Part 2 consists of workshop papers presented by fieldworkers in anthropology and linguistics, all of whom reflect on the processes and outcomes of their own fieldwork and its broader relevance to their respective disciplines.

4 See < http://www.oralliterature.org/research/workshops.html [Accessed 19 November 2012].

9 In keeping with our mandate to widen access and explore new modes of disseminating resources and ideas, workshop presentations are now available for online streaming and download through the World Oral Literature Project website. 4 Many of the chapters in this edited volume discuss audio and video recordings of oral traditions. Since a number of contributors have made use of online resources to illustrate their discussions on cultural property and traditional knowledge, it is hoped that readers will interact with this freely available media. URL links for referenced resources are included in a list of Online Sources in the reference section at the end of each chapter. All web resources were active at the time of publication unless otherwise stated.

Part I. Principles and Methods of Archiving and Conservation

10 Thomas Widlok’s chapter discusses two aspects of digital archiving: first, he analyses what is actually involved in the process of digitisation and electronic archiving of spoken language documentation; second, he discusses notions of access and property rights in relation to the digital archives that result from such documentation. His emphasis in both cases is on identifying the elements and layers that make up the complex whole of the archive, yet he is quick to point out that there is more to this whole than is covered by his analysis. While Widlok’s evaluation is based on personal experience rather than a sample of projects, he acknowledges that themes of access and property rights in digitisation remain a recurring concern. The concluding argument of his chapter is that by viewing the component parts of the process of digital archiving for just one case study, we can see some of the contradictions and ambivalences of this process in more general terms. Through such a structural analysis, we may also begin to understand the mixed feelings that some field researchers have with regard to electronic archiving and online databasing. Widlok proposes that breaking these complex processes down into their elements may help us to make informed decisions about the extent and type of digital archiving we want to engage in.

11 David Nathan continues with the theme of digital archiving by considering the issue of access in relation to archives that hold documents of, and documentation relating to, endangered languages. Nathan defines access as the means of finding a resource; the availability of the resource; the delivery of the resource to the user; the relevance and accessibility of resource content to the user; and the user’s perceptions of their experience interacting with the archive and its resources. His discussion is centred around the Endangered Languages Archive (ELAR) and its online catalogue, both based at the School of Oriental and African Studies (SOAS), London. The system uses features that have been pioneered in Web 2.0 or social networking applications, and is innovative in applying such techniques to language archiving. Nathan illustrates how ELAR’s access system represents a true departure from conventional archival practices in the field of language documentation.

12 Nathan explains how until recently, access has been thought of as “online resource discovery through querying standardised metadata” (page 23, this volume). Where access control has been applied, it has typically been based on a formal membership criterion, such as a user account on a university’s network. ELAR’s goal is to provide an archive that is more closely tied to the needs of those working with endangered languages, and, of course, the needs of members of speech communities. Nathan reports on how this has emerged as a rich area of exploration, and, coupled with the rise of social networking applications and conventions over the last five years, has yielded a system that highlights the nuanced dynamics of access.

13 Judith Aston and Paul Matthews discuss the outcomes of a collaborative project between the authors and the Oxford-based anthropologist Wendy James. The authors report on their work with James to convert a collection of recordings into an accessible and usable digital archive that has relevance for contemporary users. Aston and Matthews describe James’ fieldwork recordings from the Blue Nile Region of the Sudan-Ethiopian borderlands, which consist of spoken memories, interviews, conversations, myths and songs. Most of the original recordings are in the Uduk language, but the collection also contains material in other minority tongues, as well as national languages. The authors highlight how this archive needs to be useful both to academics and to a wider general public, but also, and most particularly, to the people themselves who are now starting to document and recall their own experiences. It is also important that the materials contained within the archive are perceived to be part of a wider set of regional records from north-east Africa, linked to diaspora communities now living in various parts of the world.

14 A key issue that emerges from Aston and Matthews’ collaboration with James is the need to remain true to the fluidity of oral tradition over time, in order to avoid fossilisation and misrepresentation. Their chapter recommends a conversational approach through which the archive can reveal the interactions and silences of informants, both in conversation with each other and with the ethnographer, at different historical periods. In developing such an approach, the authors hope that future users of the archive will be offered an opportunity to enter a sensory-rich world of experiences, one which foregrounds the awareness and agency of the people themselves and allows their voices to be heard in their vernacular language wherever possible.

Part II: Engagements and Reflections from the Field

15 Merolla, Ameka and Dorvlo open this volume’s collection of field reports with a discussion of the scientific and ethical problems regarding the selection, authorship and audience that they encountered during a video-documentation research project on Ewe oral literature in south-eastern Ghana. Their documentation is based on an interview that Dorvlo and Merolla recorded in Accra in 2007. This interview concerns Ewe migration stories and is included in Merolla and Leiden University’s Verba Africana series that includes videos of African oral genres with translations and interpretive commentaries informed by scientific research. The authors illustrate how the documentation and investigation of African oral genres is still largely based on materials provided in written form, although nowadays it is largely accepted that collecting and analysing printed transcriptions and translations only gives a faint portrait of oral poems and tales and their literary and social functions.

16 This chapter offers an insight into the difficulties of selecting video documentation on Ewe migration stories that is suitable to be presented to a broad audience of academics, students, a public interested in African oral genres, and those involved with cultural issues or invested in specific linguistic traditions. Merolla, Ameka and Dorvlo also enter into a larger debate that is active in all disciplines in which fieldwork is a central activity: the relationship between researchers and the researched, and the locus of responsibility for what is produced and published. The authors conclude by reflecting on the yet harder questions of ownership that arise when scholars make use of audio-visual media and when the final video document is available on the Internet. They offer elegant solutions by considering individual as well as collective indigenous peoples’ rights, and advocate for stronger collaborations between researchers, performers and audience. The authors conclude by demonstrating how their own research strategies have resulted in culturally significant video documents that offer a contemporary snapshot of local knowledge.

17 Margaret Field’s account focuses on the importance of American Indian oral literature for cultural identity and language revitalisation, demonstrated through the analysis of a trickster tale. Taking the position that oral literature such as narrative and song often serve as important cultural resources that retain and reinforce cultural values and group identity, Field demonstrates how American Indian trickster tales — like Aesop’s fables found in Europe — contain moral content, and are typically aimed at child audiences. In this chapter, Field discusses an example of this genre with specific reference to the Kumeyaay community of Baja California, Mexico. She also describes how such stories are an important form of cultural property that index group identity: once through the code that is used, and then again through the content of the narrative itself. Field demonstrates how oral traditions such as trickster tales form an important body of knowledge that not only preserves cultural values and philosophical orientations, but also continues to instill these values in listeners.

18 Considering the uses of her own fieldwork, Field explains that American Indian communities typically view their oral traditions as communal intellectual property. It is therefore incumbent upon researchers who work with traditional texts in oral communities to collaborate to ensure that collected texts are treated in a manner that is appropriate from the perspective of the communities of origin. Field reminds us that it is essential for researchers to bear in mind the relationship between the recording, publication, and archiving of oral literature, community preferences regarding these aspects of research, and considerations relating to language revitalisation. Her message is particularly relevant today in light of the wide availability of multimedia and the ever-expanding capabilities for the archiving of oral literature. Through technological advancements, such recordings may be more available than ever in a range of formats (audio and video in addition to print), and ever more important (and political), as indigenous languages become increasingly endangered. Field concludes by demonstrating how her research materials were repatriated to the Kumayaay community in the form of educational resources and as reminders of cultural identity.

19 Jorge Gómez Rendón continues the discussion on revitalisation practices in the cultural heritage sector through his account of orality and literacy among indigenous cultures in Ecuador, paying close attention to contextual political factors and challenges. While Ecuador is the smallest of the Andean nations, it is linguistically highly diverse. Rendón explains that education programmes have not yet produced written forms of indigenous languages in Ecuador, which are now critically endangered. However, a resurgence of ethnic pride combined with increasing interest shown by governmental agencies in the safeguarding of cultural diversity are bringing native languages and oral practices to the foreground. This greater visibility is opening up new ways for linguistic identities to be politically managed.

20 After a review of the relative vitality of Ecuadorian indigenous languages and an evaluation of twenty years of intercultural bilingual education, Rendón focuses on two alternative approaches to orality in the fields of bilingual education and intangible cultural heritage. In discussing these two approaches, he addresses several ethical and legal issues concerning property rights, the dissemination of documentation outcomes, and the appropriation of intangible cultural heritage for the improvement of indigenous education. He provides a preliminary exploration into best practices in the archiving and management of digital materials for educational and cultural purposes in community contexts, through which Rendón proposes a “new model of intercultural bilingual education” and “safeguarding of intangible heritage […] respecting [performers’] property rights from a collective rather than individual perspective” (page 79, this volume) with the aim of ensuring the survival of endangered languages and cultures.

21 Madan Meena’s field report is based on his archiving experiences as a grantee of the World Oral Literature Project’s fieldwork grants scheme. His focal recording was made in Thikarda village in south-eastern Rajasthan — a region locally known as Hadoti — and was performed in the Hadoti language in a distinct singing style. Geographically, the area is very large (24,923 square kilometers), and there are many variations in the style of performance. Meena offers an account of his experience recording the twenty-hour Hadoti ballad of Tejaji, describing the challenges he faced in capturing the entire ballad in a manner that was as authentic as possible. Meena reports how, in the past, the ballad could only be performed at a shrine in response to a snake bite. Increasingly, however, as the belief systems behind the ballad are being challenged by education and Western medical techniques of treating snake bites, the ballad is becoming divorced from its religious roots and evolving into a distinct musical tradition of its own that can be performed at festivals for entertainment value. Meena describes the use of the project’s resultant digital recordings by community members to popularise their traditional performances, using MP3 players and mobile phone handsets to listen to recordings. He reflects on the invaluable nature of digital technology in preserving oral cultures, alongside the threats posed by these same technological developments to more traditional performance of oral traditions.

22 In the final field report of this volume, Ha Mingzong, Ha Mingzhu and Charles K. Stuart describe their research on the Mongghul (Monguor, Tu) Ha Clan oral history tradition in Qinghai and Gansu provinces, China. The authors provide historical details on the Mongghul ethnic group, and justify the urgency of their fieldwork to record and preserve the cultural heritage and historical knowledge of Mongghul elders. As well as knowing a rich repertoire of songs, folktales and cultural expressions, these elders are the “last group able to repeat generationally transmitted knowledge about clan origins, migration routes, settlement areas, important local figures, […] clan genealogy, […], modes of livelihood, [and] relationships local people had with government” (page 94, this volume). Recognition is given to the importance of documenting such knowledge for the future benefit of younger generations.

23 Mingzong, Mingzhu and Stuart describe their method of recording interviews about family stories told by community members. Local reactions to their recording methods are explained, with the assurance that the fieldworkers were met with hospitality and a shared sense of the importance of the documentation from older community members, despite an initially indifferent attitude from younger members of the community. The authors provide examples of their transcriptions of interviews and demonstrate how the return of digital versions of the recordings to the community has strengthened the sense of clan unity and belonging.

Openness, access and connectivity

24 As editors of this volume, we are delighted to bring together these important contributions that reflect on the ethical practices of anthropological and linguistic fieldwork, digital archiving, and the repatriation of cultural materials. We believe that the widest possible dissemination of such work will help support the propagation of best practices to all who work in these fields. The open access publishing model practiced by our partners in this series, the Cambridge-based Open Book Publishers, is designed to ensure that these chapters are widely and freely accessible for years to come, on a range of different publishing platforms.

5 See http://www.openbookpublishers.com/ [Accessed 22 April 2013].

25 Open Book Publishers are experimental and innovative, changing the nature of the traditional academic book: publishing in hardback, paperback, PDF and e-book editions, but also offering a free online edition that can be read via their website. 5 Their commitment to open access dovetails with our Project’s mandate to widen the dissemination of knowledge, ideas, and access to cultural traditions. Connecting with a broader audience — one that was historically disenfranchised by the exclusivity of print and the restrictive distribution networks that favoured Western readers — allows the protection of cultural knowledge. This is achieved through a better understanding of human diversity, and the return of digitised collections to source communities and countries of origin. The chapters in this volume help us to understand each stage of this journey, from building cooperative relationships with community representatives in the field, designing and using digital tools for cultural documentation, through to the ethical and practical considerations involved in building access models for digital archives.

6 Published in London by Edward Arnold.

26 When Edward Morgan Forster ended his 1910 novel Howards End with the powerful epigraph “Only connect...” he could not have imagined how this exhortation would resonate with generations to come and how its meaning would change. 6 For our purposes, both in this edited collection and in our work more generally in the World Oral Literature Project, “only connect” has a powerful, double meaning. First, and perhaps overwhelmingly for young audiences and readers, it implies that one is on the path to being digitally hooked up, wired (although in an increasingly wireless world, even the term “wired” is antiquated), and ready to participate in a virtual, online conversation. Since most of our transactions and communications in the Project are digital — through email, websites, voice-over Internet Protocol, and file share applications — “only connect” reflects our fast changing world and new work practices. Second, and perhaps more profoundly, “only connect” is what we hope to achieve when we share recordings of oral literature in print, on air and online. Connectivity is all: our project would not exist without the technical underpinnings and the philosophical imperative to see information and knowledge shared. We hope that you enjoy reading this volume as much as we have enjoyed editing it and that you will, quite simply, connect.

27 Cambridge, November 2012

3 See the Digital Return research network for more discussion on these issues: http://digitalreturn.wsu.edu [Accessed 19 November 2012].

Du même auteur

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• 15. Indigenous Language Resurgence and the Living Earth Community in Living Earth Community , , 2020
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• Oral Literature in the Digital Age , , 2013

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Archiving Orality and Connecting with Communities

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World Oral Literature Series

The World Oral Literature Project is working in partnership with the Cambridge-based Open Book Publishers (OBP) to create a World Oral Literature book series. The series will work to preserve and promote the oral literatures of indigenous people by publishing materials on endangered traditions in innovative ways. The publishing practices adopted by OBP, such as print-on-demand services and digital publishing at low cost but high quality, enable dissemination of unique literary traditions to communities around the world. The World Oral Literature Project is committed to supporting the publication and dissemination of transcribed narrative works which have been collected, analysed and glossed by ethnographers, field linguists or local researchers. How to Read a Folktale: The Ibonia Epic from Madagascar by Lee Haring is a forthcoming title in the series.

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The second book in the series, published in Spring 2013, is Oral Literature in the Digital Age: Archiving Orality and Connecting with Communities edited by Mark Turin, Claire Wheeler and Eleanor Wilkinson. This volume explores the political repercussions of studying marginalised languages; the role of online tools in ensuring responsible access to sensitive cultural materials; and ways of ensuring that when digital documents are created, they are not fossilized as a consequence of being archived.

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Anuradha, K. (2020). Fieldwork Revived in the Classroom: Integrating Theory and Practice. In: S.M., S., Baikady, R., Sheng-Li, C., Sakaguchi, H. (eds) The Palgrave Handbook of Global Social Work Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39966-5_52

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Oral Literature Scholarship in Kenya: Achievements, Challenges and Prospects

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What is the contribution of field research in oral literature?

Field research in oral literature allows researchers to directly engage with and document oral traditions, preserving them for future generations. It provides firsthand insight into the cultural context, performance practices, and nuances of oral storytelling that cannot be captured through written sources alone. Field research also helps in understanding the impact of socio-political factors on the transmission and evolution of oral literature.

Add your answer:

What is Importance of field work in oral literature?

To authenticate your study and avoidance of hearsay and fraud.

What is the importance of field work in oral literature?

What are the two main types literature.

oral literature and literature

What is the example spoken and oral literature?

example of spoken literature

What is the order of the evolution of literature?

Oral tradition Transcription of works in the oral tradition Greek tragedy "Disappearance" of Greek literature Renaissance interest in Greek literature

What are the types of literature?

oral and written

What are importance of oral literature?

In the Native culture, oral literature is very important, as that is how many of their myths, stories, and legends have been passed on. While obtaining my Degree in Traditional English, I found it very interesting to compare oral literature with written literature. I have found that most oral literature (including children's stories which were meant to be read aloud) depends greatly on the speaker and how it is delivered. This includes volume, intonation, breathing, pauses, and speed. As an educator, I find oral literature very effective with students, especially those with a literacy disability. Even children who just have difficulties with reading enjoy oral literature. They are able to participate and learn with the rest of the class. I consider oral literature to have an element of performance, which can gain the interest of an audience.

What is the meaning of an oral artist?

Is an author who use creatively and imaginative in his or her oral form or literature

What has the author Jere Shanor Veilleux written?

Jere Shanor Veilleux has written: 'Oral interpretation' -- subject(s): American literature, English literature, Oral interpretation

What are the different between oral literature and written literature?

One of the primary distinctions between oral and written literature is the mode of transmission. Written literature is recorded and preserved in written form, whereas oral literature is passed down from generation to generation through spoken word and storytelling. Memory, performance, and improvisation are used in oral literature to keep stories and traditions alive, whereas written literature allows for more precise and detailed text preservation. Another distinction is the audience's role. Oral literature is frequently performed in front of a live audience, allowing for instant feedback and interaction between the performer and the audience. On the other hand, written literature is frequently read in private and does not provide the same level of interaction.

How does oral literature exist nowadays?

There are people who are storytellers and they tell stories to groups of people. Plus, many books are read on audiobooks and in some cases music can be oral literature.

What is Philippines literature?

Philippine folk literature refers to the traditional oral literature of the Filipino people. Thus, the scope of the field covers the ancient folk literature of the Philippines' various ethnic groups, as well as various pieces of folklore that have evolved since the Philippines became a single ethno-political unit.See the related link for further information.

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