Prof. ir. Panchito M. LabayFORD Fellow

Historical methods of Historical methods of researchresearch

Exploring social life in the past in order to understand Exploring social life in the past in order to understand dimensions of social change by means of dimensions of social change by means of DOCUMENTS from…..DOCUMENTS from…..

statisticsstatisticsofficial recordsofficial recordsjournalsjournalsdiariesdiariespersonal personal

correspondencecorrespondencepicturespictureswritten memoirswritten memoirsOther mementosOther mementos

Authenticity of these materials are needed for analysis

Oral history refers Oral history refers to accounts of....to accounts of....

...personal lives ...personal lives

...lived over periods of social ...lived over periods of social changechange

……and also of things like plants, and also of things like plants, animals, objects and animals, objects and developmental processdevelopmental process

If there are no existing documents / materials, then ‘oral history’ approach is applied. That is by conducting exhaustive non-formal interviews with surviving people who have relations to the subject in question

Oral history is also about people’s knowledge about plants, animals, etc. that they used as part of their environment for survival

What is life history What is life history research?research?

The investigation of the past – or present The investigation of the past – or present – by means of personal recollections, – by means of personal recollections, memories, evocations and life stories.memories, evocations and life stories.

A systematic collection of the voiced A systematic collection of the voiced experiences of real people, kept for experiences of real people, kept for posterity.posterity.

Interpretation of a person’s life as a Interpretation of a person’s life as a biography or career.biography or career.

Data that is solicited rather than already Data that is solicited rather than already present in existing documents.present in existing documents.

The purpose of life / oral The purpose of life / oral historyhistory

To tap knowledge of historical times of To tap knowledge of historical times of people still living - especially ‘ordinary’ people still living - especially ‘ordinary’ peoplepeople

To learn about how people understand To learn about how people understand and make sense of aspects of social life and make sense of aspects of social life

Characteristics of life Characteristics of life history research history research

Research is Research is participant-orientated.participant-orientated.

Research comes from Research comes from an interpretive an interpretive standpoint.standpoint.

More recentMore recent interest interest in the structure and in the structure and purpose of stories purpose of stories and narrative forms of and narrative forms of talktalk

The Life History MethodThe Life History MethodGoal = to gain original information and reminiscences (Lance 1978)Goal = to gain original information and reminiscences (Lance 1978)

Large sampleLarge sample = mix of structured & semi-structured interview techniques. = mix of structured & semi-structured interview techniques.Small samples or individualsSmall samples or individuals =mix of semi-structured & unstructured techniques + =mix of semi-structured & unstructured techniques +

participant observation.participant observation.Multiple sessions:Multiple sessions: Oral History = several sessions over a few weeksOral History = several sessions over a few weeks Life History Analysis = sessions lasting a few hours repeated every 1 or 2 weeks Life History Analysis = sessions lasting a few hours repeated every 1 or 2 weeks

over several years (Plummer).over several years (Plummer).

• results of the interview are taped or videoed, then a transcript of the results will be written and submitted to the interviewed sources for

counterchecking.• respondents to these strategy is self-contained, that is, it never applies the

‘ramdomnization’ of the respondents.• historical research also applies ‘life histories’ of important people, of other

living things e.g. animals, plants, etc. and of developmental process. It also cut-across with case studies.

• it also applies ‘geneological studies’, that is by mapping out or tracing out family lineages

--it also applies ‘network analysis’ or ‘social capital network analysis’ for clear-cut understanding of the past relationships of the subject e.g. attaining his achievements, experiences he gained positively and negatively.

Layrons1965

Marinduque

National

Global

Venus1972

Kumpadres

since 1965

Kumpadressince 1977

Foreign contactsLumawig

1960s

Foreign contactsTurned over to

children

Foreign contacts

Started from the book given by Jardiniano in 1985

Butterfly farmers from diff. villages

Other exporters

Foreign contacts

Pepito & the rest

GrelandoAngelito

Simeona

Foreign contacts

Japanese friend 2002

Butterfly farmers from diff. villages

Important Events:National TV program on butterfly livelihood dilemma: 1999 Transport permit & new PAWB ruling: 2002Angelito’s Japanese friend opened business: 2003Family business management & strategies changed: 2003

Legend:

Generally economic exchange

Economic exchange, access to resources, support & trust

Familial relationship

‘Kumpare’ relationship

Example of a Life-Story Interview Example of a Life-Story Interview GuideGuide

(Thompson (2000) (Thompson (2000) The Voice of the The Voice of the Past, 3Past, 3rdrd edition edition PreliminariesPreliminaries

Grandparents’ generationGrandparents’ generation ParentsParents Siblings/cousins/uncles/auntsSiblings/cousins/uncles/aunts Daily life in childhoodDaily life in childhood Community and classCommunity and class SchoolSchool EmploymentEmployment Leisure and courtingLeisure and courting Marriage and childrenMarriage and children Changing daily lifeChanging daily life Later lifeLater life ConclusionConclusion

Conducting a life history Conducting a life history interviewinterview

(Thompson 1988)(Thompson 1988)DoDo:: Be preparedBe prepared Be friendly and Be friendly and

reassuringreassuring Be clear (meaning, Be clear (meaning,

audibility)audibility) Show an interestShow an interest Be flexible in use of Be flexible in use of

standardised research standardised research instrumentsinstruments

Be prepared for Be prepared for interviewees to find interviewees to find some reminiscences some reminiscences distressing.distressing.

Don’tDon’t:: Talk too muchTalk too much InterruptInterrupt Impose your own Impose your own

viewsviews Contradict or argueContradict or argue Makes encouraging Makes encouraging

sounds (sounds (ifif quality of quality of recording important)recording important)

Rush away as soon as Rush away as soon as the interview ends.the interview ends.

Special issuesSpecial issuesOral history = Oral history = learning about the past and...learning about the past and... archiving material for future researchers / society.archiving material for future researchers / society.

Implications for:Implications for: quality of recording requiredquality of recording required on-going consent on-going consent anonymity of participants.anonymity of participants.

Example of archived life history material: Example of archived life history material:   www.qualidata.ac.uk/edwardianswww.qualidata.ac.uk/edwardians

  

Managing the dataManaging the dataData managementData management

main file / analytical files & memos / personal main file / analytical files & memos / personal research diary.research diary.

TranscriptionTranscription very time consuming very time consuming first stage in analysis - ideally done asap after first stage in analysis - ideally done asap after

interviewinterview level of detail wanted? level of detail wanted? feedback to participants?feedback to participants? use different fonts / number exchanges.use different fonts / number exchanges.

Approaches to analysisApproaches to analysis thematic / comparativethematic / comparative narrative.narrative.

Narratives are...Narratives are...

...storied forms of talk...storied forms of talk...underlying themes about a central ...underlying themes about a central event event or feature of the narrator’s or feature of the narrator’s lifelife

...about identity...about identity

... a way of seeking resolution... a way of seeking resolution

...a reflection of cultural forms ...a reflection of cultural forms and values.and values.

““The only time I felt poor and I did feel this. Because the war had The only time I felt poor and I did feel this. Because the war had started in 1939 and I was thirteen and the school had left to be started in 1939 and I was thirteen and the school had left to be evacuated, they allowed me to leave school at thirteen although evacuated, they allowed me to leave school at thirteen although the school age was fourteen. And my mother the school age was fourteen. And my mother (LAUGHS)(LAUGHS) went went and found me a job at Broadley’s the tailors. Can you imagine and found me a job at Broadley’s the tailors. Can you imagine going to a top quality shop as poor as a church mouse? And she going to a top quality shop as poor as a church mouse? And she was told that the uniform, you had to provide the uniform for was told that the uniform, you had to provide the uniform for shop work in those days, and I was told the uniform was black. shop work in those days, and I was told the uniform was black. So Lillian arrives at Broadley’s, a shop where all the people from So Lillian arrives at Broadley’s, a shop where all the people from Park Road used to get their clothes on appro and send them Park Road used to get their clothes on appro and send them back if they didn’t like ‘em. [..] ...And Lillian arrives from X in her back if they didn’t like ‘em. [..] ...And Lillian arrives from X in her black crêpe dress cut down. Uneven hem because the crêpe in black crêpe dress cut down. Uneven hem because the crêpe in those days wasn’t crêpe as it is now and in this shop with all the those days wasn’t crêpe as it is now and in this shop with all the ladies or all the assistants [...] And I’ve never felt so ladies or all the assistants [...] And I’ve never felt so embarrassed in all my life cos they made me feel so embarrassed in all my life cos they made me feel so (pause),(pause), I I dunno. But my mother, because of the area we come from, dunno. But my mother, because of the area we come from, didn’t see anything in this. She didn’t see what she’d done to a didn’t see anything in this. She didn’t see what she’d done to a young girl who erm young girl who erm (pause)(pause). Cos er, that’s how life was in those . Cos er, that’s how life was in those days.” days.” (Lillian, aged 75)(Lillian, aged 75)

Lillian’s Story

““I think people were nicer in those times. They I think people were nicer in those times. They helped each other. But I don’t think I helped each other. But I don’t think I personally could live in personally could live in (those times). (those times). I’m I’m talking about now what I see of London and talking about now what I see of London and that, and how this area was. I don’t like that, and how this area was. I don’t like squalor. That hurts me how I read how (town) squalor. That hurts me how I read how (town) was. If you read that book on (town), it’s was. If you read that book on (town), it’s disgusting and I don’t like that. I don’t think I disgusting and I don’t like that. I don’t think I could have lived with that.” could have lived with that.” (Lillian, aged 75)(Lillian, aged 75)

Analysing narrativesAnalysing narratives

Descriptive, thematic, structural?Descriptive, thematic, structural?Concerned with the whole story or Concerned with the whole story or

specific components/ categories?specific components/ categories?Concerned with the content or the form?Concerned with the content or the form?Echoes of cultural repertoires Echoes of cultural repertoires – epic; – epic;

tragic; comic etc.tragic; comic etc.Lieblich et al (1998) identified 4 Lieblich et al (1998) identified 4

approaches to narrative analysis:approaches to narrative analysis:holistic-content holistic-content holistic-formholistic-form

categorical-contentcategorical-content categorical-form.categorical-form.

The narrative formThe narrative form1.1. AbstractAbstract2.2. Orientation (who? when? where?)Orientation (who? when? where?)3.3. Complicating action (core narrative)Complicating action (core narrative)4.4. Evaluation (so what?)Evaluation (so what?)5.5. ResolutionResolution6.6. Coda (handing back the Coda (handing back the

conversational lead)conversational lead)

Example – Lillian’s storyExample – Lillian’s story1.1. AbstractAbstract – “The only time I felt poor..” – “The only time I felt poor..”2.2. OrientationOrientation – wartime, evacuation, – wartime, evacuation,

leaving school, mother getting her a job, leaving school, mother getting her a job, Broadley’s as a shop & an environment.Broadley’s as a shop & an environment.

3.3. Complicating actionComplicating action – arrival in crepe – arrival in crepe dress, embarrassmentdress, embarrassment

4.4. EvaluationEvaluation – how the event made her – how the event made her feel, her mother’s lack of understanding.feel, her mother’s lack of understanding.

5.5. ResolutionResolution - ? - ?6.6. CodaCoda – “How life was in those days...” – “How life was in those days...”

Advantages and disadvantages of Advantages and disadvantages of life history approacheslife history approaches

Key advantagesKey advantages RichRich Captures experiences for posterity Captures experiences for posterity Can be representativeCan be representative Involves both interviewer and Involves both interviewer and

intervieweeinterviewee..Key disadvantagesKey disadvantages Retrospective biases and memory lapsesRetrospective biases and memory lapses Small samples = not representativeSmall samples = not representative Large samples = expensive and unwieldyLarge samples = expensive and unwieldy Time consuming.Time consuming.