Assignment oral history
JennieJY
OralHistory1.pptxOral History Project
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The hands tell a story
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From “We Are Not What We Seem”
"In the dark, we vented our rage. But in the bright of day and out in the open, we were often well-behaved and cooperative."
“Individual and collective experiences, grievances, and dreams were talked about and reflected upon in the hidden social spaces that tend to fall between the cracks of political history -- spaces as diverse as barber shops, bars, and benevolent societies.”
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Oral History: Things to consider
Let oral histories spark your interest in learning more about history… and vice versa
The personal connections make history interesting and important
Understanding a broader historical context give more meaning to the personal connections
Reading between/behind the lines – There is a lot in what people say or don’t say
Agency
Performances
Get through the silences – Getting beyond the “Veil” – Yes/No questions vs. open-ended questions [takes a lot of skill and sensitivity]
In summary, oral histories are like gold and diamond mines …
They are waiting for you to mine their wealth – just have to go and dig motivation is necessary
Good to have some tools, skills, and knowledge
Technical tools (recording device if possible, something to transcribe interview, phone, computer, etc.)
Language and cultural skills, emotional intelligence
Interview techniques
Historical knowledge and analytical skills
Good to share the wealth with family, friends, next generation, etc.
However, ethics are involved: there is a reason for silence
Some experiences are traumatic and private
Don’t pry or push interviewee to talk about things s/he doesn’t want to talk about
Delete things that are confidential
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"If they [scholars] `had looked deeper beyond the veil, beyond the public transcript of accommodation and traditional protest, they would have found more clamor than silence."
Infrapolitics [originally James C. Scott]:
“Hidden transcripts”
Daily acts of resistance and survival
“the circumspect struggle waged daily by subordinate groups is, like infrared rays, beyond the visible end of the spectrum. That it should be invisible … is in large part by design – a tactical choice born of a prudent awareness of the balance of power.” [this part is not in the reading – p. 7 in Race Rebels]
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How do you resist?
Do you “code switch?”
Are you a good actor/actress?
Does the performance have its price?
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Oral history project (35 pts total) Each student will conduct an oral history interview of a person at least 40-years-old who has ancestral roots in Asia* and has been in the U.S. for at least 5 years. However, if you are not of Asian background and want to interview a parent or a close relative or friend, I am more than willing to make an exception. There will be two work products required.
Part I (20 pts - Due Oct. 31 through iLearn): a 5-page transcript (double-spaced, 12-point normal font) of the interview. Examples of transcript styles given on iLearn. The interview can be conducted and transcribed in another language. Phone, Skype, FaceTime, etc. can be used for interviews.
Part II (15 pts – Due Nov. 21 through iLearn). I will grade and give comments. If you want a better grade for this write-up (see details below), you can resubmit by Dec. 5 (through iLearn)
A 3-5-page write-up including:
1) A description of the interviewee (the interviewee’s background, relationship to student, etc.)
2) A description of the interview itself (when and where it took place, interesting details, etc.)
3) A description of how your relationship to the interviewee influenced the outcome of the interviewee. For example: Was the interviewee more or less likely to share certain stories or information because of who you were? What role did your age, gender, sexuality, race, class, or other attribute play in the dynamics of the interview? Did language influence the interview?
4) A concise statement that summarizes the significance of your interviewee’s oral history. For example: “My grandmother’s oral history interview revealed to me two important things. First, I learned how the 1879 Japanese annexation of Okinawa brought on a colonial situation that deeply and adversely impacted the lives of Okinawans and became a reason why many migrated overseas. Second, I learned that discrimination against Okinawans in the Japanese immigrant society in the Hawai’i resulted in a deep sense of shame for being Okinawan. Third, and perhaps most important, I learned that although my grandmother hid her Okinawan identity and adapted her Okinawan culture to her new environment in Hawai’i, she maintained a strong emotional and spiritual connection to Okinawa.”
5) A contextualization of the interviewee’s story. Respond to the following using excerpts from the oral history transcript:
What connections and/or parallels do you see between your interviewee’s story and what was covered in the course materials?
How is your interviewee’s story useful in your understanding of American history?
How is your interviewee’s story useful in your understanding of present-day America?
How is your interviewee’s story useful in your understanding of yourself?
Extra credit possibility (up to 5 points): A line-by-line analysis of your transcript. Instructions will be given in class on how to do this.
Transcript
Best to record your interview
Recording of your interview becomes an important documentation of history
It is easier to do transcripts from a recording
However, you do not need recording
Some people just don’t want to be recorded
Don’t force people to agree to be recorded
If you don’t have recording, keep good notes. You can base the transcripts on the notes you take.
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Transcript
Best to record your interview
Recording of your interview becomes an important documentation of history
It is easier to do transcripts from a recording
However, you do not need recording
Some people just don’t want to be recorded
Don’t force people to agree to be recorded
If you don’t have recording, keep good notes. You can base the transcripts on the notes you take.
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Types of transcripts
Word-for-word transcript including “ums,” pauses, etc.
Edited transcript
Take out extraneous parts
Clean up the language
Make more readable
Translated interview transcript
Please remind me: set aside time in class to do demonstration of transcribing process
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Other suggestions
Learning some of the history of your interviewee ahead of time helps
Open-ended questions usually better than yes/no questions
People remember emotions the best
Breaking the ice with questions about childhood memories, food, music, etc. helps
Asking the interviewee what they were doing on an important day in their history often initiates much conversation. For example, what were you doing on 9/11?
Some topics, memories, etc. are painful and even traumatic, so be mindful about not probing too much
Be sincere…
I am not an educated man, nor am I an expert in any particular field… but I am sincere and sincerity is my credential. (Malcolm X)
Sincerity vs. Authenticity
What is truth?
“Historical fact”?
Memories, experiences, emotions, etc.?
Who or what are you true to?
Who and/or what is this oral history for?
In class assignment
Spend 2 minutes to think of questions to ask one of your classmates
Test your questions on a classmate near you. Preferably someone you don’t know too well.
Turn in a sheet of paper of your notes of your interview for credit
