SS10 Immigration Project:

Slides:

Advertisements

Similar presentations

The use of oral sources in the teaching of Social Sciences Prof. Laura Benadiba When we say a community “remembers”, what we are really saying is that.

Advertisements

Oral History Project: Searching Background Information & Citing Secondary Sources Jorge Riquelme Melanie Chu.

RESEARCH METHODS Lecture 41. HISTORICAL-COMPARATIVE RESEARCH (Cont.)

Higher English Listening Assessment. Internally Assessed Units Creation and Production ▫creating at least one written text using detailed and complex.

Chapter 16 Narrative Research Gay, Mills, and Airasian

1.2 Cultural understanding Exploring how ideas, experiences and emotions are conveyed in a range of music from different times and cultures. 1.3 Critical.

(2) Using age-appropriate activities, students expand their ability to perform novice tasks and develop their ability to perform the tasks of the intermediate.

Institutional Outcomes and their Implications for Student Learning by John C. Savagian History Department Alverno C O L L E G E.

Primary vs. Secondary Sources Objective: Students will be able to identify primary and secondary sources.

How do you think we can find out about people and events from the past?

Visual ethnography “Truth” Is socially constructed and experientially subjective: Ethnography re-explore important stories,statements, and topics, varying.

The 5 Ws: Assessing Reliability of Historical Sources

Facilitating Multi Stakeholder Processes and Social Learning Herman Brouwer / Karèn Verhoosel Centre for Development Innovation Semi structured.

Advanced Language Learners Levels V, VI, VII (2) Using age-appropriate activities, students master novice tasks, expand their ability to perform intermediate.

(2) Using age-appropriate activities, students develop the ability to perform the tasks of the novice language learner. The novice language learner, when.

Analyzing Visual Arguments Visual arguments use images to engage viewers and persuade them to accept a particular idea or point of view. Advertisements.

Qualitative Research. Narrative research How humans experience their lives How humans experience their lives Storied lives Storied lives Researchers construct.

Synthesizing Historical Significance – Responding to Text The BLaST IU 17 Liberty Fellowship November 15, 2012 Fran Macko, Ph.D.

What is History?. WWWWWH of History? Who? –Who makes it? Who is it about? What? –What is included? What is not included? When? –When does history take.

An Oral History Interview Things to Consider. Why is this chapter important?  An interview directly transfers information or knowledge to the you, the.

National 4 Course Torry Academy. Analysis and Evaluation UNIT To pass this unit, you will be able to: Understand, analyse and evaluate straightforward.

Module 4 – Key Planning Topics Training Materials on the International Protocol © Institute for International Criminal Investigations 2015 INTERNATIONAL.

Use of Literature in Language Teaching

Public Speaking – Toastmasters Competent Communication

Introduction to Interviewing

Historians and World War II Memories in the British Empire and the United States History – Topic 1.

Interviews & focus groups

Middle School English Language Arts Learning Targets: I can…

SOCIAL INTEGRATION OF IMMIGRANTS STUDENTS BY USING DRAMA APPLICATIONS

CALMS Approach to Stammering

Learning Target.

Interpretation and Perception

Conducting Historical Investigations

Skills ! the essential ingredient in

Evaluating and Interpreting Oral History

Learning is embedded in memory, history, & story

Listening in a Multilingual World

HISTORICAL AND DOCUMENTARY RESEARCH

National 3 Course Torry Academy.

Perception and Communication

The Meaning and value of Oral History

Technical Communication: Foundations

Interviews & focus groups

Unpacking Assessment Criteria

8th Grade Social Studies Sept. 4, 2014

Biblical Exegesis Notes: This PowerPoint is designed for teachers who would like to provide a more in-depth explanation of biblical exegesis. Document.

Grade 6 Outdoor School Program Curriculum Map

Introduction to Interviewing

National 4 Course.

Memory Acts in Language Education: the “Generations” Project

Ways of Knowing The Ways of Knowing

My Own Culture Project Copy the slideshow & fill in your own information with the same headings (don’t include the prompts). Make additional slides as.

Oral Tradition.

Primary and Secondary Sources

Interviews & focus groups

Curricular Goals Language proficiency Foreign Cultural Literacy

RESEARCH METHODS Lecture 41

Which way is the door swinging?

Human Perception: Selection

semi-structured, focus groups and narrative interviews.

2. Guided Notes: Understanding

Chapter 12: Sociohistorical Process in Sport Studies

Seeing the classroom as culture: using Open Space and video cameras

Interviews & focus groups

SPANISH HIGH SCHOOL SPANISH V HONORS

Level ladder for English

Maja Krtalic Personal Cultural Heritage Management of Croatian Expatriates in New Zealand Maja Krtalic

The case study.

For those with inquisitive minds and university aspirations

Presentation transcript:

SS10 Immigration Project: Oral History

Documenting History… History History is written by the victors (Winston Churchill) History

Weighing the medium of history/histories.. Credibility Depth Engagement Type of information/experience transmitted Durability Spread ??

Oral history/histories… as a methodology Character of Oral History Methodological Complexities Potential Contribution to Academic Disciplines

Oral history/histories… as a methodology Character of Oral History Recollection…. From memory Personal interpretation of the event/history Primary source…from the rawness of personal events Made by people who are interviewed Passed down through generations- can change over time as more people have input/interpret the stories “Different perception of popular memory allowing communities to form their own self-conscious identity through recollection” Use it to “capture, compare, and critique” the official versions, other versions

Oral history/histories… as a methodology 2. Methodological Complexities Bad memories…accuracy Influence/pressure on how to remember an event People change… view on an event can change Omission Avoidance Can be influenced by the interviewer

Oral history/histories… as a methodology 3. Potential Contribution to other Disciplines Gives a lot of information- not just about the topic, but also about popular culture at the time, that person’s job/role…background information Potential for a lot more detail– of the first hand accounts of what it was like to be there…and history we don’t already know. Different points of view/opinions…gather them together to compare and contrast them. Analyse the situation from a different point of view/perspective Language- how people speak, accents, colloquialism, humour

Oral history/histories… as a methodology Interviewer must listen “in stereo” . Interviewer takes an active role. Be aware of partial recollection, emotional bias or role specific censorship… this requires us to supplement and contextualize the interviews with further research, further interviews, and critical interpretation. Transcript should not be an “edited interpretation of the interview but an accurate replicate of the spoken word, incorporating each pause, crutch word and use of vernacular language” Know that we are part of a “reconstruc[tion of] a history of knowledge sensitive to the personal as well as the public”.