54
Arienne M. Dwyer
That facilitating person should be as local as possible; a villager is usually
more trusted than one from the nearest town, and a town resident is usually
better than a person from the regional capital, and a person from the re-
gional capital is usually better than one from the national capital – the more
local the person is, the more reliable she is perceived.
Of course, the issue of prestige sometimes skews this hierarchy, so that
sometimes an outsider with the right credentials has a surprising amount of
access into a society. (For example, in a society in which the local authori-
ties are detested, someone from the distant capital or even from overseas
may be seen as more trustworthy.) However, an outsider having connec-
tions is no substitute for local knowledge. Only a villager can identify where
the men who know the origin story live, which of them have the teeth to
articulate dentals, where the medicinal herbs grow, and who is not speaking
to whom.
3.4. Community: cooperative work between consultants and researchers
3.4.1. Lone-ranger linguistics vs. research teams
– Lone-ranger linguistics
What I term lone-ranger linguistics (with a nod to America’s colonial
past) represent the old go-at-it alone model of linguistic research: go in,
get the data, get out, publish. It had its advantages: no negotiation was
necessary, and it seemed that the one researcher was alone capable of
wonders. Its disadvantages, however, are chiefly that it is inefficient and
tends to promote ill-will. It is inefficient use of time, money, and other
resources for an outsider to travel long distances for short periods and
learn a language poorly; it promotes ill-will by giving the researcher no
incentive to treat contacts in an egalitarian manner, to maintain relation-
ships, nor to reciprocate the community’s generosity.
– Community-researcher teams
Cooperative arrangements between community members and outside re-
searchers have a number of convincing advantages: they are enormously
efficient in terms of human and economic resources, matching local
skills to local tasks and transferring technology; they provide linguistic
and ethnographic field methodology training in loco; they tend to pro-
Chapter 2 – Ethics and practicalities of cooperative fieldwork and analysis
55
duce huge quantities of data; and the “observer’s paradox” (at least that
of an outside observer) is not so strong, since it is generally community
members themselves who are conducting the fieldwork. There are some
disadvantages to cooperative arrangements of this sort: they are logisti-
cally challenging, as greater numbers of people are involved, hence
more intercultural mediation; a longer training period is required; and
the data produced usually require more regularization before analysis.
3.4.2. Developing a mutual learner-teacher relationship
The linguist should ideally first acquire the mindset: “I am here to learn;
can you teach me?” In return, he should make clear what skills, equipment,
and/or resources he has to offer, for example, technology, an orthography,
or help with grant applications. Many excellent works have been devoted to
developing and maintaining the relationship between researcher-learner and
community member-consultant-teacher; see e.g. McCarty, Watahomigie,
and Yamamoto (1999), Hinton et al. (2002), Grinevald (2003: 57–60), and
Chapter 3.
3.4.3. Organization of a community research team
Developing a smooth and mutually agreeable workflow entails the coopera-
tive organization of some kind of community research team, the organization
of the researcher’s own tasks, and regular mutual consultation and exchange.
This collaboration often entails the following steps:
– Assemble trusted local colleagues:
If a researcher lacks local contacts, she should probably first “introduce
herself” to the community, either directly via a pilot research project or
indirectly by working in a nearby town (e.g. as an English teacher or
development volunteer);
– Propose a research plan;
– Get their feedback and suggestions on the research plan:
Ideally, before even applying for funding, the researcher should plan the
project and budget with input from local colleagues;
– Narrow the scope consultatively:
56
Arienne M. Dwyer
In each research locale, a researcher should work together with his local
team person and village elders, if appropriate, to focus the research plan,
including:
– For an overall documentation, make an emic list of all the discourse
genres that local people feel are important to document;
– For a project on a specific topic, make a list of all potential inter-
viewees;
– For a sociolinguistic survey, plan with and train the researchers, and
obtain necessary permissions, as well as notifying the villagers via a
trusted leader that the research will be carried out;
– Archive materials locally and remotely (e.g. at the researcher’s univer-
sity and in the local partners’ town);
– Work with small, stable, offline software;
– Work with computer programs with which your local partners are com-
fortable;
17
– Keep checking in with team members:
Regular consultations by the researcher or local manager are crucial
both for logistical and technical support as well as to keep the momen-
tum going;
– Make sure the local researchers see interim and final products:
If it is feasible, show them not just the texts and translations they have
worked on, but a complete session consisting of a recording with time-
linked annotation should be demonstrated. If appropriate demonstration
equipment is lacking, sharing data printouts, photos, sketches or even
fieldnotes is important in maintaining a relationship of reciprocity.
3.5. Compensation
Common practices include:
– For consultant time and expertise: money or gifts?
A local contact person in the pilot stages is invaluable for advice about
what kind of compensation is appropriate. If it is monetary compensa-
tion, should it be time- (per hour) or piece-based (per text)? The same
compensation for the same work is recommended for every participant.
Dostları ilə paylaş: |