Tool Name: Life Histories/Oral Histories What is it? This tool is a verbal description by a person of the significant events that have occurred over their lifetime or a verbal historical description of a subject or location by a person with key knowledge or information. What can it be used • collecting, recording, and analyzing events that have happened for? over time • complementing quantitative research by providing insights into the meaning and significance of events and practices for different people What does it tell • key historical events over the lifetime of a subject (such as a you? person, place, situation, and topic of interest) • how different people interpret events in their lives or the history of the community • tracking changes in relation to specific issues over time and predicting future events on the basis of past experience • establishing individual life events associated with a project, program, or policy change/implementation that is being evaluated • understanding and analyzing a current problem by looking for its causes in individual life histories Complementary Timelines, conversational interviews tools Key elements These histories use human detail, individual experience, and personal opinion; the tool is less about the fine details of events and experiences than about the meaning of these events for the people. Requirements Data/information This tool generates data and information; the only prior information required is for sampling analysts. Time 1.5 to 2 hours Skills Good participatory facilitation and social analytical skills; a natural resource disciplinary background is useful. Supporting No software needed software Financial cost The study will cost $30,000 to $100,000 when conducted as part of a participatory study, depending on the number of communities sampled and the geographical scope of the study. Limitations The histories are subjective, anecdotal, selective, partial, and individual (which is also their strength because they show how people remember or describe something and why it is important to them). References and ACORD. 2000. Gender-sensitive Programme Design and Planning in applications Conflict-affected Situations: Timbuktu Guidelines on Oral Testimony. http://www.acordinternational.org/index.php/publications/c78 Mountain Voices website presents oral testimony of people living in mountain and highland regions in 10 countries: www.mountainvoices.org. Panos Oral Testimony Programme Web page, with links to the Oral Testimony Manual. http://www.panos.org.uk/global/program_news.asp?ID=1004 Rock, F., ed. 2001. Participatory Land Use Planning (PLUP) in Rural Cambodia Manual for Government Staff and Development Workers. Annex 11. Phnom Penh: Ministry of Land Management, Urban Planning, and Construction. 1 http://www.mekonginfo.org/mrc_en/doclib.nsf/0/BA7AA16ECF97B142 47256BC90030DFF1/$FILE/Annex11.html. 2 Life Histories: Procedures and Examples Time, Materials, and Skills Needed A life history can take up to 2 hours to complete and can involve follow-up discussions if necessary. Allow enough time to conduct and analyze a life history discussion and to ensure that the local analyst has described all they wish. Notebooks/paper and pens are required for the note-taker to record the discussion. A tape recorder might also be useful to accurately record the whole conversation, but the facilitator should ensure that the local analyst has no objections to being recorded before starting. It might also be useful to produce a recording sheet that can be used for all the discussions. While it might be possible for just one person to interview a local analyst, it might be easier with two people. One can take the role of facilitator and the other of observer/note-taker. The facilitator and observer/note-taker should be experienced in both the principles behind the use of participatory tools and methods as well as in their practical use. Possible Approach The following approach is a general example that can be adapted to suit the local context, views of local analysts, and the research objectives. Step 1: Select Local Analysts. The selection of local analysts depends upon the subject and purpose of the discussion. Decide the categories of people that need to be identified. Is it sufficient to select people according to one or two wide criteria (such as gender–men or women)? Or is it necessary to narrow the categories down using other social divisions (such as gender, age, and occupation–young, male farmer; middle-aged, female market trader; and so on)? Other factors that might affect the selection of local analysts are location, ethnicity, religion, well-being or economic status, and so on. The number of life histories that are conducted with individuals from each category depends on how many different categories are used and how varied the histories of individuals within each category are likely to be, as well as time and financial factors. Step 2: Provide Introductions and Explanations. The facilitator and observer/note-taker should begin by introducing themselves and explaining carefully and clearly the objectives of the discussion. Check that the local analysts understand and feel comfortable with the subject to be discussed and are willing to contribute their knowledge. Assure the analysts that any information that they wish to remain confidential or anonymous will remain so. Step 3: Produce a Life History. If the subject is the life of the local analyst, start by asking about when they were born (it might be necessary to use locally appropriate calendars), the significant things and events that they remember during their childhood, and those that might have marked specific changes in their life. These events might include, for example, going to school, a death in the household, or a natural event such as a flood or drought. Ask the analyst to move on through their life and relate other significant events. As the discussion continues, allow each analyst to talk about what they think is important. This will enable important issues to be raised that had not been considered before. Ask open- 3 ended questions about issues and explore the meanings and significance that the analyst attaches to the events they discuss. If the subject is the history of a place or other topic of interest, then it could be approached in the same way as a time line. Oral testimonies are the result of free-ranging interviews around a series of topics, drawing on direct personal memory and experience. Interviews are not conducted using formal questionnaires, but local analysts are encouraged to reflect upon the events they describe and to give their wider views and opinions. Step 4: Analyze Life Histories. When all of the local analysts have presented their life histories to the research team, the analysis should start by identifying common features, differences between and within categories of local analysts, unexpected results or problems, and any quantitative or supporting data. Comparisons can also be made with the data from other tools, including time lines or trend lines. Initial results can also be discussed again with local analysts if necessary, providing they are willing to commit more time and that the appropriate level of confidentiality is upheld. This discussion might reveal more useful information and confirmation. Step 5: Conclude the Activity. Check again that the local analyst knows how the information will be used. Ask the analyst to reflect on the advantages, disadvantages, and the analytical potential of the tool. Thank the local analysts for their time and effort. Points to Remember Good facilitation skills are key. The approach outlined above is a general guide; be flexible and adapt the tool and approach to local contexts and needs. Case Study Example: Mountain Voices Project–Panos Institute Oral Testimony Programme The Panos Oral Testimony Programme aims to “amplify the voices of those at the heart of development: people who are disadvantaged by poverty, gender, lack of education, and other inequalities” to address the lack of opportunity to influence development policy and practice for these “experts” in the realities of inequality. The Mountain Voices Project is part of this program and, in partnership with local organizations, has gathered more than 300 interviews conducted by local people in local languages from communities in the Himalaya (India and Nepal), the Andes (Peru), the Sierra Norte (Mexico), Mount Elgon (Kenya), the highlands of Ethiopia and Lesotho, southwest and northeast China, the Sudety mountains (Poland), and the Karakorum mountains in Pakistan. Instead of using professional researchers, local people were trained and the interviews were conducted in the local language, in relaxed settings, between people who share some, although not necessarily all, aspects of the each other’s backgrounds. Testimonies are tape - recorded and transcribed by the interviewer. English versions are mostly translated locally, 4 sometimes by the interviewers. Questions are included and the emphasis is on word-for-word transcription and translation. Each interview has been summarized; an example summary from Peru is presented below to give an indication of the content and key themes or concerns. The interview was conducted in 1995 with Guillermina, a 32-year-old female self-employed knitter from La Oroya. The discussed areas included gender, health, social change, and social relationships. The following notes summarize 12 sections of information and analysis that were generated from the interview: Section 1: Personal details: married “young” at 16, husband from Juaja, seven children. Section 2: Considers that girls get married young: the local idea is that women should be married and have children when in their teens. Changes in young people’s attitudes: get married young, as before, but men do not honor commitments; there are more single mothers now. Hence the development of Mothers’ Clubs six or seven years ago. She has been in this club for three years. Clubs provide talks on nutrition, milk for poor children, and “family guidance” (family planning) from municipal social worker. Section 3: Family planning new, says women listen, find it useful but it’s unclear how much they use it. Thinks she’s old at 32. She had no access to family planning; would have had less children (because of expenses). Agrees family planning should be taught to young boys and girls, but doesn’t know if it happens. Section 4: Own children–eldest 15 (girl). Both parents advise her to “protect” herself and study; want her to be a nurse or social worker. Feels it’s easier now for women to work or study. Life is harder so women have to “help out” more. Girls more independent and more educated, they know more than she did. She reached primary 5 but wanted to finish secondary. Men have always been able to do more than women. Parents preferred to educate boys, as education was no use to girls. Section 5: Parents must make sacrifices to educate kids. More schools now so education possible e.g. full secondary in their village and kids can go to La Oroya too. Her daughter doesn’t know what to study. She says medicine or something similar. Husband is a bricklayer and electrician, doesn’t always have work so she “helps out” by knitting, learned from grandmother and mother. Knits for own kids and to sell. Section 6: Husband was contract worker in Centromin foundry. Describes problems of contract work: instability, chronic lung disease. Knows several people with lung disease in La Oroya. Fumes worse in foundry, but wages good. Fumes affect everyone, especially kids, and the land. Community has asked Centromin to clean it up but no results. Husband only worked on contract for Centromin for 1 or 2 months, he hated it, saw people taking ill. Section 7: Father carried merchandise (foods) between towns; family lived in La Oroya. Some brothers are traders (food and clothes); one lives in La Oroya and two in Huancayo. Father has two families (“another commitment”). She’s one of five; and she has three half- brothers and sisters. 5 Section 8: Mainly a family of traders, only some cousins and uncles who worked in Centromin. Grandparents were farmers from rural Yauli, but also traveled to other provinces to sell own produce. Decline in agriculture in Yauli area because of foundry fumes. Sections 9–10: People in the Yauli area now live from trading and transport, though many migrate. Still has family in Yauli. Husband’s family from Juaja and also farmers, production good as no pollution there. Her husband worked in Lima for 18 months. Inflation and terrorism meant less work for husband; employers wanted people they knew. More work opportunities, but more people chasing them in Lima. Went back to Oroya for work. Section 11: Best part of Lima life: the beach. But too much traveling to work, nothing is close. They didn’t do well as had no capital to start a business. Worst part: insecurity. She was attacked twice on her way to work. La Oroya is relaxing, very little danger. Lima useful as she learned she could work (knitting and Mothers’ Club) and look after her kids. Husband and she are saving to open a shop in the market. Both will work there. Section 12: Unsure if women’s organization will continue, but Oroyan mothers and their children need this support. Source: Mountain Voices. http://www.mountainvoices.org/Summary.asp?id=152. 6