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1

From One Hundred Student Revolutions to One Hundred Student Evolutions. On the Method of the First Longitudinal Project in Czech Oral History

100%
Vaněk M.
Národopisná revue (Journal of Ethnology)
|
2019
|
vol. 29
|
issue 1
65 - 71
EN
This contribution is based on two projects, twenty years apart, which are dedicated student activists of 1989. The project Students during the Fall of Communism in Czechoslovakia – Biographical Interviews (1997-1999) was a key to the development of oral history in the Czech Republic. The current follow­up longitudinal project The Student Generation of 1989 in Longitudinal Perspective has an ambition to capture the influence of the formative experience of the revolution of November 1989 on the life stories of the narrators, former student activists of 1989, in their personal, professional, and political dimensions. The longitudinal approach, which was applied for the first time in Czech oral history, is discussed in the paper also from the point of view of psychologists and documentary filmmakers, and a similar project of Czech ethnologists, focusing on the folklore movement in totalitarian Czechoslovakia, is also mentioned. The author describes the problems of the role of an insider in collecting interviews, as well as in conducting the interviews by individual younger interviewers. Special attention is paid to the phenomenon of “longitudinality within longitudinality”, i.e. a period between the realization of the first and the follow­up interviews, during which presidential and parliamentary elections took place, which the narrators reacted mostly negatively to. Changes in their personal lives – if mentioned by the respondents – were not vocalized as strongly as the country’s social situation.
2
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A short history of the Oral History society, c. 1973–2013

89%
Smith G.
Wrocławski Rocznik Historii Mówionej
|
2013
|
vol. 3
93-129
PL
W 2013 r. Stowarzyszenie Historii Mówionej obchodziło swoją czterdziestą rocznicę istnienia. Odegrało ono bardzo znaczącą rolę w rozwoju dziedziny historii mówionej (oral history), szczególnie w Wielkiej Brytanii. Artykuł przedstawia ten rozwój i rozpatruje go w szerszym kontekście, jednocześnie poddając analizie zmieniający się skład osobowy Stowarzyszenia, który uczestniczył w tym procesie. W analizie historii dziedziny badawczej historii mówionej autor stosuje raczej koncepcje kolektywnego myślenia Ludwika Flecka niż model zmiany paradygmatu przyjmowany we wcześniejszych interpretacjach tej historii. To umożliwia rozumienie historii samego Stowarzyszenia, jak również rozwoju historii mówionej w szerszym kontekście zmian społecznych wraz ze źródłami i całą gamą wpływów intelektualnych. Można również stwierdzić, że podczas gdy samo Stowarzyszenie na pewno będzie wciąż odgrywało dużą rolę w przyszłości, to jednak rola ta będzie prawdopodobnie ulegała zmianom, a do tego będą w niej pojawiać się istotne napięcia  wynikające ze ścierania się różnych koncepcji kolektywnego myślenia.
3

Two Oral Histories of the Two First Ladies: Jacqueline Kennedy and Lady Bird Johnson

88%
Maj E.
Studia Anglica Posnaniensia
|
2015
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vol. 50
|
issue 2-3
175-188
EN
Two successful women, Jacqueline Kennedy and Lady Bird Johnson, influenced and were in turn influenced by the political careers of their husbands. An analysis of their oral histories, Jacqueline Kennedy: Historic Conversations on Life with John F. Kennedy (released in 2011) and Lady Bird Johnson: An Oral History (2012), demonstrates that John F. Kennedy and Lyndon Johnson became the first men of the American nation not only through their personal virtues, but also through the influence of their wives and who had a significant impact on their careers. Granted, both Jackie and Lady Bird extolled their husbands’ merits, stressing that they were “only” their wives; however, both First Ladies played an essential diplomatic and political role, ensuring their husbands’ physical and emotional well-being in private and public life. The article demonstrates how Jacqueline Kennedy and Lady Bird Johnson promoted the positive images of their husbands’ terms in office via their oral histories and continued to do so after their deaths. Moreover, the article considers some important differences between the two histories. Jacqueline did not edit her previously authorized interviews, whereas Lady Bird made important changes to hers; furthermore, in direct contrast to Lady Bird, Jacqueline never wrote a memoir or autobiography, which makes her oral history the most valuable source on her views about her life and her husband’s career.
4
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Edukacyjne implikacje projektu dokumentacyjnego i animacyjnego w środowisku lokalnym – między teorią a praktyką. „Historia Mówiona Miasta Lublina” Ośrodka Brama Grodzka – Teatr NN

63%
Kubiszyn M.
Wrocławski Rocznik Historii Mówionej
|
2012
|
vol. 2
101-121
EN
Despite the fact that there are more and more contemporary academic publications on the subject of oral history understood as an element of research technique, as a separate research technique or as a specific theoretical and methodological approach, rarely do we see thorough analyses of educational potential of oral history projects realized by various institutions all over Poland. In the available publications and websites one can find information and instruction material that can serve as a starting point for the delivery of documentation projects, however, there are still few educational proposals that go beyond recording, editing and archiving of accounts. Although possibilities of using oral history in broadly understood educational field are noticed, few researches try to include this subject into broader context of contemporary pedagogical theories, concepts developed on the basis of cultural animation or discussions concerning activities for commemorating the past.  In the presented article matters relating to education and pedagogical potential of social projects using oral history technique, are analyzed in three overlapping areas, including: shaping of competences at an individual level (by people taking part in an oral history project), creation – at an institutional level – of the educational offer targeted at local communities as well as artistic projects realized by individuals and institutions with the use of oral history narrations. In the next part of the article those questions are analyzed in the context of experience with self-government cultural institution – ‘Grodzka Gate – NN Theatre’ Centre in Lublin realizing a documentation and animation project ‘Oral History of the City’, which was delivered with the perspective of broadly understood community education and it was targeted at supporting processes of reading and (re-)interpreting multicultural past of the city. 
PL
Despite the fact that there are more and more contemporary academic publications on the subject of oral history understood as an element of research technique, as a separate research technique or as a specific theoretical and methodological approach, rarely do we see thorough analyses of educational potential of oral history projects realized by various institutions all over Poland. In the available publications and websites one can find information and instruction material that can serve as a starting point for the delivery of documentation projects, however, there are still few educational proposals that go beyond recording, editing and archiving of accounts. Although possibilities of using oral history in broadly understood educational field are noticed, few researches try to include this subject into broader context of contemporary pedagogical theories, concepts developed on the basis of cultural animation or discussions concerning activities for commemorating the past.  In the presented article matters relating to education and pedagogical potential of social projects using oral history technique, are analyzed in three overlapping areas, including: shaping of competences at an individual level (by people taking part in an oral history project), creation – at an institutional level – of the educational offer targeted at local communities as well as artistic projects realized by individuals and institutions with the use of oral history narrations. In the next part of the article those questions are analyzed in the context of experience with self-government cultural institution – ‘Grodzka Gate – NN Theatre’ Centre in Lublin realizing a documentation and animation project ‘Oral History of the City’, which was delivered with the perspective of broadly understood community education and it was targeted at supporting processes of reading and (re-)interpreting multicultural past of the city. 
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