‘Do life histories surface as time goes by?’: Longitudinal anthropological research, time and feminist knowledge production

Narratives and Nested-Time

“…For example, in interviews recorded time is retrospective, whereas in diaries, time is “here and now.” Similarly, told time in interviews includes lived and remembered life whereas in diaries told time unfolds potentially more collectively and through the words of others. However, in all these cases, “life-stories do not just surface as time passes by; we do not have yet adequate tools to come to a knowledge production that avoids labelling or that avoids the hierarchy of ‘researcher’ and ‘researched’” (van Santen, 2014, p. 28). As a result, different forms of data, information, and knowledge also format time differently (see Bornat & Bytheway, 2012).…”

Doing feminist longitudinal research across the COVID‐19 crisis: Unheard impacts on researchers and garment workers in Cambodia

“…In standard definitional terms, longitudinal research comprises (a) data 'collected for each item of variable for two or more distinct time periods; (b) the subjects or cases analyzed are the same or at least comparable from one period to the next; and (c) the analysis involves some comparison of data between or among periods' (Menard, 2002, p. 2). Mostly a method which is quantitative in use, qualitative longitudinal research has suffered in relative terms from a lack of funding and support (van Santen, 2014). Likely because of this, there exists a dearth of scholarship which explicitly explores the 'doing' of longitudinal research (be this quantitative, qualitative or in our case mixed-method), from a feminist standpoint attentive to the process, labours, politics, and inequalities of knowledge production.…”

“…As Scott (2022, p. 6) recognises through her research with young people during the COVID‐19 pandemic, ‘Over time, I felt increasingly attuned to the feelings of participants, which is (in my view) a natural and direct consequence of the longitudinal nature of the work undertaken’. One view then is that by the very nature of longitudinal research ‘professionally and otherwise – [researchers] are part of these changes’ (van Santen, 2014, p. 24). This paper thus hears from us (the Cambodian researchers) and garment workers in Cambodia and the impact the longitudinal study had.…”

Motivasi Belajar Siswa di Madrasah Aliyah Annur Nusa Kecamatan Kahu Kabupaten Bone

“…Pendidikan merupakan kebutuhan hidup setiap manusia karena disadari bahwa tidak ada satu orang yang dilahirkan membawa ilmu. (Behrman, 2010;D'Ippolito, Miozzo, & Consoli, 2014;Howson et al, 2018;Jarcău, 2014;Turina, Lutsenko, & Oleynikova, 2015;van Santen, 2014) Dengan adanya ilmu yang terbentuk melalui pendidikan maka terwujudlah pengembangan potensi dirinya untuk kecerdasan, kepribadian, akhlaq mulia dan terampil yang diperlukan dirinya dalam masyarakat. Ermawati (2017) mengutarakan bahwa "pendidikan 26| Jurnal Office, Vol.…”