Lost in Translation? the Use of Interpreters in Fieldwork

Bujra, Janet

doi:10.4135/9781849208925.n18

Cited by 31 publications

(27 citation statements)

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“…The use of a native language is important, particularly in surveys attempting to bring out the voices of girls who are seldom heard in their societies (Benson, 2005). Furthermore, as Bujra (2006) suggests, English speakers in developing countries are likely to represent the affluent sections of the society. In other words, the selection of only English-speaking participants for this study may have introduced a bias; the perspectives of girls from poorer and rural backgrounds may have been neglected.…”

Section: Thematic Interviews and The Voice-centred Relational Methods mentioning

confidence: 99%

Enabling and constraining family: young women building their educational paths in Tanzania

Posti-Ahokas

Okkolin

2015

Community, Work & Family

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For an increasing number of African girls and women, upgrading the level of education has become a strategy for life improvement. This paper analyses the role that family plays in enabling women's education and contributes to understanding on the interconnectivity of education, work and family in women's lives in collective societies. The analysis focuses on how young Tanzanian women perceive the role of family and education in their 'youth task', of becoming adult. The analysis is based on interviews with seven young Tanzanian women enrolled in non-formal secondary education and nine professional women enrolled in higher education. The results show that the women were determined to pursue higher levels of education and committed to continuous self-improvement. The women identified family both as a motivator of further education and as a constraint for their individual aims and ambitions. Respecting and maintaining good family relations were given priority over individual aims and decisions. Consequently, the reasons for women to educate themselves were drawn from the overall benefits to the future of the family and society at large. Findings suggest a major role of the family in determining the success in improving education and professional advancement of girls and women in Tanzania.

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Section: Thematic Interviews and The Voice-centred Relational Methods mentioning

confidence: 99%

Enabling and constraining family: young women building their educational paths in Tanzania

Posti-Ahokas

Okkolin

2015

Community, Work & Family

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“…First, the use of an interpreter for all of the interviews meant that the primary researcher was often reliant on the interpreter to represent the study in an appropriate way and not to put undue pressure on the children to participate (Bujra 2006). This was explained to all interpreters prior to meeting the children but the lack of a common spoken language between the participants and the primary researcher meant that that this was potentially problematic and attention to the body language and tone of voice of the interpreter was important to ensure that children were not pressured into participation.…”

Section: Ethics and Ethical Issuesmentioning

confidence: 99%

‘If you were the researcher what would you research?’: understanding children's perspectives on educational research in Mongolia and Zambia

Morgan

Sengedorj

2014

International Journal of Research & Method in Education

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This paper draws on data from a project undertaken with children (N ¼ 72) in Mongolia and Zambia. The research is distinctive in bringing together diverse children, ranging from those living on the street to those in mainstream education and involving them in discussions about educational research. Being conscious of critiques of adult-initiated research as well as being influenced by work on participatory action research and research on understanding children's perspectives, we were keen to hear the views of children about research and how research should be carried out. This included enabling children's participation in discussions about potential research areas that could be focused upon as well as discussions about ethical issues and methodology. In this paper we report on our experiences of involving children in discussions about research and explore the numerous insights that the children provided. We conclude that while understanding children's perspectives on research and including children in the research process is important there are many issues which arise from doing so and which need to be reflected upon. These include issues around power and identity, the importance of the context, including local expectations of children as well as children's prior experiences, including how 'vulnerable' children are represented.

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“…8 This approach was framed by a broader research strategy of collaboration, consultation, respect and volunteering that sought to address traditional power imbalances in the production, outcomes and sharing of research (Barinaga & Parker, 2013), while maintaining a 'productive tension' between critical analysis and everyday political realities (Speed, 2008). This strategy included important practical steps such as: forming a partnership with the Binational Front of Indigenous Organisations (FIOB) -a leading Indigenous-led migrant organisation in Mexico and the US -and abiding to a 'Memorandum of Collaboration' that established principles of respect and informed collaboration; consulting with migrant and community leaders on the strengths and weaknesses of the project design; obtaining the consent of local authorities before conducting fieldwork in the Indigenous village in Oaxaca and providing volunteer assistance whenever requested; volunteering in the office of the FIOB on an everyday basis assisting Indigenous migrants with immigration, health and housing matters in the agricultural town in California; working together with Indigenous interpreters with in-depth knowledge of the 'local' people, culture and ways of life (Bujra, 2006); and sharing all research findings (including photographs) with the FIOB.…”

Section: Participatory Photography As a Tool Of Inclusionmentioning

confidence: 99%

Migrants as Knowledge Producers: Participatory Photography as a [Limited] Tool for Inclusion

Cubas

2020

Migrat. Lett.

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Who is the expert or the knowing subject that produces knowledge? This is a key question driving postcolonial and feminist critiques of the social sciences, which is yet to be fully explored with regards to the production of knowledge on migration. These critiques emphasise that ‘experts’ do not generate knowledge from a detached and neutral point of observation, while they also question the distinction between ‘experts’ and those that are construed as ‘objects’ of study. Through a reflection on primary research conducted as part of a PhD project with Indigenous people in Mexico and Indigenous migrants with an irregular status in the US, this article draws attention to the role of migrants (and others affected by migration processes) as potential producers of knowledge, rather than as merely passive ‘objects’ of study. In particular, this paper emphasises the significant (albeit limited) role of participatory methods, such as participatory photography, in correcting common practices of exclusion in the production of knowledge on migration.

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Lost in Translation? the Use of Interpreters in Fieldwork

Cited by 31 publications

References 0 publications

Enabling and constraining family: young women building their educational paths in Tanzania

Enabling and constraining family: young women building their educational paths in Tanzania

‘If you were the researcher what would you research?’: understanding children's perspectives on educational research in Mongolia and Zambia

Migrants as Knowledge Producers: Participatory Photography as a [Limited] Tool for Inclusion

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