Archival Methods Carolyn Steedman, University of Warwick

Here is a summary of Chapter 2 "Archival Methods" from the book "Research Methods for English
Studies" edited by Gabriele Griffin:

In this chapter, Carolyn Steedman discusses the use of archival research methods in English studies. She
begins by defining archives as collections of documents that have been selected, preserved, and
organized for a specific purpose. Steedman argues that archives are not neutral sources of information,
but are instead shaped by the social and historical context in which they were created and preserved.

Steedman then discusses the challenges of working with archives, such as the difficulty of locating
relevant materials, the limitations of archival descriptions, and the ethical considerations involved in
using personal documents. She also notes that archives are not always complete or accurate, and that
researchers must be prepared to deal with gaps, inconsistencies, and contradictions in the materials.

The chapter goes on to discuss some of the practical aspects of working with archives, including how to
locate and access archival materials, how to organize and analyze the data, and how to deal with issues
of copyright and intellectual property. Steedman emphasizes the importance of developing a clear
research question and a focused research plan before beginning archival research, and of being flexible
and open-minded when working with the materials.

Finally, the chapter provides several case studies that illustrate the use of archival research methods in
English studies. These case studies include an analysis of the letters of Virginia Woolf, a study of the
records of the British Museum, and an examination of the records of the East India Company.

Overall, the chapter emphasizes the importance of archival research in English studies and provides
useful advice and guidance for researchers who are interested in using this method. It also highlights
some of the challenges and limitations of archival research and suggests ways in which researchers can
address these issues.

1. Introduction The chapter begins by introducing archival research methods and their relevance to
English studies. It explains that archives are not neutral sources of information, but are shaped
by their social and historical contexts.

2. What are archives? This section provides a definition of archives as collections of documents
that have been selected, preserved, and organized for a specific purpose. It also discusses the
ways in which archives are shaped by the people and institutions that created and maintained
them.

3. The challenges of archives This section discusses some of the challenges involved in working
with archives, including difficulties in locating relevant materials, limitations of archival
descriptions, and ethical considerations in using personal documents. It also notes that archives
are not always complete or accurate, and researchers must be prepared to deal with gaps,
inconsistencies, and contradictions in the materials.

4. Practical aspects of working with archives This section provides practical advice on how to locate
and access archival materials, how to organize and analyze the data, and how to deal with issues
 of copyright and intellectual property. It emphasizes the importance of having a clear research
question and plan, being flexible, and being aware of the limitations of the materials.

5. Case studies This section provides several case studies that illustrate the use of archival research
methods in English studies. These include an analysis of the letters of Virginia Woolf, a study of
the records of the British Museum, and an examination of the records of the East India
Company.

6. Conclusion The chapter concludes by summarizing the key points and highlighting the
importance of archival research in English studies. It notes that while archives can be challenging
to work with, they offer valuable insights into the social and historical contexts of texts and can
help to shed light on the lives and experiences of marginalized groups.

Questions

1. Can you provide an example of an archival collection and explain how it was shaped by its social
and historical context?

2. How do archival materials differ from other sources of information in English studies?

3. What are some of the challenges involved in working with archives, and how can researchers
address these challenges?

4. Can you explain the process of locating and accessing archival materials, and how this differs
from other research methods?

5. How do ethical considerations factor into the use of personal documents in archival research?

6. Can you describe a research question that might be addressed using archival research methods?

7. How can researchers deal with gaps, inconsistencies, and contradictions in archival materials?

8. What are some of the practical considerations that researchers should keep in mind when
working with archival materials, such as copyright and intellectual property?

9. How have archival research methods been used in English studies to shed light on the lives and
experiences of marginalized groups?

10. Can you provide an example of an English studies project that used archival research methods,
and explain how the research was carried out?

1. Can you provide an example of an archival collection and explain how it was shaped by its social
and historical context?

An example of an archival collection is the papers of feminist activist and writer Audre Lorde, which are
held at the Spelman College Archives in Atlanta, Georgia. These papers include Lorde's personal and
professional correspondence, manuscripts of her writings, speeches, and interviews, and other materials
that document her activism and literary career. The collection is shaped by the social and historical
context of Lorde's life and work, including her experiences as a Black lesbian feminist during the Civil
Rights and Women's Rights movements of the 1960s and 1970s.

2. How do archival materials differ from other sources of information in English studies?

Archival materials differ from other sources of information in English studies in that they are primary
sources that have not been interpreted or analyzed by other scholars. They also offer a unique window
into the social and historical contexts in which texts were produced and received, and can provide
insight into the lives and experiences of individuals and groups who may have been marginalized or
excluded from traditional literary canons.

3. What are some of the challenges involved in working with archives, and how can researchers
address these challenges?

Some of the challenges involved in working with archives include difficulties in locating relevant
materials, limitations of archival descriptions, ethical considerations in using personal documents, and
dealing with gaps, inconsistencies, and contradictions in the materials. Researchers can address these
challenges by having a clear research question and plan, being flexible, and being aware of the
limitations of the materials. They can also consult with archivists and librarians who have expertise in
working with specific collections, and use secondary sources to provide additional context and analysis.

4. Can you explain the process of locating and accessing archival materials, and how this differs
from other research methods?

Locating and accessing archival materials typically involves identifying relevant collections and
repositories, consulting finding aids or catalogs to determine the scope and contents of the collections,
and making arrangements to visit the repository in person to view the materials. This differs from other
research methods, such as online searches or library databases, because archival materials are often not
available online and must be accessed in person. Researchers may also need to obtain permission from
the repository or the individuals who donated the materials to use them for research purposes.

5. How do ethical considerations factor into the use of personal documents in archival research?

Ethical considerations in the use of personal documents in archival research include issues of privacy,
confidentiality, and informed consent. Researchers must be careful to protect the privacy and
confidentiality of individuals who may be represented in the materials, and obtain informed consent
from any living individuals who are directly or indirectly represented in the materials. They must also be
aware of cultural and historical sensitivities surrounding the materials, such as issues of race, gender,
sexuality, and class.

6. Can you describe a research question that might be addressed using archival research methods?

A research question that might be addressed using archival research methods is: How did literary
representations of same-sex desire evolve in the 20th century? This question could be addressed by
examining the personal papers and correspondence of writers, publishers, and literary agents, as well as
published works and reviews from the period.

7. How can researchers deal with gaps, inconsistencies, and contradictions in archival materials?
Researchers can deal with gaps, inconsistencies, and contradictions in archival materials by using other
sources of information to provide additional context and analysis, and by being transparent about the
limitations of the materials. They can also consult with archivists and librarians who may have additional
information or expertise, and use comparative analysis to identify patterns or discrepancies across
different sources.

//

1. Introduction: This section provides an overview of the chapter and the importance of oral
history as a research method.

2. Advantages of oral history: This section discusses the unique advantages of oral history,
including its ability to capture personal experiences, emotions, and perspectives that may be
overlooked in written sources.

3. Challenges of oral history: This section outlines some of the challenges involved in using oral
history as a research method, such as the potential for bias or distortion in participants'
memories, and the difficulty of analyzing and interpreting oral data.

4. Preparing for oral history research: This section provides practical advice on preparing for and
conducting oral history research, including selecting appropriate participants, developing
interview questions, and establishing ethical guidelines for the research.

5. Analyzing and interpreting oral history data: This section discusses the challenges of analyzing
and interpreting oral history data, and provides guidance on how to approach these challenges.

6. Using oral history in conjunction with other sources: This section discusses the benefits of using
oral history in conjunction with other sources, such as written documents or archival materials.

7. Ethics and oral history research: This section examines the ethical considerations involved in
conducting oral history research, such as obtaining informed consent, protecting participants'
privacy, and ensuring that the research is conducted in an ethical and respectful manner.

8. Conclusion: This section summarizes the key points of the chapter and emphasizes the
importance of oral history as a valuable research method in English studies.

1. Recovery History: This section discusses how oral history can be used to recover marginalized or
forgotten histories and bring them to the forefront of academic study.

2. Memory Issues: This section explores the nature of memory and the potential for distortion or
bias in participants' recollections of the past.

3. Validity and Representativeness: This section considers the issue of validity in oral history
research, and discusses strategies for ensuring that participants are representative of the
population being studied.

4. Interview Dynamics: This section examines the dynamics of the oral history interview, including
the importance of building rapport with participants and the potential for power imbalances
between the researcher and the interviewee.
 5. Popular Memory Issues: This section explores the concept of popular memory and its role in
shaping public perceptions of historical events.

6. Ethics and Protocols: This section considers the ethical considerations involved in oral history
research, including obtaining informed consent, protecting participants' privacy, and ensuring
that the research is conducted in an ethical and respectful manner.

7. Conclusion: This section summarizes the key points of the chapter and emphasizes the
importance of oral history as a valuable research method in English studies. It also underscores
the need for researchers to approach oral history with sensitivity, empathy, and a deep
understanding of the social and historical context in which it takes place.

..

This passage is taken from a chapter on the theory and method of oral history. It explains the rise of oral
history as a method of recovering histories that would otherwise remain hidden, particularly in the
context of social and cultural life of working-class people, participants in the labour movement and
members of sub-cultures. The chapter also addresses issues of memory and validity raised by critics of
oral history, and the significance of the narrative form used by the interviewee for the meanings
produced in the interview. It further explores the relationship of the personal account to popular beliefs
and public culture through the concept of the 'cultural circuit' and discusses the ethics and protocols of
oral history interviewing. A case study of an oral history interview conducted as part of a research
project on women, men and home defence in Britain in the Second World War is used to illustrate the
methodology of oral history. The chapter demonstrates how oral history can contribute to the recovery
of histories that would otherwise be lost, and how it enables the study of subjective constructions of the
self and others through spoken narratives.

he article discusses the use of oral history as a means of historical research and the challenges it
presents. One of the main issues with oral history is the reliability of memory, which can be affected by
age and the type of information being recalled. However, defenders of oral history argue that long-term
memory is not impaired and can even improve with age. The validity of oral history evidence can be
tested through triangulation with other sources, but there are difficulties in representing oral history
findings statistically due to the problem of obtaining representative samples and the nature of oral
history interviews as semi-structured dialogues. Despite these challenges, oral history can be a valuable
tool for recovering lost aspects of history and providing insight into the experiences of those who lived
through historical events.

he article discusses the dynamics of an oral history interview with a woman named Kaitlin, with a focus
on the process of life review and composure. Kaitlin's reminiscence was influenced by life review, where
she reflected on her life and gauged its value by comparing herself with her father, who was a public
figure and a Freemason. Kaitlin hoped to be like him in treating people equally but differed from him in
not seeking public prominence and her family history. The article also explains the concept of
composure, which refers to the composition of the narrative that the interviewee tells, and the
achievement of personal composure or psychic equilibrium through the process of telling. Kaitlin's
anecdotal style, where she used short snapshots with a punchline or reflection, was strung together to
form an account. The narrative form used by the interviewee is significant in conveying meanings about
the subject and their historical world, and Kaitlin's style of storytelling revolved around themes of
heroism, stoicism, and incompetence during wartime.

This passage discusses some of the issues and complexities involved in using oral history as a source for
studying the past. The author notes that oral historians must be aware that memory is always mediated
by cultural constructs, ideologies, and personal experiences, and that there is no such thing as "pure
recall." The author suggests that oral historians can study the relationship between popular culture and
personal memory, as well as the role of collective memory and ideology within personal accounts.

The author uses the example of the television series Dad's Army, which portrayed a fictional Home
Guard unit during the Second World War, to illustrate how popular culture can shape and influence
personal memory. The author notes that Dad's Army became the dominant cultural representation of
the Home Guard, and many people's memories of the Home Guard were influenced by the show. The
author cites the example of Kaitlin, who watched Dad's Army and felt that the show both included
women wrongly and omitted the fact that the Home Guard became more competent over time.

Overall, the passage highlights the challenges and opportunities involved in using oral history as a source
for studying the past. It suggests that oral historians must be aware of the ways in which memory is
mediated by culture and ideology, but also notes that personal memories can provide valuable insights
into how people experienced and interpreted historical events.

Title: Popular Memory Issues in Oral History

Introduction:

 Oral historians may regard interviewees' accounts as unmediated and authentic

 Memory interacts with experience, ideology, and cultural representations

 Accounts of experience cannot give direct access to reality

Possible Approaches:

 Relinquishing the mission of oral history and studying only discourses

 Focusing on what memories tell us about the present through the study of the construction of
popular memories

 Studying the relationship between personal memory and cultural constructs

The Role of Ideology and Collective Memory:

 Ideology and collective memory play a significant role in personal accounts

 The oral historian can study their interrelation with memory and recall

The Cultural Circuit:

  The cultural circuit concept developed by Dawson and Thomson shows how individual life
stories are developed and portrayed in a generalized form in popular culture

 The meaning of experiences becomes crystallized in such popular and general accounts

 Local and personal versions subsequently use elements of this generalized form in recalling the
personal past

Example: Dad's Army:

 Dad's Army was an immensely popular television comedy about a Home Guard unit

 The show became the dominant cultural representation of the Home Guard

 Interviews revealed how salient the show was to personal memories

 Kaitlin made references to Dad's Army and discussed what it omitted and included wrongly

 The inclusion of women and the competence of the Home Guard were discussed in relation to
the show

Conclusion:

 Oral history taps mediated memory

 The mediation is as much a part of the history being studied as the memory

 Education, religion, politics, local and family traditions, and public culture all influence the way
the past is remembered and interpreted