The University as the "Imagined Other": Making Sense of Community-Coproduced Literacy Research

• In Event: 49.064 - Revisiting Longitudinal Language Ethnographies: The Case of Bourdieu and Reflexivity

Abstract

This study considers longitudinal ethnographic research on literacy and language in communities from the positionality of being a university researcher. I aim to objectify the university and consider it as an ‘imagined other’. Over eight years, I have conducted ethnographic research in Rotherham, a post industrial town in the UK. My focus is on literacy and language practices within communities (Pahl and Pollard 2008, Pahl 2012, Pahl and Allan 2011, Pahl 2014). Drawing on Rabinow (1977) I reflect on the original fieldwork and consider ways in which I failed to take into account community ways of knowing and research pre-occupations. I focus on two ‘telling cases’. Firstly, revisiting a project, originally funded by SSHRC and conducted in 2012, when I returned to a group of families initially studied in 2007 and I worked with them more collaboratively. Through this process a new research focus on women’s literacy was identified (Pahl and Khan 2013). The second concerns a recent decision to change the focus of the research in response to political racism. This focus shifted to become concerned with the history of Pakistani heritage women’s activism. Literacy and language ethnographic research became shaded through with the concerns of the community and a different kind of research endeavour was constructed.
2. Perspective/ Theoretical framework
The study draws on Bourdieu’s (1977) theory of notion of “reflexive objectivity” in order to consider the relation between the university and community research. I also draw on work on community and university partnerships from Hart and Wolff (2006) and on dialogic co-inquiry spaces from Armstrong and Banks (2011). I will also draw on the collaborative ethnographic work of Lassiter and colleagues (Lassiter 2005, Campbell and Lassiter 2010).
3. Methods, techniques, modes of enquiry
I will use collaborative ethnography and relational arts practice as modes of enquiry (Lassiter 2005, Kester 2004). I will consider the concept of emergent practice and listening in research methodologies (Back 2007). My mode of enquiry will be co-produced community research and the focus will be on the university as the ‘other’ in that process.
4. Data Sources, evidence, objects, materials
I draw on ten funded studies of community literacy practices in one community, Rotherham. These included ethnographic fieldnotes, visual materials including films, photographs and art work, literary and poetic texts and exhibitions and material artefacts.
5. Results and/ or substantive conclusions
Emerging from this dataset is a focus on ways of knowing; that which is situated in community contexts is contrasted with the knowing in the university. I argue that we need to re-think whose ‘knowing’ counts, and why, and in what contexts.
6. Scholarly significance of the study
This study will address university community partnerships in research processes.
I have moved from conducting ethnographic research with a focus on literacy and language on communities, to conducting co-produced community research with communities (Pahl and Pool 2011). My gaze is now on the university, and on my position as university researcher, and consider what the university is doing within community research

Author

• Kate Heron Pahl, The University of Sheffield