The Interview as Trial and Error and as Encounter: Inside the Black Box of a Historian in Tanzania
A entrevista como tentativa e como encontro : a câmara negra de uma historiadora na Tanzania
Mahojiano ya Kimajaribio na ya Ana kwa Ana: Ikirari ya Mwanahistoria akiwa nchini Tanzania
Résumé
This article presents an interview-based investigation conducted as part of a history thesis on female education in Tanzania. It reviews the entire process, from the choice of the study site and interviewees to the analysis of the interviews conducted. In line with the approach proposed by Sources of making research processes visible and explicit, it delves into the “black box” of my work as a historian with two objectives and two, somewhat different, audiences in mind. First, I address researchers in the fields of education and gender who wish to enter into a critical dialogue with my results or reuse the interviews I conducted. The information offered in this article allows readers to situate the collected testimony, providing them with the keys needed to understand how I arrived at the portrait of female educational experiences I present in my research. It thus prompts discussion of how my methodological choices influenced the results, and of potential complementary approaches to refine and enrich the proposed analyses. Moreover, as part of this effort to situate the collected testimony, I provide documentation enabling some of my interviews to be reused, since fourteen women agreed to let me share their recorded interviews. The article details in particular the conditions of two interviews, the transcripts of which are published in tandem with the French version of this article. These interviews reveal the perspectives of two women with contrasting backgrounds: one who had no access to schooling, the other with a secondary education, a rare occurrence in her generation. Beyond these two interviews, I can share twelve others with researchers working on the history of education or women in Tanzania. Second, I address those who use interviews in their social science research and are concerned with the methodological and ethical issues raised by this practice. Some sections of the article deal with topics already widely discussed in the literature (interviewee selection and anonymization, building relationships with interviewees, the prism of memory), while others deal with issues that have received far less attention, such as compensation, the role of intermediaries, and the constitution of oral archives. Discussing these issues, I recount my process of trial and error and my experience as a young researcher confronted with contradictory recommendations and working in a cultural context whose codes I did not fully master. My choices, which I present here, were influenced heavily by my encounters with the people I interviewed and with the many intermediaries who helped me in my research. By setting out clearly how I undertook a particular investigation, I reflect on how the ethics of social science interviews are rooted in situated practices.
Cet article présente une enquête par entretiens menée dans le cadre d’une thèse d’histoire sur l’éducation féminine en Tanzanie. Il revient sur l’ensemble de la démarche développée, depuis le choix du lieu d’enquête et des interlocutrices jusqu’à l’analyse des entretiens. Dans la lignée de l’approche d’explicitation et de visibilisation des démarches de recherche que propose Sources, il ouvre ainsi la « chambre noire » dans laquelle j’ai travaillé en tant qu’historienne, avec deux séries d’objectifs, pour deux publics en partie distincts.Premièrement, il s’adresse aux personnes qui, travaillant sur les questions éducatives et/ou de genre, souhaitent construire un dialogue critique avec mes résultats ou réutiliser les entretiens que j’ai réalisés. En donnant des éléments pour situer les paroles recueillies, l’article donne les clés pour comprendre la fabrication du portrait des expériences éducatives féminines dressé dans ma recherche. Ce faisant, il permet de discuter la manière dont les choix méthodologiques ont influencé les résultats, et sur les démarches complémentaires que l’on pourrait développer pour affiner et enrichir les analyses proposées. Par ailleurs, en situant les paroles recueillies, je fournis une documentation permettant la réutilisation des entretiens que j’ai réalisés, puisque quatorze des femmes rencontrées ont donné leur accord pour que les enregistrements soient partagés. L’article détaille en particulier les conditions de réalisation des deux entretiens déposés en lien avec l’article, en version originale swahilie et en traductions française et anglaise. Ils donnent à voir les perspectives de deux femmes aux parcours contrastés, l’une n’ayant pas eu accès à l’école, l’autre ayant eu une scolarité secondaire, fait rare dans sa génération. Au-delà de ces deux entretiens, douze autres peuvent être partagés avec des personnes travaillant sur l’histoire de l’éducation ou des femmes en Tanzanie.Deuxièmement, cet article s’adresse à toutes les personnes qui, utilisant les entretiens dans leurs recherches en sciences sociales, s’interrogent sur l’articulation des enjeux méthodologiques et éthiques. Certaines sections de l’article reviennent sur des enjeux déjà bien présents dans la littérature sur l’entretien en sciences sociales (sélection des personnes rencontrées, relation d’enquête, anonymisation des enquêtées, prisme mémoriel), d’autres portent sur des questions beaucoup moins traitées, en particulier les questions de rétribution, le rôle des intermédiaires et la constitution d’archives orales. Pour tous ces enjeux, je montre mes tâtonnements de jeune chercheuse face à des recommandations contradictoires et dans un contexte culturel dont je ne maîtrisais pas tous les codes. Les arbitrages présentés doivent beaucoup aux rencontres avec les personnes enquêtées ainsi qu’avec les multiples intermédiaires qui ont contribué à ce travail. En explicitant la construction d’une recherche singulière, il s’agit de réfléchir à la manière dont l’éthique de l’entretien en sciences sociales se construit dans des pratiques situées.
Este artigo apresenta uma pesquisa baseada em entrevistas realizada como parte de uma tese de história, sobre educação feminina na Tanzânia. Analisa a abordagem desenvolvida em todas as etapas, desde a escolha do local de inquérito e das interlocutoras até à análise das entrevistas. Na linha da abordagem de explicitação e de visibilidade das abordagens de investigação proposta por Sources, abre assim a «câmara escura» na qual trabalhei como historiadora, com duas séries de objectivos, para dois públicos parcialmente distintos. Em primeiro lugar destina-se a quem, trabalhando em questões educativas e/ou de género, deseje construir um diálogo crítico com os meus resultados e reutilizar as entrevistas que realizei. Ao fornecer elementos para contextualizar as respostas obtidas, o artigo fornece a chave para entender o retrato das experiências educacionais femininas traçado na minha pesquisa. Ao fazê-lo, permite discutir a forma como as escolhas metodológicas influenciaram os resultados e as medidas complementares que se poderiam desenvolver para aperfeiçoar e enriquecer as análises propostas. Por outro lado, ao contextualizar as respostas obtidas, forneço documentação que permite a reutilização das entrevistas realizadas, uma vez que as catorze mulheres com quem me encontrei deram o seu acordo para que as gravações fossem partilhadas. O artigo detalha, em particular, as condições de realização das duas entrevistas relacionadas com o artigo, em versão original swaili e em traduções francesa e inglesa. Elas dão a ver as perspectivas de duas mulheres com percursos contrastantes, uma não tendo tido acesso à escola, a outra tendo tido uma escolaridade secundária, facto raro na sua geração. Além dessas duas entrevistas, as outras doze podem ser compartilhadas com pessoas que trabalham na história da educação ou sobre mulheres na Tanzania.Em segundo lugar, este artigo dirige-se a todas as pessoas que, utilizando as entrevistas nas suas investigações em ciências sociais, se interrogam sobre a articulação entre questões metodológicas e éticas. Algumas secções do artigo abordam questões já bem presentes na literatura sobre a entrevista nas ciências sociais (selecção das pessoas a entrevistar, relação com a entrevista, anonimato das entrevistadas, prisma de memória) outras dizem respeito a questões muito menos tratadas, em especial as questões de retribuição, o papel dos intermediários e a constituição de arquivos orais. Para todas estas questões, mostro as minhas tentativas, como jovem investigadora, face a recomendações contraditórias e num contexto cultural do qual não dominava todos os códigos. As conclusões apresentadas devem muito aos encontros com as inquiridas, bem como aos múltiplos intermediários que contribuíram para este trabalho. Ao explicitar a construção de uma pesquisa individual, reflectimos sobre a forma como a ética da entrevista em ciências sociais se constrói em práticas localizadas.
Makala hii inawasilisha uchunguzi unaojikita kwenye mahojiano yaliyofanywa kama sehemu ya tasnifu ya historia kuhusu elimu ya wanawake nchini Tanzania. Inadurusu mchakato mzima, kuanzia uteuzi wa eneo la utafiti na wahojiwa hadi uchanganuzi wa mahojiano yaliyofanyika. Sambamba na mwelekeo ambao ulipendekezwa na Sources wa kubainisha na kudhihirisha wazi michakato ya utafiti, makala hii inazama ndani ya “kisanduku cheusi” cha kazi yangu kama mwanahistoria nikizingatia malengo mawili na walengwa wawili, ingawa tofauti kwa kiasi fulani.
Kwanza, nawaangazia watafiti kwenye nyanja za elimu na jinsia ambao wangetaka kusaili kwa undani matokeo ya kazi yangu au kuyatumia tena mahojiano niliyoyafanya. Taarifa zilizotolewa katika makala hii zinawaruhusu wasomaji na wahakiki kuupa muktadha ushuhuda uliokusanywa, na kuwapa ufumbuzi muhimu wa uelewa wa namna nilivyofikia katika kupambanua tajriba za kimasomo za wanawake ninazowasilisha katika utafiti wangu. Hivyo basi kuchochea majadiliano ya namna uteuzi wa mbinu zangu zilivyoathiri matokeo, na mielekeo faafu ya ziada inayoweza kuboresha na kuimarisha uchanganuzi uliopendekezwa. Kwa kuongezea, kama sehemu ya juhudi hizi za kuupa muktadha ushuhuda uliokusanywa, ninatoa nyaraka zitakazowezesha baadhi ya mahojiano yangu kutumika tena, kwani wanawake kumi na wanne walinikubalia nishea mahojiano yao yaliyorekodiwa. Makala hii inagusia hususan hali za wahojiwa wawili kwa mapana na marefu, unukuzi wao ukichapishwa sawia na toleo la Kifaransa la makala hii. Mahojiano hayo yanafichua mitazamo ya wanawake wawili kutoka mazingira tofauti: mmoja ambaye hakupata nafasi ya kwenda shule, na mwingine akiwa na elimu ya sekondari, tukio nadra katika kizazi chake. Zaidi ya mahojiano hayo mawili, naweza kushea mengine kumi na mawili na watafiti ambao wanashughulikia historia ya elimu au wanawake nchini Tanzania.
Pili, nawaangazia watafiti ambao hutumia mahojiano katika utafiti wao wa sayansi ya jamii na kujihusisha na masuala ya kimetholodojia na kimaadili yanayotokana na zoezi hili. Baadhi ya sehemu ya makala hii zinashughulikia mada ambazo tayari zimejadiliwa kwa kina katika maandishi haya (uteuzi wa wahojiwa na kubana jina na utambulisho, kujenga uhusiano na wahojiwa, ubainishaji au usawiri wa ngazi za kumbukumbu), ilhali sehemu nyingine zinagusia masuala ambayo hayajatiliwa maanani sana, kama vile fidia, jukumu la waunganishi, na misingi, uanzishwaji na uhifadhi wa simulizi). Nikijadili masuala haya, ninakumbuka mara kadhaa za kujaribu na kutofanikiwa, pamoja na uzoefu wangu kama mtafiti chipukizi wakati nimekabiliwa na mapendekezo kinzani na kufanya kazi katika muktadha wa mila na tamaduni ambazo misimbo yake sikuifahamu sana au sina weledi nayo. Matokeo ya uchaguzi wangu, ambao nauwasilisha hapa, uliathiriwa zaidi na mikutano ya ana kwa ana na watu niliowahoji na kupitia kwa waunganishi wengi walionisadia katika utafiti wangu. Kwa kuainisha namna ya kufanya uchunguzi maalumu, natafakari namna maadili ya mahojiano ya sayansi ya jamii inavyokita mizizi kwenye muktadha wa zoezi lenyewe.
Domaines
Histoire| Origine | Fichiers éditeurs autorisés sur une archive ouverte |
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