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Researching Contemporary Cosmologies - In the Field

MA in Cultural Astronomy and Astrology, Sophia Centre for the Study of Cosmology in Culture, University of Wales Trinity St David, UK. The powerpoint slides are part of the MA online WebEx seminars. The Researching Contemporary Cosmology module is co-taught with Bernadette Brady and Maria Nita.

In the Field Week 8, Researching Contemporary Cosmologies MA Friday 1st April 2016 Dr Fiona Bowie, Sophia Centre hDps://kcl.academia.edu/FionaBowie 1 Two main types of fieldwork • Interest-led fieldwork – Is it logisMcally possible? – Is likely to be theoreMcally viable? – Does it feel right for me? • Contract fieldwork – Probably part of an interdisciplinary team – Ownership of work more problemaMc 2 Three periods of fieldwork 1. Doctoral fieldwork – Cameroon – TradiMonal extended parMcipant observaMon, with shorter return trips, over a number of years 2. Welsh learners, language and idenMty – One year intensive immersion then extended contact through daily life 3. AVerlife, mediums and possession – Drawing on previous interests; using texts as well as parMcipaMon, interviews and observaMon 3 Choosing field sites Doctoral fieldwork – oVen the only Mme you have 3-7 years to focus on a single project, with the whole world to choose from. • Early interest in Africa (family). • Experience of Focolare Movement in the UK and knowledge of their work in Cameroon. • LogisMcs of gaining access and employment as UK research grant insufficient to cover all costs. 4 Fontem, Cameroon TradiMonal ethnographic study of a single people (1980-81). The academic focus was the relaMonship between the Bangwa and missionaries (Focolare Movement) but I took note of everything – the economy, child rearing, religion, poliMcs, history, including mission archives. In the photo I am being taught to pound palm nuts to produce palm oil in one of the many small inherited oil palm mills on a return trip in 1995. 5 The joys and tribulaMons of fieldwork What I loved • Being somewhere so alien to what I was used to: different tastes, sights, sounds, smells, behaviour…. • Being in beauMful surroundings, away from roads, ciMes – surrounded by ‘nature’, with so much to learn. • The sense of becoming a ‘proper anthropologist’. • The people – their energy and generosity. What I didn’t enjoy • Geing sick, much of the Mme. • Missing my fiancé and the Mme it took to exchange leDers (6-8 weeks). • The insects, and learning to be afraid of tsetse flies and the black flies that carry sleeping sickness and filariasis (river blindness). 6 The world of Welsh learners • Gwynedd, North Wales – a foreign land inhabited by the Cymru Cymreig or Welshspeaking Welsh. The large sprawling village of Bethesda with the giant Penrhyn slate quarry and Glyderau mountain range in the background. In the 1980s Bethesda was around 80% Welsh-speaking. Incomers who wanted to learn Welsh were welcomed and encouraged. • Wlpan – intensive spoken language courses following the Hebrew immersion model. • SophisMcated local, mainly literary, Welsh-medium culture around the Eisteddfodau and Noson Lawen. 7 A (hidden) literary culture There is great pride in winning the Welshlearner of the year compeMMon. The highest prizes at the annual naMonal cultural fesMval or Eisteddfod are the crown, presented for the best poem in free verse or Pryddest, and the chair, for a long poem or awdl wriDen in strict metre or cynghanedd. Entries are anonymous using a nom de plum. The chairing of the bard goes back to 1174, and the winner is referred to as the ‘chief bard’. Very few people have ever been awarded both the crown and chair. They are well known in Welsh-speaking Wales, and regarded as folk heroes. This is a culture that is not secreMve but largely unknown to non-Welsh speakers. 8 Comparisons and contrasts Cameroon • Insider (Focolare) but outsider (Bangwa/Cameroon) • Geographically remote/removed • Went with temporary worker status; on my own • Set period of fieldwork, but with return visits North Wales • Insider (Welsh-learner, university world) but outsider to Wales and Welsh-language culture • Geographically part of the UK but relaMvely remote and unknown • Married a Welsh-speaker, bought a house, got a dog • Open-ended fieldwork 9 AVerlife Research Centre • Role of serendipity – students with related interests, led to a series of conversaMons and founding of the ARC. • ConversaMons with an old friend led to the archive of a nonprofessional medium, Lady Cynthia Sandys, and an interest in her channelled communicaMons. • InterrogaMng texts as if they were informants, as many of the informants are in fact deceased. • Development of methodology to study the aVerlife and related phenomena. • ParMcipaMon in and organisaMon of conferences and workshops. • Siings with mediums, conversaMons and client experience with spirit release therapists, hypnotherapists, and so on. • A great deal of secondary reading and wriMng. A community project – well networked 10