Collaborative Methods

As most of the endangered languages only exist in spoken form, it is crucial for linguists to transcribe to preserve records of linguistic events and support language learning. The urgency of language endangerment has also prompted linguists to incorporate computational speech processing tools into the transcription pipeline. However, treating Indigenous knowledge as mere data disenfranchises local language
speakers. In order to truly support oral language speakers in their desire to maintain the language, speech technological solutions need to put human collaboration at the centre of the transcription pipeline.
With the goal of collaboration with language speakers, we explored a transcription pipeline that incorporates respeaking and word-spotting. By including respeaking, a linguistic field method that utilises slow repeated speech, it enables oral language speaker to participate in the transcription process. Using the Indigenous Australian language of Kunwinjku as an example, we showed the positive effect of respeaking on word-spotting. We also demonstrate how additional collaborative tasks in respeaking can be included to improve the performance of word-spotting in the transcription pipeline.

De acuerdo a las ciencias cognitivas la narración nos ayuda a conocer, recordar, apren-der o organizar nuestra percepción y pensamientos. Estas funciones han sido desplegadas a lo largo de la historia y son aplicadas actualmente por la mercadotecnia, el management o los recursos humanos para persuadir, crear comunidad o guiar el comportamiento.

Asimismo, en el actual contexto de " cultura participativa " , la narración entendida como dispositivo está siendo explorada como técnica de creación colectiva en ámbitos como el activismo o la investigación. A través del análisis de varios proyectos, este artículo tiene como objetivo definir la narración colaborativa como tecnología blanda haciendo énfasis en su aplicación en el terreno del empo-deramiento ciudadano.

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According to cognitive science, storytelling helps us to understand, remember, learn or organize our perceptions and thoughts. These functions have been deployed throughout history and are currently applied by marketing, management, or human resources to persuade, build community or guide behavior.

Also, in the current context of "participatory culture", storytelling understood a device is being explored as a technique of collective creation in areas such as research or activism. Through analysis of several projects, this article aims to define collaborative storytelling as soft technology with emphasis on its application in the field of citizen empower-ment.

Collaborative methodologies are at the forefront of an academic movement seeking to recognize the way social research emerges out of interaction with social actors involved in the processes studied. However, the question of how this recognition can be expressed through authorship is rarely explored. Even though co-authorship is common in different academic fields, including social sciences, the inclusion of actors involved in the social processes studied as co-authors of academic reports is still quite rare. Thus, I here analyze the methodological and epistemological assumptions underlying traditional expressions of authorship embedded in intellectual property models, and how these can be challenged through collaborative methodologies and co-authorship dynamics. I then present a methodological approach that focuses on the co-authored construction of academic texts through conversations, which was developed through four different experiences with scholars and persons involved in different social and political initiatives.

In this chapter, I reflect on how the many positions I occupy shaped the fieldwork I conducted for my PhD project and its failures. I am a half-German, white, cis settler who was born and raised in Brazil and was working with urban indigenous and black communities there. At the same time, I was institutionally located in Wales, in the UK. When working with such communities, questions of ethics and accountability were imperative. As I describe below, these imperatives quickly led me to self-reflexivity, the practice of being transparent and reflexive about one's positionality in the field and how it affects the research design and process. They also led me to collaborative methods-which, in the words of Himika Bhattacharya (2008, 305), are about 'doing ethnography "with" people rather than "on" or "about" people, with a purpose of bringing about positive change in the lives of the researched'. Despite the important contributions that such methodologies have made to ethical and accountable research, I incurred certain failures in this process that were both my own and part of academia more broadly. I will focus here on two such failures. The first was my falling (or failing) into what D'Arcangelis (2017) called 'the White settler fantasy of transcending colonialism'. The second was my failure to openly reflect on sexualised encounters and sexual harassment in the field.