Paper Short Abstract:

I use participatory approaches and ethnographic methods to explore interactions between language, education and identity. I showcase a collaborative arts workshop exploring Scots language with a group of school pupils, and tension around writing up a joyful, embodied process into an academic output.

Paper Abstract:

In my work, I use participatory, creative, approaches and ethnographic research methods to explore the interaction between language, education and community identity. This presentation will showcase a collaborative arts workshop that formed part of my PhD fieldwork exploring what the Scots language meant to a group of school pupils and their local community in the North-East of Scotland.

The workshop created a space for the pupils, artist, and I to work together equals, co-producing ethnographic knowledge. Following Freire (1993:61), I was no longer merely the-one-who-teaches, but one who is himself [sic] taught in dialogue with the students, who in turn, while being taught also teach. Together we took photographs, interviewed people in the school, and made decisions collaboratively. We were embodied; walking, talking, laughing and sharing stories from multiple perspectives.

My own story and language background is woven through this work. At different points I was a researcher or practitioner or activist or ethnologist (Skillman 2020). I used my shifting positionality to listen closely and carefully, to amplify participants’ stories to a wider audience, and to promote positive attitudinal change towards Scots.

It is a challenge to funnel this participatory, joyful, experience into academic writing. As a community educator, I learnt that the process is often as important as the product, and I reflect on the difficulties this tension has caused me as I struggle to write my thesis.