{"id":1690,"date":"2021-03-31T14:40:54","date_gmt":"2021-03-31T14:40:54","guid":{"rendered":"https:\/\/cc4hh.co.uk\/?p=1690"},"modified":"2024-11-06T09:43:26","modified_gmt":"2024-11-06T09:43:26","slug":"lockdown-life-stories-2","status":"publish","type":"post","link":"https:\/\/sites.glos.ac.uk\/cc4hh\/2021\/03\/31\/lockdown-life-stories-2\/","title":{"rendered":"Lockdown Life Stories"},"content":{"rendered":"\n

This year, our students are working on a number of important local history projects covering the hidden lives of prominent women, exploring the experiences of lockdown, and uncovering links with slavery. All the projects will be exhibited in September as part of the \u2018City Voices\u2019 programme of the Gloucester History Festival. This post is one of five projects<\/strong><\/em> exploring the much more contemporary experiences of life under lockdown, and sees students applying some knowledge of oral history as a research method. The students involved are Mike Brazier and Tom Thickbroom. <\/em><\/strong><\/p>\n\n\n\n

The aim of our Lockdown Life Stories is to find out the impact the series of lockdowns have had on workers employed in some of the country\u2019s key public services, such as the NHS and teaching, and the ways in which these people have overcome the issues that may have arisen during lockdown. We decided to interview four NHS workers and four teachers because these occupations could provide us with different experiences of the lockdowns. Each group has been affected by the pandemic, with NHS workers having to take on new roles due to Covid and teachers being forced to use online resources to present their classes because of school closures.<\/p>\n\n\n\n

We agreed to conduct the interviews together via online calls on Microsoft Teams so that we could record the meetings and write up a transcript for future reference when we come to produce the final presentation of our project. For the interviews, we decided to ask a set of standardised questions with both professions, the only difference being that each group would be asked four \u2018profession specific\u2019 questions alongside a further four \u2018general\u2019 questions. We agreed to use a standardised set of questions for the interviews as opposed to sets of randomised questions so that every person we interview receives the same overall experience, making the interviews more straightforward to conduct, and because the answers then allow for more direct comparison when it comes to producing the final project.<\/p>\n\n\n\n

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We designed a consent form that all participants complete and sign before the interviews commence. The form includes the opportunity for participants to withdraw any information they don\u2019t wish to be recorded. If they don\u2019t feel comfortable with how their answers may be used in the future, they also have the option to withdraw completely from the project. This was done to ensure that all participants felt comfortable with all of the questions we may ask during the interview.<\/p>\n\n\n\n

So far, we\u2019ve completed four interviews. We\u2019ve been able to complete all the interviews for those working in the NHS, so we\u2019ve now got the recordings and the transcripts of these interviews for future use when we come to produce our final project. We still need to complete the last four interviews involving the teachers, but we\u2019ve found it difficult to identify teachers who are able to participate in the interviews because schools reopened at the beginning of March and since then teachers have been too busy to participate in our project.<\/p>\n\n\n\n

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As this is the case, we\u2019ve discussed the idea of changing our focus from teachers to shop \/ supermarket workers because, like NHS workers, they\u2019ve continued to work throughout the lockdowns and they\u2019ve been greatly affected by the pandemic. It\u2019s likely that we\u2019ll switch our focus to these workers if we can\u2019t get any teachers to agree to be interviewed before the Easter Break.<\/p>\n","protected":false},"excerpt":{"rendered":"

This year, our students are working on a number of important local history projects covering the hidden lives of prominent women, exploring the experiences of lockdown, and uncovering links with […]<\/p>\n","protected":false},"author":53,"featured_media":1693,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[4],"tags":[22,50],"class_list":["post-1690","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-news","tag-gloucestershire","tag-oral-history"],"blocksy_meta":[],"acf":[],"_links":{"self":[{"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/posts\/1690","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/users\/53"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/comments?post=1690"}],"version-history":[{"count":1,"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/posts\/1690\/revisions"}],"predecessor-version":[{"id":2149,"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/posts\/1690\/revisions\/2149"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/"}],"wp:attachment":[{"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/media?parent=1690"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/categories?post=1690"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.glos.ac.uk\/cc4hh\/wp-json\/wp\/v2\/tags?post=1690"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}