Keeping wartime memory alive: an oral history project about the wartime memories of people with learning difficulties in Cumbria

Abstract

This article discusses an oral history project funded by the Heritage Lottery. It recorded the memories of eight people with learning difficulties during the Second World War in Cumbria, UK, before their personal histories were lost forever. This qualitative, inclusive research project was supported by various organisations. The process of emancipatory research is examined in relation to the main project findings. There is an accessible website exhibition linked to this article. Some difficult issues were experienced by the team, such as the ill-health and death of participants, negotiating access with gatekeepers and concerns around decision-making. Cumbria experienced limited war activity, but people’s lives changed in subtle ways. This led to discussion around false/given memories; formal/informal interview processes and transcription/recording issues. The unexpected revelation of the study was the knowledge created around approaches to inclusion.

Keywords:

• oral history
• inclusive research
• learning difficulties
• partnership

Acknowledgements

The research team would like to thank the participants of this project as well as the Steering Group members and Fiona Deal for their support and advice. They would also like to thank Photosymbols for the pictures we have used. Without the support of the Heritage Lottery Fund this project would not have been possible, so the research team offer thanks to them for the funding.

Notes

1. The Steering Group was made up of members of Carlisle People First Research Team, two oral historians from Scotland and Cumbria, and two members of the Social History of Learning Disability Group of the Open University.

2. See http://www.peoplefirstcumbria.co.uk/about-us/heritage-project. Carlisle People First Research Team (2010).

3. The Holocaust was where six million Jewish people and other disabled, gay and minority-group people were exterminated by the Nazi’s during the Second World War.

4. The mapping PATH for research is a technique adapted from the work of Sanderson et al. (1999) and frequently used in the work of People First.

5. In the United Kingdom, this is the Sunday nearest to 11 November to remember people who fought and died in the War.

6. This led to some further work by the team around people with learning difficulties and their ‘identity’. This is seen as important in understanding People First as part of the Disability Movement (Bersani 1998; Chapman 2006). Members were also concerned that younger people with learning difficulties may have no understanding of the historical impacts of the treatment of people with learning difficulties, such as segregation in the institutions.

7. See www.unlockingthepast.org.uk. The ‘Royal Albert’ was an old institution for People with Learning Difficulties in Lancaster.

8. History that has never been heard before from minority groups.

9. Based on speaking and hearing about people’s personal memories. This is more accessible as it does not rely on reading or writing.

10. These were objects to help people remember things like ration books and gas masks.

11. Where a tape that someone has been recorded on has been listened to and typed up.

12. Ethical approval is where an outside body makes sure that the research being carried out is not harmful to people in any way.

13. A group of people who talk about their memories, helped and encouraged by others.

14. A ‘traditional’ way of doing interviews is where the researcher says very little and stays very separate from the person. This was challenged with the rise of feminist research where the idea of ‘reciprocity’ (mutual exchange) was seen as important.