4.3 METHODOLOGY

Fig 6. Methodology Collage (Source: Authors)

Our Guidelines for Engagement

The following methodology reflects the work that has been done and that was prepared for this Practice Engagement.

On commencing the project, there was an understanding for the need to be flexible to the new information that the reality of the project would ask for; therefore, a methodology could only be established in retrospect, being informed by the work the BAP had already done and adjusting accordingly. Outlining this methodology is a way to document our experience for future use in similar projects. It has been defined in three stages: Preparation, Engagement and Reporting. It is important to note that even though these three stages fall in a neat, linear timeline, the occurrences within these stages do not. Thus, this methodology is not a step-by-step process, but rather highlights the different moments that happened and that continuously fed off each other within each stage. to note one continuous mindset that had to happen throughout all stages at all times and that was and is to:

Reflect upon our Positionality

Each member of the group comes from different places of the globe: Canada, Colombia, Mexico, Peru, and Tanzania. This translocal mindset within the group was only one factor that made up the different positionalities represented. At a personal and group level, reflecting upon our positionalities when tackling a project that sought to further understand the complexities of identity and living heritage was of utmost importance. The group attempted to constantly question where ideas and proposals were coming from, maintaining a critical reflexive approach to avoid imposing over the aims of the partners. Not only was understanding our privileges, or lack of privileges, important, but assessing our different skill sets within the group project also contributed to a better group work dynamic.

Build a conceptual framework

Through readings, talks, and presentations from experts, the group built a conceptual framework (See Fig 5 on pg 130) that would guide the project. It was important to familiarise ourselves with the concepts of identity, living heritage, memory and archiving, the shapes that those could take and how those different formats represent collaborative processes. This conceptual framework is detailed in the corresponding section of this report.

Plan according to the knowledge we had at the moment

Before heading to the engagement stage, it was necessary to have a plan that could be adjusted to new information with which we would be confronted later on. This plan was based on the conceptual framework that we had built, the information we had about our partner, SADACCA, and their goals, and some desk research and information about the community and their goals.

2. Engagement Stage

Build trust through honest conversations with partners to understand their needs

It was interesting to observe how the nature of the conversations held with the partners changed throughout the engagement stage. We had an understanding that these conversations would be crucial but were not able to fully understand how they would take place until we were fully immersed in the experience. We outline the types of interactions that were held with partners and that were useful for comprehending the work at hand. These different interactions range from formal to informal, where the informal conversations were especially important to build trust.

Presentations (formal):

The engagement included one initial and one final presentation. The first presentation was our first in-person interaction with the partners. It served as a way to present our initial ideas and have the partners share their concerns and challenge what we had, until then, come to understand about the project. The final presentation took place at the end of the engagement and was a way to share our findings in a formal setting, receiving comments at the end. These types of interactions were important to fully expose our ideas and be confronted with honest feedback.

Scheduled meetings (semi-formal):

The engagement stage had allotted times in which we could converse with the partners. These conversations took place in planned places and within planned times. These types of meetings were important to ensure we had time with the partners to talk about the project.

Informal meetings through informal settings:

These interactions took on a number of forms. The different group members made an effort to find different places and moments in which to talk to the partners in more relaxed settings. Most of these meetings took place during meal times. Group members interacted with partners during meal preparations, at the lunch table, and while they worked, such as at the sewing club. Other instances included seeking out partners after presentations to converse about the questions we had. These instances proved to be incredibly important to build trust with the partners and understand the project in a real manner, as well as to understand the nuances of the community and the work they had done so far.

Get to know what was and is in order to understand our contribution

It was of crucial importance to contribute in a meaningful and real way. Beyond the learning that this engagement could bring to us, it was imperative to assimilate the reality of the work at hand. The partners had ongoing projects and alliances before our arrival, and it was necessary to understand such work in order to strategise what our contribution could be. Below is an outline of the existing programs, partnerships and information from which our project seeks to build upon. It is important to note that some of these findings occurred in the preparation stage. However, it was not until the engagement stage that we were able to fully understand how they all came together

(Please refer to the case context section of this report for a more detailed description of the existing work done by our partners) and how they worked. These include the Bantu Archive Programme, which is currently made up of:

• A walking tour project based on a digital map documenting the history of Black and African-

Caribbean descent through Sheffield • Oral interviews, some of which are available to the public and some are not Marketings and outreach strategies

The existing local partnerships:

• University of Sheffield through the Live Sheffield

Project

Other archival work from other institutions and organisations:

• Sheffield Library Archives (2018) • Report on Sheffield, Slavery and Its Legacies’ (2021) • Racism and Inequality in the Cultural Holdings of

Sheffield, Updated report for Sheffield Race Equality

Commission Hearing July 29 2021 (2021) • Assess and strategise with a continued willingness to be flexible, always having the partners needs as the priority.

All new information collected during the engagement stage had to continuously be assessed and influence the work that was being done. There was a need for constant adjustments as we let the project unfold itself in an organic manner and as we discovered how our skill sets could better serve the partner’s goals. Following our comprehension of the existing work done by our partners, we decided that our main strategy should then be to build upon such work. Therefore, as will be detailed in sections to follow, our strategy centres around weaving, expanding and exposing the BAP. Continue working

Part of our reflection has left us with a desire to continue working and to push towards seeing our proposals come to life. The project does not end here and we are hopeful to continue working with the partners. The first stages of this continued work will take shape in the creation of two of our proposals: the first official BAP tote bag and the first edition of the BAP zine.

We hope that these proposals will constitute a platform to be appropriated with future editions. These proposals will be detailed in sections to come.

3. Reporting Stage

Reflect

part of, is reflection. This is necessary in order to process and assimilate lessons that will prove useful in future projects.