Quotes 1 till 7 of 7.
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I have a great advantage over many of my colleagues inasmuch as my students bring with them to class their own personal knowledge of national, regional, religious, ethnic, occupational, and family folklore traditions.
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If a student takes the whole series of my folklore courses including the graduate seminars, he or she should learn something about fieldwork, something about bibliography, something about how to carry out library research, and something about how to publish that research.
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My academic identity is that of a folklorist, and for many years I have taught only folklore courses.
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The class has become over the years fairly large, running to three hundred or more, but I always insist upon reading all the student folklore collections myself. Although this is a tall order, I look forward to it because I learn so much from it.
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Their term project consists of a fieldwork collection of folklore that they create by interviewing family members, friends, or anyone they can manage to persuade to serve as an informant.
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There is more to folklore research than fieldwork. This is why in all of my other upper-division courses I require a term paper involving original research.
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They do not merely collect texts; they must also gather data about the context and the informant and, above all, write an analysis of the items based upon the course readings and lecture material on folklore theory and method.
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