Participatory Media for Youth and Community Development - Danielle Martin (MIT) Using case studies from Bangalore, India and Lawrence, MA, Martin is exploring how more open and iterative methods (based on new media philosophy) catalyzed by outside facilitators can aid youth development programs in becoming more responsive and demonstrate genuine learning of participatory media skills, especially across cultural contexts. She is also involved in two other group research projects, embedded in the Lawrence community and MIT university-community partnership (MIT@Lawrence), one tied to creating a new kinds of media pieces to spark reflective discussion among students, practitioners, and community members; and the other to document historical narratives and new innovation in the re-development of a mill building into new green opportunities for affordable housing, economic development and community engagement.

1. participatory media for
youth and community development
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mit@ lawre nce
lawrence
danielle martin
bangalo re
cyberscholars
01/28/09

2. abstract
main ideas:
• inte rse ctio n o f ne w me dia cre atio n to o ls and a bre e d o f facilitato rs who unde rstand the ir
unique o rganizing capacity.
• ne xt ste ps to transfo rm vo ice , the o ry and practice .
thesis
• case studie s invo lving e thno graphic actio n re se arch in Bangalo re , I ndia and Lawre nce , MA
with “unse rve d” yo uth in alte rnative e ducatio n pro grams.
• analytical frame wo rk = pro gram lo gic mo de l, manife sting thre e practical facilitatio n
me tho ds
mit@lawrence research
• m@ l sto ry
• info rmatio n, asse t building, and the immigrant city (dusp practicum 11.423)
curricula
facilitatio n_me tho ds “the o utsider”
participato ry_media yo uth_de ve lo pme nt new_media_skills
civic_engagement marginalized_po pulatio ns
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3. context: two cities
lawrence bangalore
aka Òforgotten cityÓ indiaÕs new siliconalley
v
total po pulation 72,043 (2000) 4,301,326 (2001)
69,942 (2006) 5,180,533 (est 200 8)
third most populous city in india
population growth increase of 76.1 perc ent in the immigrant 4 million over last 30yearsÑ total number of
population since 1990, which compared with migrants to bangalore doubl d duringthe 3
e
a 7.5 percent increase in the native-born decades from about 6 lakhs during 197181-
population (which includes children born to to 12.6 lakhs during 19912001
-
immigrants) over he same periodÑ
t
immigration accounted for 42.9 perc ofent predictions: 31 villagers will continue to show
the metro area's population increase up in an indian city every minut e over the next
43 years Ñ 700 million people in all.
reasons fo r migration agricultural and manufacturing s jobs
ector it jobs (mostly young males) but also an
accompanying rural -to-urban influx for inf
ormal
/ support sectors
whoÕs a ÒnativeÓ? irish/ital vs latino (mike sullivanas mayor)
ian kannada vs telugu, tamil and hindi
literacy/education public high school dropout rate is 60% 74 percent literate (urban)
housing for low income 25% live be low the poverty leve l 10% live in slums
employment 60% of population over age of 16 in labor during 1971-2001, work participation rate of
force bangalore ua increased (30 to 36) in formal
economy
Census of India, U.S Census Bureau, Federation for American Immigration Reform, NY Times, India Telegraph
.
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4. two programs
drishya, banalore
g
youthbuild lawrence
- personal growth, career development, and academ ic - addresses fundamental inequities
advancement (GED) - school as set of spaces si multaneously i side of and outside
n
- leadership roles (AmeriCorps) of the co mmunity.
- civic engagement and communityservice - knowledge and understandingcreated at many leve ls Ð
physical, emotional, cognitiveand psychological,
- asset building
- regular ÒuschoolÓ programming and focused month long
n
ÒcampÓ activi
ties
18-24 year olds 8-16 year olds
20-30 membe rs per year 50 members , over multipleyears
Lunch,and AmeriCorps stipend provide d Food, uniforms and healthcare provided
,
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5. new media + “outsider” = opportunity
the ro le o f the o utside facilitato r:
• F ire » te ache r and le arne r in mutually transfo rmative pro ce ss » wo rking
re
with, no t for pe o ple
• translato r, me diato r, ambassado r
• what is kno wle dge ? Sillito e ’s kno wle dge co ntinuum (2002):
OUTSIDERS OUTSIDER-INSIDER INSIDERS
social scientists ethnographers natural scientists school educated local people
problems:
INTERDISCIPLINARY INTERCULTURAL INTERCOMMUNITY
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6. framework : PDC
whe re can ne w
me dia to o ls and
me tho ds be
adapte d to
e mpo we r
participatory
development
communication
processes?
gary bessette 2006
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7. program logic model
kellog foundation 2004
s
t
u
p
n
i
impact
assumptions outcomes
activities outputs
s
participato ry
pro dusage
activities & tools develo pment
philo so phy
pro cesses
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8. process, not product
youthbuild lawren
ce drishya, banalore
g
facilitation methods
s
1. focus o n process no t product multi prong awareness and engagement
- software in kannada (bahara, ning, scratch)
e
s
s
e approach, both in-person and using various internet concept lessons using physical
c
c
u
s media tools Ðspecifically, commercial embedded exercises; photosto ry project as incremental
as one of several tools (along with peti ion and
t summarization;
photomap) for organizing campaign
s at initi issue decision stage, too focused on
al too many tools attempted meant breadth but
e
i
t
i
n campaign as a pr duct and didnÕt
o brainstorm not depth of technology skills
u
t
r
o possible outcomes with youth
p
p
o
d
e
s
s
i
m
explaining
co ncept o f
messaging online
constructing
pho to map
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9. iterative curricular design
youthbuild lawren
ce drishya, banalore
g
facilitation methods
s
2. iterative curricular design periodic re-planningdiscussions curri ulum designed in Òreal
c -timeÓ
e
s
s
e weekly journals; plush/deltas at end of each collaborative meetings both in and out of
c
c
u
s session; incorporated petition in neighborhood workshop time
association cleanup
when m ember takes photos to local radio use of ning social network to document story
s station annou
ncer and photos are mentioned at devel o pment and build internet skills,but lost
e
i
t
i
n local to wn meeting, no re-design of campaign influence when didnÕt well into regular
fit
u
t
d r
e o
s and message distri ution strategy
b instruction
p
s
i p
m o
re-planning
discussio ns
ning so cial
networking site
do cuments
process
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10. horizontal teaching
youthbuild lawren
ce drishya, banalore
g
facilitation methods
s
3. horizo ntal teaching sub-task leaders elected and video pro duction sessions led by local drishya faci
litators (aide d
e
s
s
e led by members by experts and outside faciitator) and
l
c
c
u
s students work in overlappingpairsand teams
reflected in ning social network site
facili
tator assigned finalhand-off tasks, but didnÕt no youth involved w ith finaldrishya faci
litator
s
e
i
t ensure real owner ship of project (not local staff scratch skills training and brainstorming for
i
n
u
t buy-in or accountability) future use of tools
d r
e o
s p
s
i p
m o
youth led actio ns
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lo cal staff led &peer mento ring
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11. analytical framework
values as inputs activities outcomes
facilitation methods PDC processes
produsage
1. focus o n processnot creating know g :
led e
user-led content production
collaborative engagement tapping indigenous knowledge
product then choosing
,
unfinis artifacts
hed sharing knowledge
from a menu of media
technology tools and lower-
tec h solutions
2. iterative curri ular
c bui
ldin com un es:
g m iti
palimpsestic, iterative,and
evolutionary devel pment
o forging partnerships
design
,
enabling transparency in
decision making
3. horizontal te ching
a en ling action:
ab
fluid roles
heterarchical,permeable nurturingsense of
(mento rship/train
-the-trainer)
comm unitystructures guardianship of the commo
ns
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12. mit@lawrence
• actio n-o riented scho larship
thro ugh university-co mmunity
engagement fo r the purpo se o f
co ntributing to an equitable and
sustainable future in the City o f
Lawrence
• a self-sustaining netwo rk fo r
recipro cal kno wledge transfer
and inno vatio n
• pro gram areas:
– affo rdable ho using
– co mmunity asse t-building
– yo uth pathways to care e r and
e ducatio n
– gre e n building de ve lo pme nt and
jo b cre atio n
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13. m@l story
• reflective practice exercise that aims to
do cument and reflect o n the pro gressio n o f
m@ l as a university co mmunity partnership
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• multi-layered appro ach to capture the sto ry
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– o ne -o n-o ne inte rvie ws
– pane l discussio ns
– stude nt re fle ctio ns
• co nversatio n starter and discussio n space QuickTimeª and a
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– sho rt vide o do cume ntary
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– inte ractive and multi-the me d time line
– in-pe rso n summit o f M L stake ho lde rs and
@
frie nds
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14. practicum 2009
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• Lawre nce Co mmunityW o rks (LCW ), a co mmunity de ve lo pme nt co rpo ratio n invigo rate d by 4 MT I
alumna
• Unio n Cro ssing (UC) pro je ct – an inno vative mixe d-use mill re de ve lo pme nt pro je ct that aims to
be a co mple te ly quot;gre e nquot; building, bo th in de sign, building and imple me ntatio n as a co mmunity
invo lve me nt ce nte r
• histo rical quot;thre ads”:
– e ne rgy and te chnical inno vatio n, mo st re ce ntly quot;gre e nquot; public and private -se cto r initiative s
– o rganizing and mo bilizing pe o ple fo r change , fro m the Bre ad and R se s Strike o f 1912 to
o
LCW 's natio nally re no wne d quot;ne two rk o rganizingquot; mo de l
• participato ry actio n-re se arch using I to de ve lo p spe cific strate gie s and pro to type s to inco rpo rate
CT
participato ry histo rical narrative s and o ral histo rie s bo th physically and virtually into the ne w space
• inte rpre tive histo ry data gathe ring thro ugh yo uth-le d
o ral histo ry inte rvie ws with facto ry e mplo ye e s, archite cts, re al e state de ve lo pe rs, and the mse lve s!
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15. conclusions: what’s next?
• transfo rm voice
– 1st vs. 3rd wo rlds mindse t
– le sso ns fro m indige no us traditio ns
– lo cal o ral traditio n in ne w me dia
le xico ns
• transfo rm theory QuickTimeª and a
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– te mpe r ide alism with re ality
• transfo rm practice
– le ve ls o f “ge nuine participatio n”
– lo cal sustainability thro ugh ne w
tactics and yo uth facilitatio n roger hart 1997
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