Participatory video for inclusive research: Opportunities & challenges identified
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Participatory Video for Inclusive Research. By: Manon Koningstein
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Participatory video for inclusive research: Opportunities & challenges identified
- 1. PARTICIPATORY VIDEO FOR INCLUSIVE RESEARCH Opportunities & challenges identified Manon Koningstein Shadi Azadegan With support from Jennifer Twyman, Iddo Dror, Simon Cook CIAT Internal Conference, ICT4D October 13th, 2015 Cali, Palmira
- 2. Summary • https://www.youtube.com/watch?v=pVS8rTlA NsM&feature=youtu.be • PV provides for clearer understanding of the challenges the world's rural poor (men and women) are facing. • Adapt development strategies and policies to local needs, knowledge and wants. • Inclusive
- 3. Summary of projects • Financed by CIAT, CCAFS, Humidtropics and ILRI • First pilot conducted in Somotillo, Nicaragua on young farmers’ perspectives on agriculture & climate change. • Second project in Estelí, Nicaragua, with young rural women. • Currently, working on e-course, whiteboard animation and information brochure on the use of PV for inclusive research across the CGIAR. T • Current project phase is funded by the Capacity Development team of Humidtropics/ILRI, led by Iddo Dror.
- 4. PV as a communication tool in Participatory Research • Allows to present assessment of their own words (Traber & Lee 1989: 1). • Support process of empowerment (Kindon, 2003). • Create narratives through which can communicate what really want to communicate, in a way they think is appropriate • Participants gain understanding of their situation, as well as the confidence and ability to change that situation (Servaes, 2007) • Reduce gap between researchers and reality (Kane, 1995).
- 5. Improvements in the communication framework through the use of PV • PV provides for awareness-building of the PV-makers • Inclusion of marginalized groups • It can affirm the ingenuity and perspective of society’s most vulnerable groups • Linking intellectual and emotional reasons to reach community adaptation • Multiplatform and are accessible and available • No literacy required • 83% of learning occurs visually (Lester, 1996) • Provide for interaction where otherwise impossible
- 6. Challenges • Quality of the video is less appealing • How can we make sure to reach policy makers • Small scale research information • Workshops are quite time-consuming
- 7. Lessons learnt • Eight days is the maximum amount of time of the workshop. • Exercises need to be quick and inclusive. S • When mixed, girls and women tend to be less outgoing. • Creative ways of separating by gender • Sensitive to the ongoing criticism around PV, and strengthening the academic use and viability of this tool, and make it a truly inclusive research for development tool.
- 8. Conclusions • PV is an adequate tool for (agricultural) research for development • Higher degree of possible social change than mainstream research approaches • Allows understanding the local needs, wants and knowledge of local and/or marginalized populations. • Cultural limitations, small scale, less esthetic quality
- 9. References • Traber, M & Lee, P. (1989) Video for Animation and conscientisation. Media Development 36(4): 1 • Kane, E., (1995). Seeing for yourself: Research handbook for girls' education in Africa. Washington, DC: World Bank. • Kindon, S. (2003) ‘Participatory Video in Geographic Research: A Feminist Practice of Looking?’ Area. Vol 35 (2) pp142-153. • Koningstein M., Azadegan S. (2014) Participatory Video in Somotillo, Nicaragua. CCAFS Working Paper no. 100. CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS). Copenhagen, Denmark. Available online at: www.ccafs.cgiar.org • T.J., Servaes, J. & White, S.A. (eds).Participatory Communication for Social Change. New Delhi & London: Sage Publications, Ch. 11. • Photocredits: Manon Koningstein (CIAT), Gian Betancourt (CIAT), Shadi Azadegan (CIAT) • Youtube videos: https://www.youtube.com/watch?v=mLsuRqCWdZI, https://www.youtube.com/watch?v=hHQl3zrnzgw
Hinweis der Redaktion
- communicate what they really want to communicate, in a way they think is appropriate where the participants gain an understanding of their situation, as well as the confidence and ability to change that situation. it inverts the relationship between the researcher and the researched (Chambers, 1995), while recognizing that power imbalances still pervade this relationship. The underlying aim to reduce the gap between the concepts and models used by researchers and the reality of the targeted individuals and communities
- ‘Perhaps because of the multiple dimensions of communication involved in the videos, PV processes are able to validate people’s views in a way that a workshop or academic paper cannot’ (Ramella and Olmos, 2005). - PV makes use of a so-called demystifying technology - they develop communication skills that increase their standing in the community and in their organizations. - The process helped the community to define their own capacity to change, and above all, to identify and articulate where and from who assistance is required As a tool for empowerment - Encourage local knowledge and new perspectives - Papa et. al. (2000) found that women’s empowerment is linked to sharing emotions (connectedness), evaluating personal actions for relations and environmental impact (integrative thinking) and helping one another through collective action (cooperative enactment). An example can be found in the PV done in Estelí, Nicaragua. - PV provides for equalizing relationships, including gender, because video production is a new tool and skill-set for most - Researchers can intentionally choose marginalized members of community PV-makers can intentionally choose to interview marginalized people are more willing to listen to what others were saying when they watched it on video than they would have in face to face encounters (Ramella and Olmos, 2005). - linguistic expressions that are comprehensible and intelligible - PV has no aesthetic and technical rules - The participants’ worlds are recreated through a collective assessment of their lives - It can affirm the ingenuity and perspective of society’s most vulnerable groups community adaptation is essentially about change in human behavior, and such change is more likely to happen when people find both intellectual and emotional reasons to think and act differently. - Video and film are now multiplatform and are accessible and available to more people.The result is that PV has been “enhanced” through this process - the international iGDP - the mass media as having great potential to promote the advancement of women and the equality of women and men - does not require literacy - Bruner of New York University, who has described studies that show that people only remember 10% of what they hear and 20% of what they read, but about 80 percent of what they see and do - audiences are able to confront and contest representations of them - Due to the articulation points created during PV process, PV provides for a communication flow in which the coding and decoding will be more successful, with a no or a small gap between the messages created during encoding and during decoding. - Through the direct recording of people’s emotions, expressions and gestures, PV allows for the inclusion of a so-called ‘extended language’ concerning a specific research topic and process - PV helps create an opportunity for interaction between a group of people who might not otherwise have had the chance to interact, or have had the possibility or the willingness to listen to each other’s perspectives on a specific problem that affects them all
- Through these articulation points the higher possibility of positive reception leads to a higher possibility of acceptance of the message.