Participatory video for two way communication in international development projects. Presentation held at IAMCR 2015, Montreal, Canada
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Participatory video can be an effective tool for inclusive research by facilitating two-way communication. It allows marginalized groups to have their voices heard in the policy-making process by telling their own stories through video. When community members create their own videos, it empowers them and improves understanding of their situations and needs. Viewers are more receptive to messages conveyed through video versus face-to-face encounters. While participatory video has limitations that are culturally dependent, it can affirm the perspectives of vulnerable groups and lead to greater acceptance of messages when used as a communication tool in participatory research.
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Participatory video for two way communication in international development projects. Presentation held at IAMCR 2015, Montreal, Canada
- 1. Manon Koningstein Jennifer Twyman, Shadi Azadegan, Simon Cook PARTICIPATORY VIDEO FOR INCLUSIVE RESEARCH Two-way communication in International Development
- 2. Let’s have a look at this video… • https://www.powtoon.com/show/eGOhNzMRAlG/participatory- video/#/
- 3. Case-studies • How PV helped the community of Somotillo (Nicaragua) to diffuse conservation practices. • How PV helped young rural women in Estelí (Nicaragua) to feel empowered.
- 5. Shift from one-way to two-way • Problem: case study Somotillo, one-way information flow. • Need for tools and approaches that bring the voices of (marginalized) groups into the policy-making arena • Shift from Development Information (one- way) to Development Communication (two ways) • Inclusive to gender, age, ethnicity, educational background
- 6. PV as a communication tool in Participatory Research • Gain understanding of their situation, as well as the confidence and ability to change it (Servaes, 2007). • Support process of empowerment (Kindon, 2003). • Reduce gap between researchers and reality (Kane, 1995).
- 7. Shannon and Weaver model of Communication (1949) Sender Message/ Channel Receiver Encoding Decoding Noise Feedback
- 8. Articulation points • Hall uses term ‘articulation’ to give meaning to a message. • Encoding and decoding are “determinate moments” (Hall 1980: 129). • Meaning is created through articulation.
- 10. Reception Theory: Jauss (1980) • Interpret texts and give meaning under predetermined conditions. • This happens through the articulation points. • React differently when viewing collectively or alone (Morley 1992, Lull 1990) • Braden (1998) suggests, it’s the familiarity of image, location of viewing, and subject matter.
- 11. Sender Channel Coding Decoding Noise Articulation point Articulation point Predetermined conditions that influence interpretation Receiver Feedback
- 12. Improvements in the communication framework through the use of PV Sender • PV provides for awareness-building of the PV-makers • Inclusion of marginalized groups Message • 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). • Video helps to produce (representations of) linguistic expressions that are comprehensible and intelligible (Huber, 1999). • It can affirm the ingenuity and perspective of society’s most vulnerable groups • Linking intellectual and emotional reasons to reach community adaptation Channel • Accessible and available • International iGDP has increased drastically • Mass media having great potential to promote gender equality
- 13. Receiver • No literacy required • 83% of learning occurs visually (Lester, 1996) Coding/Decoding • Extended language • Power lies with the audience • Audiences are able to confront and contest representations of them Feedback • Provide for interaction where otherwise impossible
- 14. Conclusions PV is an adequate tool for (agricultural) research for development • Allows understanding the local needs, wants and knowledge of local and/or marginalized populations. • The higher possibility of positive reception leads to a higher possibility of acceptance of the message. However, there are cultural limitations, locally specific.
- 15. 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. • Ramella, Marcelo and Olmos, Gonzao (2005) Participant Authored Audiovisual Stories (PAAS): Giving the Camera Away or Giving the Camera A Way?, London School of Economics and Political Science Papers in Social Research Methods, Qualitative Series 10, London: LSE • Huber, Bernard (1999) Communicative aspects of participatory video projects An exploratory study. Department of Rural Development Studies Swedish University of Agricultural Sciences. Uppsala, 1999 - ISSN 1403-7998 • Lull, J., (1990). ‘Inside family viewing’. UK: Routledge • Morley, D.(1992). The 'Nationwide' Audience: a critical postscript. (In Morley, D. (ed). Television, Audiences and Cultural Studies. London & New York: Routledge, pp. 119-131. • Jauss, Hans Robert (1982) Literary History as a Challenge to Literary Theory, Toward an Aesthetic of Reception, trans. Timothy Bahti (Minneapolis: University of Minnesota Press, 1982), 3-45 • Braden, S. (1998).Where's participation without representation. The Rural Extension Bulletin, June, 8-11. • Photocredits: Manon Koningstein (CIAT), Gian Betancourt (CIAT), Shadi Azadegan (CIAT)
- 16. Manon Koningstein m.j.koningstein@cgiar.org Research Associate/Communications Specialist Gender & Climate Change International Centre for Tropical Agriculture CIAT Colombia
Hinweis der Redaktion
- I work as a Research Associate and a Communications Specialist at the Gender & Climate Change team at CIAT/CCAFS. Please look at this presentation from this perspective, in which I try to combine theory with creative and innovate research methods. I will be using theoretical model from Shannon & Weaver, Articulation points Hall, Reception Theory Jauss/Braden To understand the power of PV in two-way comms in international development projects
- It is not easy to receive feedback, while at the same time being inclusive to all marginalized groups. A case study in Somotillo, Nicaragua. National NGO’s convince the local farmers not to use slash and burn but instead to use more sustainable techniques aimed at reforestation. message was just one-way: the feedback from the farmers came in the form of adopting the new practice yes or no, but detailed information on the ‘why’ was not registered. Furthermore the information was targeted mostly at the community leaders and the heads of households which often excluded women and young farmers from the information flow (Koningstein & Azadegan, 2014). shifting to a dialogue approach of development communication: necessary to introduce tools and approaches that bring the voices of marginalized groups into the policy-making arena while revealing the specific problems that have a direct impact on their lives. Participatory video has proven to be an effective tool for the engagement of rural communities. (ICTs) are powerful channels move from individual to collective learning using the tools in an integrated capacity development approach. enhancing the participation of marginalized groups in policy-making debates is a valuable resource to stimulate equitable and fair levels of consultation when it comes to the design of policies that affect rural populations (Ferreira 2006).
- Participatory video is said to support a process of empowerment in which community members create narratives through which those who participate in the process can communicate what really want to communicate, in a way they think is appropriate (Kindon, 2003, in: Plush 2009). To Servaes (2007) PV fits into the main goal of participatory research on the point that it has a beneficial impact on society where the participants gain an understanding of their situation, as well as the confidence and ability to change that situation. Participatory video implies several changes to the knowledge processes involved in the research and the power dynamics within them. First, as with other participatory approaches, it inverts the relationship between the researcher and the researched (Chambers, 1995), while recognizing that power imbalances still pervade this relationship. The underlying aim of the method is intended to reduce the gap between the concepts and models used by researchers and the reality of the targeted individuals and communities (Jewitt, 2012).The binary opposition of researcher and object/subject of research is thus ruptured leaving the terrain for collective participation.
- The receiver is the audience of the PV. Whether they are the direct and, as defined by the sender, public or indirect audience, they are taken to represent the audience as a group. The encoding happens when the sender goes to interview specific and identified persons. Often, these people in PV processes will be acquaintances of the sender (community-members, neighbors, fellow group members, etc.). This encoding moment then makes for articulation points. By selecting this specific participant, the PV makers know of a specific knowledge or experience this person has. They share interest for this knowledge or experience. Also, because the interviewer and the interviewee are familiar with each other, this increases the occurrence of possible articulation points and this way increases the successful decoding, and therefore the occurrence of understanding. The message is defined as the idea that the PV will communicate. Often, this message will be created by the sender, through the topic chosen, the questions asked, the persons selected for interviews, and the way the final product is edited. However, the interviewee has high influence on the message portrayed, which in its turn is influenced by the before mentioned articulation points. The decoding is when the message is received by the receiver. Who the receiver is depends upon the phase in which the PV finds itself (see figure 4) but will always be persons familiar with the context, message and/or problem proposed, which makes for another high possibility of the occurrence of articulation points. Through the articulation points in the decoding phase, using the reception theory, there is a higher possibility of understanding of the message by the receiver, a higher dedicated level of confidentiality of the message, trusting the sender and interviewee, leading to a higher possibility of understanding and possible acceptance and/or adoption of the message.
- ‘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.