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Communication and Social Change
Prof Jo Tacchi, Dr Amalia Sabiescu
Loughborough University London
Webinar: Energy Access, ...
Communication and social change
• Integral part of international development practice & research
• Evolution from top-down...
http://ear.findingavoice.org/
Ethnographic action research
• Developed and shaped through
several communication and
development projects funded by
DFID,...
Key aspects
• Sequence of broad and targeted
research
• Researcher as socio-cultural
animator & why community
participatio...
Communicative ecologies
A conceptual and methodological tool to understand information access,
communication practices, us...
Communication for development embedding
• Important to acknowledge the history and evolution of the concept in
communicati...
Studying communicative ecologies
Key questions to understand a local communicative ecology
• What kinds of communication a...
Project Finding a Voice (2005-07)
India, Nepal, Sri Lanka and Indonesia
Communicative ecologies of individuals
Communicative ecologies of individuals
Communicative ecologies
of collectivities (villages, ..)
Adult education as a means to active
participatory citizenship (EduMAP, 2016-19)
Research goal: map and examine the
varied...
Potential applications in rural development,
energy access, education and youth
Ethnographic action research
• Flexible, i...
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WEBINAR | EDUCATION & YOUTH | Communication and Social Change - Jo Tacchi & Amalia Sabiescu

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Veröffentlicht am

Smart Villages/LCEDN webinar series

For more information, please go to e4sv.org

https://e4sv.org/events/webinar-education-and-young-people

One of the most powerful benefits of energy access in rural communities in the developing world is the potential impact on education. Whether a simple solar lantern permits an extra hour of homework and study after dark, or whether a more sophisticated community energy and ICT project permits remote education and training to take place. And one of the most important, but often under-represented, groups of community stakeholders are young people.

This LCEDN/Smart Villages webinar aims to create a wide-ranging discussion on these issues, with experts presenting their experiences and work on diverse aspects of the energy/youth/education equation.

Our presenters this month include Dr Jiska de Groot and the team at the Energy Research Centre at the University of Cape Town, Craig Gibbs from JET Education Services in South Africa, Prof Jo Tacchi and Dr Amalia Sabiescu from Loughborough University, and Rachita Misra and Huda Jaffer from the SELCO Foundation.

In addition to presentations on their experiences, the webinar included an opportunity for Q&A with all webinar participants.

Veröffentlicht in: Bildung
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WEBINAR | EDUCATION & YOUTH | Communication and Social Change - Jo Tacchi & Amalia Sabiescu

  1. 1. Communication and Social Change Prof Jo Tacchi, Dr Amalia Sabiescu Loughborough University London Webinar: Energy Access, Education and Young People 6 April 2018
  2. 2. Communication and social change • Integral part of international development practice & research • Evolution from top-down diffusion models to bottom-up participatory approaches • Shifts towards process focus: communication not as tool for behaviour change and persuasion but as a process of empowerment and democratisation (voice) • Communication processes entrenched in other landmark development practices – democratisation, access to education, health, etc.
  3. 3. http://ear.findingavoice.org/
  4. 4. Ethnographic action research • Developed and shaped through several communication and development projects funded by DFID, UNESCO and others since 2002 • It combines ethnography, participatory and action research; and research and project development • It has been used since in development projects that seek to involve users/local communities; and that are open and flexibly adapted in response to on-going findings & local people’s choices The incorporated action research cycle http://ear.findingavoice.org/
  5. 5. Key aspects • Sequence of broad and targeted research • Researcher as socio-cultural animator & why community participation is crucial • The importance of creating a research culture • Principles can be infused in monitoring and evaluation (noteworthy difference: changing indicators) • Key tools: participant observation, field notes, in-depth interviews, participatory techniques, but also diaries, surveys EAR integrates communicative ecologies mapping 
  6. 6. Communicative ecologies A conceptual and methodological tool to understand information access, communication practices, use of and interaction with ICT (information and communication technologies) in the context of people’s lives and social and cultural structures (Lennie and Tacchi, 2013) Both a concept (aligned to certain theoretical tradition) and a method (embedded in an ethnographic, holistic methodological approach) Assemblages of information and communication practices and processes • The whole structure of communication and information flows in the people’s ways of life • The complete ensemble of (symbolic and material) resources for communication in a locality, and the social networks which organize and mediate them (Slater, 2013)
  7. 7. Communication for development embedding • Important to acknowledge the history and evolution of the concept in communication for development • Gradual refinement through a series of communication for development (C4D) projects Kothmale Community Radio and Internet Project: monitoring and evaluation study to understand the role of ICT in C4D, Sri Lanka (2002) ICTs for poverty reduction: comparative study on the role of ICT for development and poverty reduction in five countries (2003-2004) Finding a voice: participation in local content creation in India, Nepal, Sri Lanka and Indonesia (2005-2007) • Analytical focus on holism, emergence, process, relations and connectedness • Towards actionable knowledge: understanding change (as it happens) and making space for intervention and action towards positive social change
  8. 8. Studying communicative ecologies Key questions to understand a local communicative ecology • What kinds of communication and information activities do local people carry out or wish to carry out? • What communications resources are available to them - media content, technologies, and skills? • How do they understand the way these resources can be used? • Who do they communicate with, and why? • How does a particular medium - like radio or Internet - fit into existing social networks? Does it expand those networks? (Tacchi, Slater & Hearn 2003)
  9. 9. Project Finding a Voice (2005-07) India, Nepal, Sri Lanka and Indonesia
  10. 10. Communicative ecologies of individuals
  11. 11. Communicative ecologies of individuals
  12. 12. Communicative ecologies of collectivities (villages, ..)
  13. 13. Adult education as a means to active participatory citizenship (EduMAP, 2016-19) Research goal: map and examine the varied CEs in the field of adult education among the providers of educational initiatives as well as vulnerable groups in order to: • Shed light on interconnections and mismatches between the supply and use side of adult education • Generate an in-depth view of the information and communication context of vulnerable groups • Map communicative practices of 40 adult education programmes in 19 EU countries and Turkey (providers & youth) • Map communicative practices of youth in vulnerable contexts (9 vulnerable youth groups in 9 countries) • Information used in ideation of new forums for dialogue between adult education stakeholders (policy makers, educators, education initiatives designers, and users) • Information to support improvement of adult education design, outreach and policy planning
  14. 14. Potential applications in rural development, energy access, education and youth Ethnographic action research • Flexible, inclusive research and project development methodology that involves local people & adapts to emerging interests and needs • Example: use of EAR in Mankosi Community Network, South Africa (Rey-Moreno, 2015) Communicative ecologies maps show • Communicative styles, array and uses of communication means • Factors and attributes that influence communicative practices and access to education, including social, cultural and economic factors; geographical location; social status/background for exclusion such as minority status • Who is included/excluded from what types of information and communication flows • Identification of difference based on attributes such as gender and exclusionary basis • Matches and mismatches between supply & use side in education and where is/could be dialogue

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