Experiments with moving children and digital cameras

Discussing an ethnography engaging 7–12-year-olds in digital filming and photography during school journeys in Helsinki, Finland, this article argues for an experimental attitude to participatory visual research with children. Such an attitude is inspired by science and technology studies, and seeks to open space for more situated styles of children's expression and participation by stressing the performative aspects of visual methods and media. Tracing out the unexpected ways in which children embodied digital cameras and shared them with friends, the article claims that experimentation invites researchers and participants alike to explore new modes of relating to one another and everyday practices, thereby drawing out the creative potential of methods and adjusting them better to empirical settings.     

Theatre Elicitation: developing a potentially child-friendly method with children aged 8–12

ABSTRACT

This article discusses the growing body of literature published in Children Geographies on the importance of involving children in research processes. Inspired by participatory creative methods such as photo elicitation and popular/forum theatre, we have developed a potentially child-friendly tool referred to as Theatre Elicitation (TE). The objective of TE is to use theatre forms as a means of data collection in the context of a negotiated research process. In a pilot project in which we explore TE, children shared their perceptions of happiness. This was inspired by a UNICEF Report [2007. Child Poverty in Perspective: An Overview of Child Well-being in Rich Countries. Innocenti Report Card 7. Florence: UNICEF Innocenti Research Centre] that listed ‘Dutch children’ as the happiest of the world. The focus of this article is the development of TE as an interactive research tool. Insights were gained into the meaning of ‘child-friendly’ research, shifting power relations between children, peers and adults, and how children’s own positioning in lived experiences contextualized concepts such as ‘Dutch children’.     

Participatory Feedback and Dissemination with and for Children: Reflections from Research with Young Migrants in Southern Africa

In this contribution we discuss the process of feedback and dissemination that we adopted following research with children affected by AIDS in southern Africa. We outline our reasons for engaging in detailed feedback and dissemination, distinguishing between active or passive processes and discuss the participatory methods we adopted. Through our reflections we consider feedback as an obligation to participants and dissemination as a potential agent of social change. In addition we evaluate the effectiveness with which we were able to truly incorporate the voices of young people in our dissemination and relinquish control of the outcomes to make them available for action among policy-makers. In conclusion we highlight that active dissemination, although not able to guarantee that research recommendations will be acted upon, at the very least opens dialogue and enhances understanding among those able to implement action.     

The impact of the school space on research methodology,child participation and safety: views from children in Zanzibar

ABSTRACT

This paper discusses the impact of school environments as research spaces on participatory research methods, children’s agency and safety. The article draws on 18 months of ethnographic fieldwork on children’s perceptions of protection programmes in state and Qur’anic schools in Zanzibar Town. Working with ‘draw & write’ and photovoice approaches disclosed issues with children’s safety in schools and highlighted limitations of participatory research in educational spaces. Drawing on Zanzibari children’s perspectives, I suggest that to improve fragile theoretical ideals about children’s participation in participatory approaches in educational settings, research processes need cultural sensitization and conceptualization in relation to the intersecting notions of place and personhood. This, as the paper shows, needs to guide and can help develop a respectful understanding of children’s lives. This paper contributes to discussions on childhood research ethics and constructions of ‘safe research spaces’.     

A visual ethnographic pilot study of school travel for families living with childhood disability

ABSTRACT

Children’s school transport has become a major research focus over the past 20 years, particularly within the fields of planning, transport geography, and children’s geographies. However, this work has rarely considered children living with disability. This article presents the pilot component of a visual ethnographic study about school transport within families living with childhood disability. It explains why we piloted the study, details the pilot process, and presents lessons learned from piloting the study with two families of children living with different mobility needs. The lessons largely concern the design of interview guides and the interviewing process, as well as the development of an adaptive photo kit to enable children’s independent participation. The article shows how piloting qualitative studies, particularly those involving disabled children, can be invaluable in terms of improving data collection technologies and logistics, as well as enabling inclusive participation.     

Elite and Participatory Policymaking: Finding Balance in a Case of National Forest Planning

In recent years many theorists and practitioners have called for more public involvement in policymaking and for greater citizen input in decisions. The move toward participatory and community-based approaches in policymaking can be seen as a backlash against more elitist technocratic, top-down models of decisionmaking. Using a case study of a successful National Forest planning exercise, this research investigated whether a participatory or elite model characterized the decisionmaking process. The findings indicated that neither an elite nor participatory model of decisionmaking dominated in the planning process; rather, both forms of aecisionmaking contributed to important elements in formulating this successful National Forest plan.     

Scientific Visualizations: Bridge-Building between the Sciences and the Humanities via Visual Analogy‘Everything one invents is true’ Gustave Flaubert

Abstract

Text-based reasoning has, naturally, been crucial to intellectual activity; but it does not represent the entire map in cognition and education. With modern students so responsive to visual stimuli, visual analogy provides a fascinating resource in the exploration of fresh learning interfaces between subject areas, galvanising important new modes of creative-critical teaching across the disciplines and carrying the potential to ignite deeply participatory interdisciplinary discussions. The type of analogy emphasised here is termed a ‘scientific Visualization’; it derives from observable phenomena in technology and science, and is put to use, in this paper, chiefly within literary studies. A spectrum analogy for intertextuality is introduced, developed later into a filter analogy providing a particular perspective on translation. Further analogies examine various aspects of textual reception through genetics, crosstalk and chaos theory. Attractive, novel and accessible, these materials open up a range of cross-disciplinary prospects in research and teaching. Offered in a spirit of serious play, the examples presented in the figures establish the basis for a much wider pilot study; the hope is that the approach will eventually be deployed across many fields.     

Heritage and participatory governance: An analysis of political strategies and social fractures in Spain

In the heritage field, institutions tend to see social participation as a synonym for good governance practice. This extends to other areas such as the environment, humanitarian aid, and sustainable development. In this article, the authors analyze the use of participatory models in the management of heritage through the study of three heritage sites in Spain: the prehistoric paintings in Altamira, the Mosque‐Cathedral in Córdoba, and the Cabo de Gata‐Nijar Natural Park. Their study suggests that, despite the promises of more democratic heritage governance, participatory methods are commonly bounded by social fractures that are concomitant to certain ‘heritage regimes’. They conclude that the critical study of participation in heritage should go beyond the dichotomy between ‘good and bad’ participation. Rather, it should focus on understanding what participation does to the entire heritagization process.     

Participatory work with young children: the trouble and transformation of age-based hierarchies

ABSTRACT

This paper explores the ways that participatory work with young children was actually lived in practice, in one early childhood setting. Drawing on an ethnographic study, the paper argues that disruption of age-based hierarchy was key for making space and time for young children’s meaningful participation. Practitioners held a strong, nuanced view of young children’s ‘richness’, rather than defining young children in terms of what they lack. The finished state of adulthood was troubled, with adults seen as fellow ‘emergent becomings’, in the process of learning alongside children. However, despite conscious efforts to deconstruct age-based hierarchy, age and life experience remained troublesome concepts at the nursery. The paper examines tensions and limitations in how far adults were willing to cede control to young children, focusing on the example of care routines. The paper contends that participatory work with children must itself be maintained as a space for inquiry and reflection.     

Indigenous free prior informed consent: a case for self determination in World Heritage nomination processes

Free prior informed consent is a critical concept in enacting the rights of Indigenous People according to the United Nations Declaration on the Rights of Indigenous Peoples. This paper outlines a case for the inclusion of free prior informed consent in World Heritage nomination processes and examines issues that are problematic when enacting free prior informed consent. Case research was used to analyse current issues in the potential nomination of certain areas of Cape York Peninsula, Australia. The authors’ reflexive engagement within this case offers insights into the praxis of developing a World Heritage nomination consent process. The outcomes of this research were: preconditions need to be addressed to avoid self-exclusion by indigenous representative organisations; the nature of consent needs to account for issues of representation and Indigenous ways of decision making; the power of veto needs to have formal recognition in the nomination process; and prioritising self-determination within free prior informed consent ensures the intent of the United Nations Declaration on the Rights of Indigenous Peoples. The paper contributes to the human rights agenda of Indigenous People and conservation management processes by helping address the issues that will be raised during a World Heritage nomination process.     

日本城市规划中的公众参与

本文首先回顾、总结日本在20世纪50年代以后公众参与城市规划的发展历程以及社会环境、制度环境的变化,分析近年来公众参与城市规划的主要模式和特点,针对公众参与地区规划和城市总体规划这两种主要形式,深入分析、探讨组织框架、程序设计、制度建设等方面的特点和存在的问题。最后,阐述公众参与的开展对城市管理和城市规划体系的影响,总结日本公众参与城市规划的经验及其对中国的启示。     

Participatory Augering: A Methodology for Challenging Perceptions of Archaeology and Landscape Change

Public engagement is a significant feature of twenty-first-century archaeological practice. While more diverse audiences are connecting with the discipline in a multitude of ways, public perceptions of archaeology are still marred by stereotypes. Community excavations of ‘sites’ to discover ‘treasures’ which tell us about the ‘past’ overshadow other forms of public research output and hinder the potential of the discipline to contribute to contemporary society more widely. This paper proposes participatory augering as an active public engagement method that challenges assumptions about the nature of archaeological practice by focusing on interpretation at a landscape-scale. Through exploration of recent participatory augering research by the REFIT Project and Environmental Archaeologist Mike Allen, this paper demonstrates how the public can contribute to active archaeological research by exploring narratives of landscape change. Evaluation of the existing case studies reflects the potential of the approach to engage audiences with new archaeological methods and narratives which have the potential to transform perceptions of the discipline and, through knowledge exchange, drive community-led contributions to contemporary landscape management.     

Lost in translation: exploring childhood identity using photo-elicitation

Photo-elicitation is recognised as a visual method which can enhance children’s participation in research and is responsive to childhood experiences. This paper reports on a participatory study which employed photo-elicitation and examines what this method can reveal about research designed to explore children’s identity. Twenty children (6–10 years) were given a digital camera to take pictures ‘all about me’ at home and an after-school club. In addition, parents and practitioners participated in semi-structured interviews. This paper considers the materiality of photo-elicitation and describes the different ways in which children build narratives using photographs as interview prompts. Despite the capacity for photo-elicitation to enable children to take pictures of material things which forge connections to embodied, affective and routine identity processes, this paper critically examines how photographs as material things are made sense of and potentially translated within social practices bounded by power dynamics.     

Children’s participation: moving from the performative to the social

The body of work on children’s participation has been valuable in asserting its importance. Nonetheless, participation is a contested concept and key challenges arise relating to its emphasis on age and voice, its focus on socialising the participative responsible citizen, and its failure to sufficiently recognise the range of participatory activities of children in their everyday lives. This article presents findings of a study on children’s experiences of participation in their homes, schools, and communities including the importance of the relational context, how everyday interactions rather than ‘performative’ formal structures for participation are valued by children and how their participation is limited by adult processes based on notions of competence and voice. It concludes with an argument for recognising and facilitating children’s informal and social participation as well as new forms of democratic processes being developed by children to address the possibility of governance and over-responsibilisation of children.     

There's more to landscape than meets the eye: towards inclusive landscape assessment in resource and environmental management

Consideration of aesthetic values in resource and environmental management in North America emerged in the 1960s. It soon became enshrined as 'visual resource management', which emphasized a singular visual notion of aesthetics and an expert‐based approach to assessment. This paper challenges this dominant view. An empirical research study is presented in which a broader conceptualization of the landscape aesthetic and a participatory methodology for assessment were developed and used to explore the landscape experiences of inhabitants of the Cariboo region of British Columbia. Themes, categories and ideas of landscape experience grounded in participant perspectives revealed a richness of landscape and can be seen as an opportunity to supplement and enrich current landscape assessment and 'visual' management. More importantly, this conceptual and methodological reorientation in understanding landscape aesthetic sensibilities both reflects and supports the shift in current thinking within resource and environmental management more generally, from technocratic, state‐centred, expert‐based approaches to locally responsive (place‐based), participatory and inclusive approaches for dealing with environmental concerns and resource‐development issues .     

Unconsented Sterilisation,Participatory Story‐Telling,and Digital Counter‐Memory in Peru

This article aims to prompt reflection on the ways in which digital research methods can support or undermine participatory research. Building on our experiences of working on the Quipu Project ( quipu‐project.com ), an interactive, multimedia documentary on unconsented sterilisation in Peru, it explores the ways in which digital technologies can enable participatory knowledge production across geographic, social and linguistic divides. It also considers the new forms of engagement between knowledge‐producers and audiences that digital methods can encourage. Digital technologies can, we contend, help build new spaces for, and modes of engagement with, participatory research, even in contexts such as the Peruvian Andes where digital technologies are not well established or commonly used. Doing so, we argue, entails responding sensitively to the social, linguistic and digital inequalities that shape specific research contexts, and centring the human relationships that are easily sacrificed at the altar of technological innovation.     

‘Benchmarking’ and Participatory Development: The Case of Fiji’s Sugar Industry Reforms

Since the mid‐1970s, opposition has grown within developing countries to the use of ‘top‐down’ development approaches by foreign consultants. Disenchantment with these development strategies, it is often claimed, has led to the current incorporation of participation in consultants’ development practices. This study is concerned with the practice and methods of participatory development planning. It evaluates the Strategic Plan adopted by the Fiji sugar industry in 1997 in response to challenges that are attributed to the pressures of globalization and international competitiveness. The authors assess the external consultant’s self‐proclaimed ‘participatory methods’ in the articulation of these challenges, in the design of restructuring programmes, and in shaping the discourses of reform more generally. The consultant’s use of the fashionable ‘benchmarking’ methodology is seen to be one of the most problematic features of the ‘participatory’ process.     

The Politics of Emotion in Participatory Processes of Empowerment and Change

In this article I reflect on the role of critical analysis and emotions in participatory approaches to empowerment and change. I argue that, in participatory research and practice, certain cognitive and analytical knowledges are prioritized as principal catalysts of empowerment and transformation at the cost of recognizing, and making full use of, the empowering potential of emotional and embodied knowledges. This argument is developed based on 2 years of fieldwork in a local youth participation project in Mejicanos, a poor and violent neighborhood in El Salvador, aiming at empowering young people by involving them in participatory action research (PAR). ¹ As part of my research, I looked critically at the young people's PAR process, asking whether and how they felt empowered by it and whether and how social change came about. Originally, the research did not focus on emotions, yet, in an inductive fashion, emotions and embodied knowledges evolved from fieldwork as crucial elements in understanding participation, empowerment and social transformation.     

Photovoice Evaluated: An Appropriate Visual Methodology for Aboriginal Water Resource Research

Methodologies in human geography are rapidly evolving to include participatory approaches that incorporate other voices and knowledges. Central to these participatory methodologies is the co‐evolution of research objectives, the co‐production of knowledge, joint learning, and capacity building of all those involved. Visual methodologies that use the media of photography are gaining recognition as powerful participatory methods. In this paper, we evaluate whether photovoice is a culturally appropriate and engaging visual methodology, and consider how it can be improved to better facilitate research between non‐Aboriginal researchers and Aboriginal Australians involved in water resource management. We draw from two photovoice projects conducted in partnership with two separate Aboriginal groups in northern Australia. Photovoice methodology in this context was found to be both culturally appropriate and engaging. It facilitated genuine participatory research, empowered participants, and was easily adapted to the field situation. The methodology proved to be a powerful tool that revealed in‐depth information including Aboriginal values, knowledge, concerns, and aspirations for water resource management that may not have been captured through other participatory approaches. Photovoice methodology could be enhanced with a more defined role for the researcher as knowledge broker and as translator and communicator of research outcomes (as deemed appropriate by research participants) to policy makers.     

Children’s agency in accessing for spaces of play in an urban high-rise community in Malaysia

ABSTRACT

This research explores children’s agency in negotiating for play spaces in Malaysia within the context of an urban high-rise community. Fieldwork was conducted with 31 children between the ages of four to 12 years old. A qualitative, child-centered approach to data collection was employed using participatory research methods. The study reveals how children gain access to play spaces and details their innovative strategies in maximizing play opportunities in a community with limited infrastructural and social support. It highlights how children claim the use of communal spaces within the housing compound, reinvent designated play spaces, resist adult rules around restricted spaces and embrace elements of global culture for meaningful play opportunities. The paper argues that children exercise agency in accessing play spaces, and by so doing, extend and expand their lived geographies which are not just spatial, temporal and social but also invented and imagined.