Creating a space for young women's voices: using ‘participatory video drama’ in Uganda

Waite, Louise; Conn, Cath

doi:10.1080/0966369x.2011.535297

Cited by 42 publications

(28 citation statements)

References 67 publications

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“…This has been accomplished on a number of fronts, and, crucially, involves a sensitisation to emotion that operates in various ways. Firstly,visual andperformative methods of participatory research (such as participatory diagramming and video)have admitted more inclusive, richer and alternative registers of feeling into participatory processes (Kindon 2003;Waite and Conn 2011). Thus, participatory researchbecomesanexpressive, rather than instrumentally representational/representative, form of knowledge production where literal 'voice-ing' is accompanied by various other expressive registers (the visual, the haptic, the danced).…”

Section: Two Choices (Of Many): Moving Beyond Instrumentalism or Momentioning

confidence: 99%

Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children's emotional geographies

Kraftl

2013

Emotion, Space and Society

200

133

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In this paper I argue that a significant proportion of research on children's emotional geographies has been deployed to reinforce the importance of children's 'voices', their (independent) 'agency', and the various ways in which voice/agency maybe deemed 'political'. Without wishing to dismiss or dispense with such approaches, I explore potential ways to go 'beyond' concerns with voice/agency/politics. Initially, I review studies of children's participation (and participatory methods), activism and everyday lives that mobilise emotion and affect in productive ways. I contrast such studies with important questions raised by a reinvigoration of interest in the need for children to be able to represent themselves. I then explore the possibilities raised by so-called 'hybrid' conceptions of childhood -which go beyond biosocial dualisms -to enable further strides beyond voice/agency. Drawing on examples from alternative education and contemporary attachment theories, I explore some potential implications for children's emotional geographies and relational geographies of age of what I term 'more-than-social' emotional relations. Yet I do not offer an unequivocal endorsement of these hybrid emotions. Thus, I end the paper by issuing some words of caution -both in terms of the critical questions raised by more-thansocial emotional relations, specifically, and in terms of engendering broader debate about how and why scholars do (children's) emotional geographies. KeywordsChildren's geographies; emotion and affect; biosocial dualism; alternative education; attachment theory; family and intergenerational relations 2

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Section: Two Choices (Of Many): Moving Beyond Instrumentalism or Momentioning

confidence: 99%

Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children's emotional geographies

Kraftl

2013

Emotion, Space and Society

200

133

View full text Add to dashboard Cite

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“…While not mutually exclusive, the employment of PV as a research tool has received less attention (Mistry and Berardi 2012). This is changing, however, with more candid use of 'participatory video research' to understand social memory of indigenous groups (Mistry et al 2014), the encounters of 'remote' rural communities (Kindon 2012) and young women's perspectives and experiences of sexual health (Waite and Conn 2011). With respect to drama and theatre, compelling examples exist too from the discipline including Mattingly's (2001) work with teenagers on community theatre in the USA alongside Johnston and Pratt's (2010) collaboration with the Philippine Women's Centre in BC, Canada, transposing the testimonies of female domestic workers into a play shown to the general public and policy-makers.…”

Section: Participatory Video Drama and Post-production Analysismentioning

confidence: 96%

“…Geographers' engagement with PV has developed over the past 10 years and has been driven by a concern to build ordinary people's capacity to analyse and transform their lives (Blazek and Hranova 2012;Kindon 2003;Parr 2007;Waite and Conn 2011). While not mutually exclusive, the employment of PV as a research tool has received less attention (Mistry and Berardi 2012).…”

Section: Participatory Video Drama and Post-production Analysismentioning

confidence: 98%

“…Within geography, Waite and Conn's (2011) article marks a key contribution to defining what PVD is, and how it can be used to better understand embedded gender power relations. PVD is explained by Waite and Conn (2012, 86) as the creation and exploration of stories 'through individual or group exercises such as drama or role-play, as a coproduction with both young women and researchers behind and in front of the camera'.…”

Section: Participatory Video Drama and Post-production Analysismentioning

confidence: 99%

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Participatory video drama research in transitional Vietnam: post-production narratives on marriage, parenting and social evils

Brickell

2014

Gender, Place & Culture

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Based on two years of participatory video drama (PVD) research with men and women in the city of Huế, this article explores perspectives on, and experiences of, socioeconomic transition and its influence on domestic life in Vietnam. Through a combination of output analysis, group screening sessions and individual interviews, it concentrates on the themes of marriage, parenting and 'social evils' which emerged in the PVD. It demonstrates how familial tensions collectively identified in the workshop and told in a single video-narrative are complicated by the more nuanced discourses that emerge from co-produced analysis in the post-production period. These illuminate a greater plurality of voices towards the liberalisation of the Vietnamese economy and the new life choices that this brings.

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“…Within both CfLAT and AUT public and environmental health disciplines, a strong focus already exists on collaborative and participatory methodologies (Waite & Conn, 2011;Maibvisira, Conn, & Nayar, 2014;Cochrane, Antonczak, Guinibert, & Mulrennan, 2014;Cochrane, Antonczak, & Wagner, 2013;Cochrane & Bateman, 2011;Conn et al, 2016). Given the New Zealand Productivity Commission's concern that tertiary providers are supply driven and more responsive to the government than students (New Zealand Productivity Commission, 2017, p. 5), this approach seeks to place students, the community and industry at the centre of developing curricula and delivery.…”

Section: A Co-designed Curriculum Model For Public and Environmental mentioning

confidence: 99%

“Context matters”: The challenges and opportunities of designing tertiary public and environmental health education in South Auckland

Kersey

Lees²,

Conn³

et al. 2018

pacifichealth

Self Cite

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This article outlines a study protocol, detailing the proposed methodology and findings of our preliminary literature review, for co-design of future NZ public and environmental health education for the South Auckland campus of AUT University. This research project aims to contribute to healthy communities and city, embrace emerging technologies, maximize youth employability, and develop an outstanding 21st Century tertiary environment. The proposed project will contribute to a significant re-conceptualization of curriculum; student learning and voice; and partnerships with communities and a fast-changing industry. Using a design based research approach to curriculum development, the research practitioners in this project will immerse themselves in the context of the project, be guided by emerging theory in developing design principles, construct features of an intervention and evaluate the impact on teaching and learning. Situated in Kaupapa Māori and Pacific epistemologies and utilising collaborative design principles, the study will explore the diverse and complex context in which public and environmental health will be provided at AUT South. Of particular relevance will be an examination of the following drivers of tertiary, and public and environmental health, education in the 21st century: the unique South Auckland context, the need to embrace evolving concepts of public health, rapid technological change, and changing education paradigms. Our ultimate goal is to develop co-designed interventions that accommodate the unique cultural and ethnic makeup of the South Auckland context with the opportunity for transferability across the tertiary sector, situated within a social constructivist philosophy appropriate for our new digital economy and environmental challenges.

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Creating a space for young women's voices: using ‘participatory video drama’ in Uganda

Cited by 42 publications

References 67 publications

Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children's emotional geographies

Beyond ‘voice’, beyond ‘agency’, beyond ‘politics’? Hybrid childhoods and some critical reflections on children's emotional geographies

Participatory video drama research in transitional Vietnam: post-production narratives on marriage, parenting and social evils

“Context matters”: The challenges and opportunities of designing tertiary public and environmental health education in South Auckland

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