Narrative Theatre as an Interactive Community Approach to Mobilizing Collective Action in Northern Uganda.

Sliep, Yvonne; Weingarten, Kaethe; Gilbert, Andrew

doi:10.1037/1091-7527.22.3.306

Cited by 23 publications

(22 citation statements)

References 21 publications

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“…This refers to local peoples' confidence in their individual and group strengths to make an effective contribution to tackling HIV/AIDS, and their sense of agency to action these strengths (Kretzmann & McKnight, 1993). In situations of poverty or other severe life challenges, people sometimes experience problems as overwhelming, viewing themselves as helpless victims and losing sight of the immense resourcefulness and ingenuity that they have used to survive (Sliep & Meyer-Weitz, 2003;Sliep, Weingarten, & Gilbert, 2004). A key challenge in building AIDS-competent communities is not only working with people to identify and name the problem of HIV/AIDS and its causes, but also in identifying individual and collective strengths for addressing it.…”

Section: Confidence In Local Strengthsmentioning

confidence: 99%

Building contexts that support effective community responses to HIV/AIDS: a South African case study

Campbell

Nair

Maimane

2007

American J of Comm Psychol

188

156

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In this paper we discuss our conceptualisation of a 'health-enabling social environment', and some of the strategies we are currently using to build social contexts most likely to support effective HIV/AIDS management in southern Africa. In developing these ideas, we draw on our on-going collaboration with residents of Entabeni, a remote rural community in South Africa where 43% of pregnant women are HIV positive. The aim of this collaboration is to facilitate contextual changes that will enable more effective community-led HIV/AIDS management in an isolated area where people have little or no access to formal health or welfare support, and where HIV/AIDS is heavily stigmatised. We give an account of the three phases of collaboration to date. These include research; the dissemination of findings and community consultation about the way forward; preliminary project activities (skills training for volunteer health workers; partnership building and a youth rally) as a way of illustrating what we believe are six key strategies for facilitating the development of 'HIV-competent' communities: building knowledge and basic skills; creating social spaces for dialogue and critical thinking; promoting a sense of local ownership of the problem and incentives for action; emphasising community strengths and resources; mobilising existing formal and informal local networks; and building partnerships between marginalized communities and more powerful outside actors and agencies, locally, nationally and internationally. We discuss some of the triumphs and trials of this work, concluding with a discussion of the need to set realistic goals when working at the community level in highly conservative patriarchal communities to tackle problems which may be shaped by economic and political processes over which local people have little control.

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Section: Confidence In Local Strengthsmentioning

confidence: 99%

Building contexts that support effective community responses to HIV/AIDS: a South African case study

Campbell

Nair

Maimane

2007

American J of Comm Psychol

188

156

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“…Many researchers, however, resolve to work with the inconsistencies and bring them together in their quest to treat narratives as emancipatory or "modes of resistance" to prevailing power structures (Tamboukou, Andrews and Squires 2013). This is important in applying a narrative approach to reflexivity which involves using stories to help people change their social situations (Tamboukou, Andrews and Squires 2013;Sliep, Weingarten and Gilbert 2004). Stories in this sense, as in socio-narratology, are viewed as "actors" and the focus is in what stories "do", rather than using stories to attempt to understand the mind of the single storyteller (Frank 2010, 13).…”

Section: Sharing Stories: Using Narrative To Facilitate Reflexivitymentioning

confidence: 99%

A critical reflexive model: Working with life stories in health promotion education

Norton

Sliep

2018

SAJHE

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In this article a critical reflexive model is described and applied to life stories of tertiary education students doing a masters in health promotion. At the heart of the process is the dialogical space where relational reflexivity is facilitated and around which the narrative story is developed.Examples from tertiary education are given to illustrate how working reflexively with life stories increases critical thinking and a sense of identity, belonging and agency. The approach is holistic in that it connects new knowledge to lived experience. It is based on a social constructionist worldview that uses a narrative lens which recognises that our knowledge is continuously constructed in context and in interaction with others. One way to understand ourselves and others is to understand our own and each other's stories. The model which facilitates this process involves four iterative loops: deconstructing power in the collective; mapping values and identity; negotiating agency; and rendering accountable performance.

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“…The interviewee's voice, and by association important contextual information, would be silenced. In light of our ethical position (that reflexive practices should work in the direction of making that which is unseen visible and that which is silenced, heard), we altered our research process to create space for the interviewees' voices to be represented proportionately (Sliep, Weingarten, & Gilbert, 2004). The semi-structured interview guide had the potential to provide useful data in the overall study, so rather than abandoning it, we incorporated it as the first of three interviews with participants.…”

Section: Dynamic Interview Processmentioning

confidence: 99%

Contextual Reflexivity: Towards Contextually Relevant Research with South African HIV/AIDS Home-Based Care Volunteers

Naidu

Sliep

2011

International Journal of Qualitative Methods

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What are the processes through which researchers understand context and its value in the qualitative research process? This is an important question for researchers to consider and is especially pertinent in non-Western environments where Western research precepts have traditionally been followed. This article proposes that continually addressing ethics in practice (ethical reflexivity) and maintaining methodological reflexivity keeps the researcher on the path to a deeper and broader perspective of the contextual salience of emerging data. The combination of the latter, which is referred to as 'contextual reflexivity,' produces an iterative-reflective-generative process, consistent with an Afrocentric view on research. This process includes ethical reflection on research activity beyond institutional requirements, as well as inter-relational reflexivity. Field material and reflective research journal extracts from a study on HIV/AIDS home-based care and support volunteers' (HBCVs) identity provide illustration of this process in practice.

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Narrative Theatre as an Interactive Community Approach to Mobilizing Collective Action in Northern Uganda.

Cited by 23 publications

References 21 publications

Building contexts that support effective community responses to HIV/AIDS: a South African case study

Building contexts that support effective community responses to HIV/AIDS: a South African case study

A critical reflexive model: Working with life stories in health promotion education

Contextual Reflexivity: Towards Contextually Relevant Research with South African HIV/AIDS Home-Based Care Volunteers

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