Participatory video for two-way communication in research for development

Abstract

Research for development interventions have traditionally employed one-way communication approaches between researchers and marginalized communities. These approaches risk imposing external development notions on project beneficiaries, hindering the achievement of human development objectives by emphasizing marginalized peoples' lack of agency. Two-way communication models are thus increasingly favored in research for development work, as a way to equalize power dynamics and incorporate local perspectives into the research process. This paper presents the participatory video methodology as an effective tool to establish a two-way communication channel between researchers and marginalized communities. The discussion begins by describing the transition from one-to two-way communication in the research for development field, followed by how participatory video opens a twoway communication process that contributes to research for development objectives. This is illustrated through a participatory video experience conducted within an agricultural research for development program in Nicaragua, where the methodology was linked to the program's learning, innovation, and gender and youth empowerment objectives while supporting its productive, economic, and environmental objectives.Both authors contributed equally to this work. The paper concludes with an analysis of the effectiveness of participatory video in establishing a two-way communication channel, considering its limitations and its possible applications in various research fields. IntroductionResearch methods that prioritize participation are increasingly favored in a variety of research for development (R4D) contexts, where scientific research is conducted with the purpose of informing the planning, implementation, evaluation, and follow-up of development initiatives. Breaking away from a conventional and linear approach, participatory research favors research with people, rather than about people. By creating an interactive process of mutual reflection, action, and feedback, ordinary people are seen as important, and research aims to empower them to better understand their situation and hence take action to change it. Information is not neutral, but reflects different standpoints. The key is to give voice to the experience and knowledge of oppressed people. (Laws, Harper, Jones, & Marcus, 2003, p. 13).This way, local perspectives are not only acknowledged, but also incorporated into the basis for research and planning. The main difference between conventional and participatory methodologies lies in the location of power throughout the research process (Cornwall & Jewkes, 1995).Equalizing power dynamics in the R4D process is of particular importance when seeking social change with marginalized groups. This can be achieved by working toward gender empowerment and learning objectives that support the creation of a social structure that promotes equality and reflects the realities of underrepresented people. Participatory research and learning approaches can prove t...

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