Seeing for yourself

Kane, Eileen

doi:10.1596/0-8213-3453-0

Cited by 10 publications

(4 citation statements)

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“…Its participatory nature alters the relationship between the researcher and the research subject (Chambers, 1995), while recognizing that power asymmetries still infuse this relationship. It also accepts the premise that the researcher is part of this construction of knowledge, not independent of it (Kane, 1995). The underlying aim of the method is to reduce the gap between the concepts and models used by researchers and the reality of the individuals and communities being researched (Jewitt, 2012), thus preparing the terrain for collective participation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Participatory video for two-way communication in research for development

Koningstein¹,

Azadegan

2018

Action Research

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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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Section: Theoretical Frameworkmentioning

confidence: 99%

Participatory video for two-way communication in research for development

Koningstein¹,

Azadegan

2018

Action Research

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“…The respondents were purposively selected because of their importance to adult learning. Purposive sampling, according to Kane (1995), does not involve randomly selected samples in that participants are deliberately chosen because of some qualities that interest the researcher. The justification for these subjects is their significance to the study.…”

Section: Population and Samplementioning

confidence: 99%

Challenges and Coping Strategies of Adult Learners in Tertiary Institutions: A Case Study of University of Cape Coast in Ghana

Ofori¹,

Okyere

Nyarko³

2015

JSE

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<p>The study examined challenges adult learners in the University of Cape Coast face and the strategies they adopt in coping with these challenges. The case study research design was used and involved 18 respondents who were selected through purposive sampling technique. The hermeneutic method was used to analyze the data. The findings show that ICT and library are indispensable learning resources but adult learners have difficulty with their usage. Adult learners fail to avail themselves of counseling services on campus. It is recommended that ICT education should be intensified for these learners. Adult learners should be separated from the younger ones during ICT lessons in order to serve their special needs in the use of this resource. The wireless internet service should be active all the time and should be expanded to serve all halls and nearby hostels of the university.</p>

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“…It is assumed, for example, that formal education can make daughters deny their subordinate positions to men and make them question parental decisions on their spouse's choices (Saadia, 2015). It has been debated those illiterate parents fear that education behaviors might affect the family honor, jeopardize the possibility of the daughter being married, and affect the entire family members (Kane, 1995). According to Mtinda (2015), there are strange cultural practices in Tanzania that one can be astonished to meet.…”

Section: Literature Reviewmentioning

confidence: 99%

Traditional Practices Hindering Teenage Mothers’ Willingness to Resume Classes and Retention, Tanzania

2024

IJFMR

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Tanzania is among the countries in which girls' students had many challenges that made them drop out of school for many reasons and remain at home and become uneducated young mothers. This study explores how traditional practices pose challenges and drawbacks to girls acquiring secondary education. The study describes the effects of traditional practices on schoolgirls and their willingness to resume studies as a response to the new government policy to empower girls' students who drop out because of pregnancy and other reasons. It is a qualitative case study design in which the data was collected by interviewing 13 selected participants. The findings reveal that the Pogoro tribe believes that girls are not as essential as boys, resulting in boys' preference, forced marriage to girls, early pregnancies, and lack of support in education opportunities for girls. The study recommends that the government strengthen educational policies dealing with school girls as the policy of girls returning to school after birth still does not function. Also, education should be provided to the community on educating girls. However, individual and group counseling in elementary and middle school serves as early prevention for deterring early marriage for female adolescents in Ulanga.

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Seeing for yourself

Cited by 10 publications

References 0 publications

Participatory video for two-way communication in research for development

Participatory video for two-way communication in research for development

Challenges and Coping Strategies of Adult Learners in Tertiary Institutions: A Case Study of University of Cape Coast in Ghana

Traditional Practices Hindering Teenage Mothers’ Willingness to Resume Classes and Retention, Tanzania

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