a new paradigm of social research - 【sih】school of …€¦ · researchers work with...
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A new paradigm of social research: “Participatory Research”
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1. Improvement of social systems (Northern tradition).
2. Emancipation (Southern tradition).
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Theoretical foundation: › Talcott Parsons (sociologist). › Views social progress as rational decision
making on the basis of application of scientific knowledge to world problems.
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Theoretical foundation: › Paulo Freire (exiled Brazilian philosopher). › Views community members as
subjects(agents) of their own experience and inquiry.
› Views social progress through mass participation in challenging the inequitable distribution of resources.
› Originates from Marxist social theory.
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Researchers work with practitioners at social institutions (e.g., companies, schools). › At companies, management, workers, and
researchers together create quality improvement.
› At schools, teachers and researchers together create new curriculums.
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Researchers leave university/academia and join community-based organizations.
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Participation of community members › in health research and interventions, › in health policy management, etc.
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We have to think about two modes of community participation: › Community participation as ideal, rhetorical. › Community participation in the real world.
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Alma Ata (1997), Ottawa (1986), Jakarta (1996) In all these conferences, the importance of
community participation was declared. Consensus: Community participation will
contribute to the improvement of the health conditions of people in the community.
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Is a genuine partnership possible? › External researchers and community
members. Who represents the community?
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Between external researchers and community members.
Among community members: › Elite vs. non-elite. › Economic and political inequality exists in
every society (power differences emerge).
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What are the anthropological contributors to CBPAR?
Conducting a field-based research: Participatory observation.
Understanding the lived experience of the people in the community: Phenomenological anthropology.
Encouraging reflection among actors of CBPAR, including researchers: Reflective anthropology.
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Anthropologists engage in participant observation in order to delineate social relationships among the communities they study.
Social relationships include power relationships.
⇒ Thus, anthropologists may have an answer in terms of how to deal with local power relationships.
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Ethnography: Anthropologists base their descriptions and analysis on the actual fieldwork.
Participant observation: The researcher joins the group of the people he or she studies and participates in their activities. › Observe people's actions. › Ask questions .
Duration: One or two years for the first ethnographic study.
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Experience entails: › Awareness of one's position. (Who am I?) › Emergence of empathic dimension in our
understanding of others. › Awareness of the understanding is partial. › Encouragement of reflection and critical
evaluation of our understanding of others and social reality.
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Natural sciences: › Facts are out there. They exist as "things."
Social sciences: › Facts are socially constructed. Our
perspectives frame the reality. › Thus the social scientists, including
anthropologists, challenge universal knowledge or standards commonly accepted as ways of deciphering the world.
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Explore the lived experience of the people. › Meaning of life, health and illness › The reality is constructed through everyday
social relationships with others.
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Reflexive anthropology: Reflecting on one’s own position and powers within the research community.
May offer answers for how to deal with the power relationships between external researchers and people in the community.
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Photovoice Photonarrative Photodocumentary
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By Wang, C.C. (2003), In M. Minkler & N. Wallerstein (Eds.), Community-based participatory research for health (pp. 179-196).
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Explore distinctiveness and advantages of photovoice in community assessment and advocacy.
Understand what participants gain through photovoice and how it is important to community health in general.
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Provide problem-posing education (P. Freire 1970) › Participants define issues and frame the most
relevant social actions. › Participants become advocates for their
own well-being and that of their community. › Participants engage in program
implementation and the assessment process, as well as equity and community building.
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The camera: A motivating and appealing device to many people.
Photovoice: Provides a source of community pride and ownership.
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Provides assessment opportunities for health researchers and practitioners who engage in community-based participatory research. › The photovoice process assumes the
legitimacy of popular knowledge produced outside a formal scientific structure.
› Photovoice prioritizes the knowledge put forth by people as a vital source of expertise.
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Assumes legitimacy of popular knowledge. vs. knowledge of the powerful (scientists,
policymakers, bureaucrats, large corporations, international organizations, etc.)
Prioritizes people’s knowledge.
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Offers a community- and equity-building component. › Long-term community relationships provide
tangible and immediate benefits to people and their networks.
› Returning photographs to neighbors and friends enables participants to express their appreciation, build ties, and pass along something of value that they have created themselves.
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› This process affirms the integrity and perspective of society’s most vulnerable population.
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The project was initiated in Ann Arbor, Michigan, USA, by Lisa Powers (a professional photographer).
The project targeted men and women living at the shelter in Washtenaw County.
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To enable people to record and reflect their community’s strengths and concerns.
To promote critical dialogue and knowledge about important community issues through group discussion of photographs.
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8 men and 3 women volunteers. 3 four-hour workshops separately for the
men’s and women’s groups over a one-month period.
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Guidance › Discussion of cameras, ethics, and power. › Introduction to the photovoice concept,
method, and goals. › Camera instruction and self-portraits.
Taking photographs individually or in small groups.
Discussion of the photographs. › Some participants performed writing
exercises.
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Describe and analyze the content and context of the photographs.
Gave affirming feedback to one another about their images.
Share information/findings with policymakers, journalists, and the broader community.
Wrap-up and evaluation.
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Intervention addressed not only the health of people but also the general phenomenon of homelessness, including societal problems involving discrimination.
Participants enhanced their self-esteem, peer status, and quality of life. › It provided an opportunity for participants to
express their perspectives and define their concerns in a manner that garnered the attention of the media and others.
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We all know that child health is largely affected by his or her dietary practices. › What he/she eats. › How he/she has meals. When, and with whom he/she has a meals.
However, we know little of how children themselves perceive the interaction between health and diet.
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To examine, through the perspective of school children, how everyday dietary practices affect body development, playing, and studying.
Use photographs in order to explore children's perspectives.
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Rishiri island, Hokkaido › Population 5,475
(Dec. 2009) › 5 primary schools › 205 school kids
(May 2010)
Source: Eiji, Nishiya
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Sea urchin culture center
research center
Museum
Chuo hospital
Clinic
Elderly care home
Clinic
Takahashi Fishery
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Photovoice Community-based action research with photography
(Wang and Burris, 1997). Assumptions:
› People know their own lives more than others. › Take photos of one's everyday life and reflect them. › Give the experience a short caption, “voice,” discuss the
findings, and make policy proposals. Photovoice was a tool with which children could
explore their own experiences. › It would be easier for kids to explore their own ideas and
thoughts. › They also drew a picture of their breakfast. › A questionnaire of dietary practice was also conducted (the
mixed method).
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Rishiri School children (27 people)
Grades Boys Girls
1 2 4
2 2 4
3 0 3
4 1 2
5 0 3
6 4 2
Total 9 18 41
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Let's take photos and discuss the photos.
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photo
photo
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Diet
Drawings of a breakfast
Questionnaire on diet
Health
• Photographs of playing
• Photographs of everyday life at school
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photo
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photo
photo
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photo
photo
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photo
photo
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Breakfast is the source of power and energy.
Then we can play well.
Therefore, we eat breakfast.
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An object, by a first grade girl
A whole, by a fifth grade boy
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A static representation, by a second grade girl
A dynamic representation, by a sixth grade girl
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A static representation, by a first grade girl
A dynamic representation, by a sixth grade boy
photo photo
photo
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Catch the moment in the movement, by a fifth grade boy
photo
photo
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The interaction of all the kids, by a sixth grade girl.
photo
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As they grow, children’s perspectives change, from perceiving an object to viewing a whole, and from interacting with a person to mingling with the entire group.
Children’s perspectives also change from focusing on a static object to realizing the dynamism of human interactions.
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These findings suggest that children develop wide and complicated perspectives as they grow.
Such perspectives enable them to relate to others in the broader society.
However, more than a million people in Japan now suffer from “hikikomori.” Why is this so, when they had the potential to relate to other people?
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What did you learn from the photovoice method? › What is the most intriguing aspect of the
Language of Light project as well as of the Rishiri project?
› What do you consider to be the advantages and limitations of the use of photovoice in community health assessment?