innovative solutions for global health

7/24/2019 Innovative Solutions for Global Health

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Innovative Solutions to

Global Health ChallengesMaricarmen Valdivieso, Executive Director Nexos Voluntarios

Laurent-Charles Tremblay Levesque, Nutrition and education intern

THE IMPORTANCEOF PARTICIPATORYACTION RESEARCHIN DESIGNING

NEXOSVOLUNTARIOSCHILD NUTRITIONPROJECTS


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An introduction to Nexos Voluntarios

Nexos Voluntarios (NeVo)

A global community creating bonds for Sustainable Development

!Nevo is a PeruvianNon-Profit Organization that works in the Upper-Andes, primarily with indigenous Quechua speaking communities.

! NeVo receives support from committed and caringvolunteersfromdifferent parts of the world who are interested in serving

communities that require support in order to have a better life and

improving the wellbeing of its members and children.

!

NeVo aims to provide a sustainable development to those whomost need it as well as striving to learn about different cultures.

! 6 development projects: (1) responsible community tourism

initiative; (2) lunch box programs; (1) Initiative against racial

discrimination; and (1) reproductive health program.


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Nexos Voluntarios Model


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Traditional participatoryresearch methods:

! Observations

! Interviews

! Questionnaires

! Group discussions

!

Spider diagrams! Resource mappings

! Seasonal calendars

Introducing: Participatory ActionResearch (PAR)

Participation(life in society

anddemocracy),

Action(engagement

with experience

and history)

Research(soundness in

thought and thegrowth of

knowledge)Chevalier and Buckles

(2013)


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First attempt at adapting PARmethods to children (photovoice)

Born into Brothels. Ross Kauffman and Zana Briski, dirs. 85 min. NewYork: THINKFilm, 2004.! Origins:

Wang and Burris "participatory photography in China 1992.! Plot:

Briskis work with eight children of prostitutes in Sonagachi (red-lightdistrict of Calcutta. She established a weekly photography workshop forthe children similar to other participatory projects (e.g., PhotoVoice,Institute for Photographic Empowerment) using photography as ameans of empowering impoverished children. -- Joshua Hotaka Roth

(Mount Holyoke College)! Distinctiveness:

Rather than treating children as objects of a voyeuristic interest, theseprojects teach the kids to document themselves, at the same timedeveloping their self-confidence and a marketable skill. Briskis goal is toget the children out of what she considers an abusive environment andspare them their mothers destiny as sex workers. -- Idem.

!

Critique:reinforces the neo-colonial approach towards development


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Adapting PAR methods to ChildrenVisual methods

! Premise:Childhood represents a form of socio-spatial marginalization

!

Special position of exclusion from the adult world (Matthews and al.1999)

! Such position becomes particularly essential in the construction anddesign of child spaces (e.g. school, playground etc.)

! Goal:

!

Encourage as much as possible children-led activities, while reducing toa minimum the researcher's involvement in the design of a project.

! How:

! Children collect information on their socio-spatial environments

! Children develop and discuss the narrative associated with the visualrepresentation


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Visual methods already used:

!

Four visual PAR methods that have been adapted tochildren:1- Mental depot

2- Daily time lines

3- Thematic and non-thematic drawings

4- Photo diaries

! Why visual methods?!

Shyness with semi-structured interviews

! As to demonstrate child spatial development or awareness.

! Language barrier

! Fun and interactive nature (i.e. child compatible)

PAR methods adapted to Children


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1- Mental depot:

! Representing the relative

importance of places accordingto a child.

!

Reveals hidden places

! Ex: Kampala (Uganda) street

children (Young and Barett 2000)

2- Daily time lines:

! Coded scheme of variousactivities undertaken within a

day (e.g. symbol for eating)

! Downside: taboo or illegal

activities omitted Source: Young and Barett (2000)


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3- Thematic and non thematic drawings:

!

Ex: leisure, family, school, animals! Allow freedom of expression

! What is portrayed (only non-thematic)

! How it is portrayed (thematic and

non-thematic)! Relative advantage:

! Solicit discussion (oral justification)

! Develop artistic sense

Source: Young and Barett (2000)



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4- Photo diaries:

!

Dual purpose:! Identifying community concerns

! Empowering mechanism

! Relative advantage:

! Excellent coverage

!

Access to hidden areas

! Tool for discussion

! Triangular method

Source: Young and Barett (2000)



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The Kuychi Wasi Project

1- Lunch box program:

! 3 to 5 lunches a week complementing the Peruvian national schoolfeeding program (Qali Warma)

! Goals:

! Combat undernutrition

! Provide information aboutnutrition

!

Promote healthy habits(e.g. washing hands)

! Increase attendance,performance and retention


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The Kuychi Wasi Project

2- Kuychi Wasi school garden:

!

Production of fruits and vegetables.! Goals:

! Achieve self-sufficiency in the lunch-box program

! Provide technical knowledge

! Provide information about healthy

foods

! Provide information on organic small-scale organic practices

! Increase attendance, performanceand retention through weeklygardening workshops


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Child PAR & the Kuychi Wasi Project

PAR methods employed:1- Thematic drawings (Draw your ideal school & draw your idealgarden)

2- Photo explorations (photograph for a day)


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1- Thematic drawings (Draw your idealschool & draw your ideal garden)


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2- Photograph for a day (photovoice)


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Kuychi Wasis experience with childadapted PAR

Semiotic lessons:

! Constructed realities (drawings)

! Animals vs. gates

! Vegetable vs. flowers

!

Real realities (photos)! The garden as an extended

playground


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Kuychi Wasis experience with childadapted PAR

Semiotic lessons:


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Conclusion and discussionPAR methods adapted to children

! Inclusive and democratic method inclusion of childrens voices

! Children as meaning producing members in a project (Young and

Barett, 2000)! Empowering method through self-assertion

! Difference between children-centered and children-led

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