scholarly journals Thinking with autoethnography in collaborative research: A critical, reflexive approach to relational ethics

2021 ◽  
pp. 146879412110334
Author(s):  
Louise Phillips ◽  
Maria Bee Christensen-Strynø ◽  
Lisbeth Frølunde
Keyword(s):  
Participatory Research ◽  
Collaborative Research ◽  
Power Relations ◽  
Research Process ◽  
Relational Ethics ◽  
Research Project ◽  
Transformative Research ◽  
Main Method ◽  
Reflexive Analysis ◽  
Preliminary Phase

In this article, we propose a distinctive critical, reflexive approach to relational ethics in ‘collaborative, democratic and transformative’ research. Underpinning the approach is the view that the buzzwords of ‘collaboration’ and ‘co-creation/co-production’ may signify equitable, symmetrical power relations and, as a result, romanticise collaborative research as straightforward processes of inclusion. The approach integrates critical, reflexive analysis of the play of power in the ‘with’ in ‘research with, not on, people’ and the ‘co’ in ‘co-creating knowledge’ into the ongoing collaborative research process. As a main method for critical, reflexive analysis, the approach uses ‘thinking with’ autoethnography. In the article, we illustrate the approach by showing how we ‘think with’ autoethnographic texts to respond to discomfort and analyse the tensions in the co-constitution of knowledge and subjectivities in the preliminary phase of a collaborative, participatory research project on dance for people with Parkinson’s disease and their spouses.

Making Art – Taking Part! Negotiating participation and the playful opening of liminal spaces in a collaborative process

2016 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Elke Zobl ◽  
Laila Huber
Keyword(s):  
Art Education ◽  
Public Space ◽  
Participatory Research ◽  
Power Relations ◽  
Research Project ◽  
Collaborative Process ◽  
Team Members ◽  
Liminal Spaces ◽  
Living Together ◽  
Making Art

How can we open participatory spaces playfully and critically? Our article raises this question in the context of a research project at the intersection of participatory and interventionist art, critical art education and participatory research. In the project “Making Art – Taking Part!” (www.takingpart.at), which the authors, along with additional team members, conducted with students aged 14–16 in Salzburg, Austria, an artistic intervention in public space was developed based on the ideas, experiences, and desires of the students. In a collaborative process, we explored strategies for self-empowerment, deconstruction of established knowledge and power relations, and appropriation by artistic and art mediation means around the topic of “living together”. In this paper, we argue that by employing such strategies, a liminal space can be opened – in a playful, yet critical way – in which the meaning of participation is collaboratively negotiated.

Lollipop stories: Listening to children’s voices in the classroom and narrative ethnographical research

Childhood ◽  
2013 ◽  
Vol 21 (4) ◽  
pp. 548-562 ◽  
Author(s):  
Riikka Hohti ◽  
Liisa Karlsson
Keyword(s):  
Power Relations ◽  
Classroom Observation ◽  
Research Project ◽  
Physical Environments ◽  
School Classroom ◽  
Children’S Voices ◽  
Reflexive Analysis ◽  
Reciprocal Processes

This article offers a methodological contribution to the concept of children’s voices and the ways of listening to them. Children’s voices are studied in a narrative ethnographical research project in a school classroom. The authors follow children’s voices from the level of classroom observation to an analysis on narrative data produced by the Storycrafting method and finally to a more reflexive analysis. By defining three interrelated analytical spaces, the study illustrates how voices are emergent, contingent on their social, discursive and physical environments and power relations, and constructed in reciprocal processes of telling and listening. Finally, the authors discuss the significance of reflexive listening to children’s voices.

scholarly journals Building a Research Partnership in a Prison Context: From Collaboration to Co-Construction

2015 ◽  
Vol 20 (3) ◽  
pp. 79-93 ◽  
Author(s):  
Dorien Brosens ◽  
Liesbeth De Donder ◽  
Sarah Dury ◽  
Dominique Verté
Keyword(s):  
Participatory Research ◽  
Research Process ◽  
Added Value ◽  
Correctional Institutions ◽  
Research Partnership ◽  
Research Project ◽  
Emotional Challenges ◽  
Information Giving ◽  
Steering Group ◽  
Giving Feedback

This research paper describes a framework for building a collaborative research partnership in a prison context. There is an increasing awareness of the added value of partnerships for prison research, but most academics and correctional institutions are not familiar with this methodology. Besides, this paper demonstrates that participatory research in a prison has the potential to increase the response rate and realize a better research design. The establishment of a steering group of professionals provided an important participation forum. The steering group was responsible for the design, planning, implementation, coordination and evaluation of the research project. Prisoners were central figures in providing information, giving feedback, etc. during the whole research process. This article evaluates the different methodological and practical steps in building the partnership and conducting the research. Furthermore, the ethical and emotional challenges associated with prison research as well as the challenges related to participatory research are considered. Conclusively, key factors are discussed that contributed to the success of the research project.

scholarly journals Taking risks to enable participatory data analysis and dissemination: a research note

2020 ◽  
pp. 146879412096535
Author(s):  
Jonathan Rix ◽  
Helena Garcia Carrizosa ◽  
Kieron Sheehy ◽  
Jane Seale ◽  
Simon Hayhoe
Keyword(s):  
Data Analysis ◽  
Participatory Research ◽  
Large Scale ◽  
Research Process ◽  
Research Note ◽  
Disabled People ◽  
High Quality ◽  
Research Project

The involvement of all participants within all aspects of the research process is a well-established challenge for participatory research. This is particularly evident in relation to data analysis and dissemination. A novel way of understanding and approaching this challenge emerged through a large-scale international, 3-year participatory research project involving over 200 disabled people. This approach enabled people to be involved at all stages of the research in a manner that was collectively recognised to be participatory and also delivered high-quality findings. At the heart of this emergent approach to participatory research is an engagement with risk. This research note explores the types of risks involved in delivering research that seeks to be authentically participatory.

scholarly journals Transformative potential of participatory research: Deconstructing power relations between a child and an adult

2016 ◽  
Vol 48 (2) ◽  
pp. 231-246
Author(s):  
Jelena Vranjesevic
Keyword(s):  
Participatory Research ◽  
Power Relations ◽  
Public Discourse ◽  
Research Process ◽  
Social Community ◽  
Transformative Potential ◽  
Research With Children ◽  
The Status ◽  
Adults And Children ◽  
New Policies

Transformative potential of participatory research with children as participants is reflected in promoting the image of the child as an active actor in the social community, an equal partner whose voice is heard and appreciated, as well as in a critical reconsideration of an adult-centred perspective in research, based on hierarchical power relations between children and adults. The paper critically discusses the theoretical and methodological grounds which serve as the basis for the adult-centred perspective and analyses the factors that have significantly contributed to the change in research paradigm when it comes to the status of children in research: critical re-examination of methodology and objectives of certain social sciences, the movements calling for the emancipation of marginalised social groups and new policies in the field of protecting children?s rights. Transformative potential of participatory research is discussed both from the perspective of the role and position of adults in research process (adults? responsibility: personal and epistemological reflexivity) and the relationship between adults and children in research (the change of attitudes towards children and redefining the traditional roles of adults and children: the cooperative vs. hierarchical model of power), as well as in relation to: the change in the position of research participants (children), visibility of their perspective in public discourse and the development of competences and values important for living in a democratic society.

Parents, Children and Their Therapists. A Collaborative Research Project Examining Therapist-Parent Interactions in a Music Therapy Clinic

2005 ◽  
Vol 19 (2) ◽  
pp. 45-58 ◽  
Author(s):  
Simon Procter
Keyword(s):  
Parental Involvement ◽  
Music Therapy ◽  
Collaborative Research ◽  
Research Process ◽  
The Other ◽  
Children's Music ◽  
Research Project ◽  
Parent Interactions ◽  
The One ◽  
Therapy Clinic

This paper reports on a collaborative research project, conducted at the Nordoff-Robbins Music Therapy Centre, London, which investigated parental involvement (including therapist-parent interactions) in their children's music therapy. It observes a tension between therapists' dual concerns on the one hand to preserve confidentiality and on the other to inform and support parents in relation to their child's music therapy. It suggests a reformulation of confidentiality based on the development of relationships founded on trust and the supported exercise of informed judgement. The collaborative research process, although unusual in music therapy, is considered to have much to offer.

scholarly journals A Collaborative Auto-Ethnography: A South Africa-China Community of Practice and Its International Collaborative Research Process

2019 ◽  
Vol 23 ◽  
Author(s):  
Norma Nel ◽  
Soezin Krog ◽  
L. D. M. Oupa Lebeloane ◽  
Linpu Wang
Keyword(s):  
Foreign Language ◽  
Community Of Practice ◽  
South African ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Research Process ◽  
Future Research ◽  
Research Project ◽  
Ethnic Chinese ◽  
Auto Ethnography

A South African university and a Chinese university embarked on a collaborative research project in 2014. The project was propelled by the introduction of Mandarin as a second additional language in South African schools and Mandarin taught as a foreign language to non-Chinese learners and mixed-blood learners (one parent is ethnic Chinese) in schools in China. A Community of Practice (CoP) was established as part of the existing research project in 2017. Based on our research process experiences as a CoP we were able to present a collaborative auto-ethnographic narrative. The focus was on the teaching and learning of Mandarin as a foreign language: Chinese characters. The benefits of the CoP for each country ensure the sustainability of the research project, with a renewed vision for future research. CoPs are enablers of collaborative comparative research whereby their combined experiences and conclusions are reflected in an auto-ethnographic narrative.

scholarly journals Unraveling Ethics: Reflections from a Community-based Participatory Research Project with Youth

2015 ◽  
Author(s):  
Christine Walsh ◽  
Jennifer Hewson ◽  
Michael Shier
Keyword(s):  
Participatory Research ◽  
Ethical Dilemmas ◽  
Community Based Participatory Research ◽  
Research Process ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Research Project ◽  
Social Work Research

There is limited literature describing the ethical dilemmas that arise when conducting community-based participatory research. The following provides a case example of ethical dilemmas that developed during a multi-method community-based participatory action research project with youth in Calgary, Alberta, Canada. Several ethical dilemmas emerged during the course of the study related to the community in which the research was being undertaken, the recruitment of participants, and the overall research process. As important are possible harm s that may arise when the researcher is no longer involved. These ethical dilemmas and potential solutions are discussed in relation to social work research and community-based practice to raise awareness about the essential role of community in informing ethical research practices.

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