Reimagining the Family of King Charles I in Nineteenth-Century British Painting

The nineteenth century represents a formative period for the development of historical consciousness in Britain, with texts and, increasingly, images shaping perceptions of the past. This article examines how Stuart history was interpreted and experienced, through a series of historical genre paintings of King Charles I and his family. It explores how Anthony van Dyck's depiction of politicized domesticity in royal portraiture was revised and reworked in these later images. Reimagining Stuart family life, they extended processes of remembering, enlisting audiences in an active, participatory engagement with the past. Probing temporal, visual, and verbal alignments and connections, the article contributes further dimensions to the understanding of historical representation. It argues that these paintings stirred the viewer's intellectual, emotional, and associative responses to encourage a sense of proximity. Establishing an episodic narrative, they initiated processes of recollection and recognition, they reflected sympathetic historiographies, and they encouraged a shared community with their pictorial protagonists. By so doing, nineteenth-century artists diminished historical distance and fashioned a familiarized past.

An Ethos and Practice of Appreciation for Transformative Research: Appreciative Inquiry, Care Ethics, and Creative Methods

This chapter departs from the need to pursue transformative research, understood as the co-production of knowledge with and for societal stakeholders aimed at supporting and enabling sustainable change. It explores how Appreciative Inquiry (AI) and its underlying ‘ethos of appreciation’ (after Zandee & Cooperrider, 2008) can complement and enrich care-full and resourceful approaches to transformative research. It presents the five dimensions of an ‘ethos of appreciation’, and lays out their philosophical meaning, their resonance with the care ethics literature, as well as their practical application. It gives a detailed account of how five different creative methods were employed during a participatory action-oriented Ph.D. study in Finland, and in so doing, showcases how an ‘ethos of appreciation’ can be embodied and applied in practice. Finally, it discusses the methodological potentials and limitations of using creative methods, as well as the challenges and outcomes they yield to support transformative research that aims to enable care-full and resourceful participatory engagement processes.

Deliberative Quality and Expertise: Uses of Evidence in Citizens’ Juries on Wind Farms

When addressing socio-scientific wicked problems, there is a need to negotiate across and through multiple modes of evidence, particularly technical expertise and local knowledge. Democratic innovations, such as deliberative citizens’ juries, have been proposed as a means of managing these tensions and as a way of creating representative, fairer decision making. But there are questions around participatory processes, the utilization of expertise, and deliberative quality. This paper considers forms of argumentation in the 2013-2014 “Citizens’ juries on wind farm development in Scotland.” Through a critical-interpretative research methodology drawing on rhetoric and argumentation, we demonstrate that arguments relating to the topoi of the environment and health functioned as de facto reasoning, whereas arguments using social scientific evidence around economics more prominently interacted with local knowledge. The findings offer implications for process design to improve and promote deliberative quality in mini-publics and other forms of participatory engagement on socio-scientific issues.

Community Engagement for Malaria Elimination in the Greater Mekong Subregion: a Qualitative Study Among Malaria Researchers and Policymakers

IntroductionCommunity engagement has increasingly received attention in malaria research and program interventions, particularly as countries approach closer to malaria elimination. Although strategies and aspects of community engagement are constantly developing, little is known about how those who implement research or programs view community engagement. This article explores the perspectives of researchers and policy makers in the Greater Mekong Subregion (GMS) on community engagement for malaria control and elimination. MethodsSemi-structured interviews were conducted among 17 policymakers and 15 senior researchers working in the field of malaria. All interviews were audio-recorded and transcribed in English. Transcribed data were analyzed using deductive and inductive approach in QSR NVivo. Themes and sub-themes were generated. ResultsResearchers and policymakers emphasized the importance of community engagement in promoting participation in malaria research and interventions. Building trust with the community was seen as crucial. Respondents emphasized involving authority/leadership structures and highlighted the need for intense and participatory engagement. Geographic remoteness, social, cultural, and linguistic diversity were identified as barriers to meaningful engagement. Local staff were described as an essential ‘connect’ between researchers or policy makers and prospective participants. Sharing information with community members, using various strategies such as visualization of message including creative and participatory methods were highlighted. ConclusionsAs malaria continues to decline across the GMS, countries have set elimination goals. In this context, policy makers and researchers involved in malaria prevention and control in the region viewed community engagement as crucial for promoting participation in research or programmatic interventions. Given the difficulties of the “last mile” to elimination, sustained investment in community engagement is needed in isolated areas of the GMS where malaria transmission continues.

The headcam mother-infant interaction assessment tool: testing the feasibility and acceptability in Soweto, South Africa, using participatory engagement

Background Many children in low- and middle-income countries lack the stimulation needed to support healthy growth and development. Sensitive interactions between caregivers and infants may promote healthy movement behaviours in infants, which could improve childhood growth and development. However, reliable measures for such interactions require testing in the South African context. The aim of this study was to test the acceptability and feasibility of the headcam caregiver-infant interaction assessment tool in mothers from Soweto, South Africa. Methods Nineteen mother and infant (6–24 months) pairs were asked to wear headcams (first-person observation) while participating in group and individual activities. Detailed instructions on headcam use were provided before and during these activities. Mothers were then asked to use the headcams, as well as photoframe cameras (which provided context of the interactions), in at least three, 5-min mother-infant engagement sessions at home over a 1-week period. Thereafter, focus group discussions (FGDs) were conducted to explore mothers’ experiences of using the tool in the home setting. The feasibility of the headcam mother-infant interaction tool was assessed according to a priori criteria which scored (i) technical reliability of the devices and (ii) usability of the recorded footage. Acceptability was assessed according to emerging themes which were coded from the FGDs using a constant comparison method by two researchers. Results The headcam mother-infant assessment tool was found to be feasible in Soweto, and sufficient data was available to code. Three main themes emerged from the FGD analysis: use of the headcam, using the headcams in the home environment and using the photoframe vs. the headcam. Mothers remarked on the ease of using the tool across daily activities, the normality of their infant’s behaviour during recording and the acceptability by other members of the household. Large amounts of wasted unusable recordings were produced, and challenges related to switching the cameras on and off and to headcam placement were discussed. Conclusions Our study shows that headcams are both an acceptable and feasible method for assessing mother-infant interactions in Soweto. However, improvements to the usability of the tool and the quality of the data collected should be made prior to future work.

From participatory engagement to co-production: Modelling climate-sensitive processes in the Arctic

Participation is increasingly being used in the modelling of climate-sensitive systems to improve usability. Bottom-up, place-based approaches to modelling can challenge the dominantly positivist approaches used until recently. We examined how participation is reported within modelling research that uses participatory approaches, focusing on the Arctic. Our systematic scoping review identified 26 articles that used participatory approaches in modelling research to explore a climate-sensitive process in an Arctic setting and analysed the degree of participation at each stage of the process for each article. A diversity of topics, modelling approaches, and participant groups were identified. Most studies (71%) occurred in the North American Arctic, and all studies engaged with non-Western knowledge types to some degree. Participation was most commonly reported at the model generation and participant identification stages, and least commonly reported in the choice of modelling type. Participatory scores—based upon the number and degree of participatory stages of a study—were higher where authors gave instrumental or transformative rationales for the use of participation, and among studies which described prioritising non-Western knowledge types. Detailed reporting of participatory processes was frequently absent, suggesting a need for clearer discussions of these issues in the descriptions of the process.

A Resource for E-Moderators on Fostering Participatory Engagement Within Discussion Boards for Online Students in Higher Education

Through the lens of the ‘Community of Inquiry’ education experience (Vaughan & Garrison, 2006), this practice report provides guidance and examples for online instructors to engage students within discussions in the digital realm. Five elements will be discussed: embedding multi-media, affiliative humour and storytelling, Socratic questioning, ‘reframes’ and, summarising and ‘weaving’. Based on the lived experience of one eLearning Advisor, or online instructor/e-moderator, at Swinburne Online, this practice report offers useful strategies to build engaging, sustainable learning conversations within discussion forums that are abundant with collaborative inquiry, dialogue and sharing of personal learning experiences for online students in higher education.

A practice report for e-moderators: Promoting participatory engagement within discussion boards for online students

According to the Australian Government Department of Education and Training (2017b), the number of fully online students grew from 17.5% in 2010 (Stone & O'Shea, 2019, p. 57) to 26% in 2019 (Department of Education, Skills and Employment, 2020). However, positive ratings for engagement are 62% less overall for online learners (The Social Research Centre, 2020). Through the lens of the ‘Community of Inquiry’ education experience (Garrison, 2006), this practice reports provides guidance and examples for online instructors to engage students within discussions in the digital realm. Five elements will be discussed: embedding multi-media, affiliative humour and storytelling, Socratic questioning, ‘reframes’ and summarising and ‘weaving’. Based on the lived experience of one eLearning Advisor, or online instructor/e-moderator, at Swinburne Online, this practice report offers suggestions to build engaging, sustainable learning conversations that are abundant with collaborative inquiry, dialogue and sharing of personal learning experiences for online students in higher education.

Re-Making fashion experience: A model for ‘participatory research through clothing design’

The article presents a participatory research model based on two case studies, involving the making of the research and the making of the clothing. In recent years, there has been growing interest in participatory design research, especially in relation to textiles and clothing. Various practice-based initiatives focused around the role, value and use of clothing have demonstrated success in developing and applying research methodologies aimed at activating or recording creative outcomes while staying attuned to participants’ experiential knowledge and feedback. Researchers working across social and design innovation contexts point to the urgent need for new cultures of sustainable practice that challenge the growth model through the sharing of expert and amateur knowledge and skills. Consequently, an important opportunity now exists to more formally explicate a transferable model of principles for participatory engagement through making together. Based on a critical analysis of two consecutive collaborative research inquiries, this article posits a working model of ‘participatory research through clothing design’. The authors suggest that the model, consisting of five stages of participation: (1) communicating and listening, (2) involving, (3) activating and responding, (4) consulting and (5) sharing, offers a useful pathway when considering craft-based research aspirations and goals. The authors seek to highlight some of the practical opportunities and ethical responsibilities faced by researchers when making with others, while delineating some of the challenges and potential pitfalls raised by both case studies.

Treatment

This chapter describes the narrative medicine methodology of this project, comprising three pillars. First is interdisciplinarity, bridging clinical and scientific research; history of science and medicine; literature and film; literary criticism and theory; and philosophy, among others. The use of rhetoric in such discourses is discussed, as well as the opportunity for meaningful critique in truly transdisciplinary work. Second is narrative attentiveness toward creative and clinical texts, illuminating and critiquing their rhetorical forms and effects. Third is the creation of a challenging writerly text—in this case, in moving between different roles, such as that of diagnostician, patient, critic—and highlighting the author’s own embodied experience, inviting the reader’s active involvement. This orientation shifts the narrative medicine emphasis on the clinician as reader/listener/interpreter to a mutually participatory engagement in which those in the patient role are understood as writerly readers. Finally, the figure of blindsight as a “prescription” for metagnosis is introduced.