#participatoryresearch

[msyoungsjourneyinindigneoused]

Buen Vivir and Participatory Video: A Case for Inclusive Education

Morales & Calvo (2022) explores how the Misak community in Colombia uses the Indigenous philosophy of Buen Vivir to shape their worldview and educational practices. Buen Vivir, which emphasizes harmony with nature, collective well-being, and reciprocity, aligns with the core principles of inclusive education. The researchers introduced Participatory Video Research (PVR) as a tool for empowerment, enabling the community to document and share their cultural practices while gaining technical skills and self-confidence.

The findings demonstrate the potential of PVR to foster inclusion by giving marginalized voices control over their narratives. The Misak’s view of Buen Vivir, or Latá-Latá, highlights the importance of community-centered education rooted in respect for land, culture, and spiritual connections. This study offers valuable insights into how Indigenous knowledge systems can transform education to be more equitable and culturally responsive.

Below, I have attached the article and three PVR videos that were used in the data analysis. Feel free to explore and watch!

[positivedevelopment]

Monthly Roundup - November 2020

No Research About Us Without Us: Participatory Policy-Oriented Research with Children and Youth Affected by Conflict

“In research on and programming aimed at children and youth, they are usually treated as passive subjects and beneficiaries rather than as partners. In an effort to address this in its own research, the UNU-CPR partnered with War Child UK to design and pilot a participatory research approach.”

A long journey: The story of Ishmael Beah

From child soldier to renowned author, human rights activist and Goodwill Ambassador.

Every time you save a child from war, there is hope.

Dr. Kjell Anderson "The dilemma of Dominic Ongwen: A former child soldier on trial at the international criminal court"

** The judgment on conviction or acquittal pursuant to article 74 of the Rome Statute will be delivered on 4 February 2021 at 10:00 (The Hague local time). Source: https://www.icc-cpi.int/uganda/ongwen

Kony’s children: The former child soldiers of Uganda

“Ongwen’s story isn’t a simple tale. It’s also a lesson in who writes history and who faces consequences. It raises questions about inequality, punishment, the legacy of colonialism, the world’s most viral video, and the role of the ICC.”

How Art Helped Propel Sudan’s Revolution

“Throughout Sudan, artists helped spur on conversations about the trajectory of the country and also used murals to share information about dates and times of protests.”

One Day, I Will

“This exhibit documents the hopes and dreams of children trapped in crises. All aged between 6 and 18 years old, the youth featured here have dressed up to show us who they want to be when they grow up, using costumes and props from their immediate surroundings. By tapping into each child’s vision for the future, photographer Vincent Tremeau gives us a unique glimpse into their current circumstances and challenges.”

[childandyouthliteratureblog-blog]

Subscription and open access journals from SAGE Publishing, the world's leading independent academic publisher.

January 11, 2017

~Second Article: “Ask us too! Doing participatory research with disabled children in the global south” By Wickenden and Kembhavi-Tam (2014)

1. What are the basic assumptions that inform the reading? -“Consulting children themselves is rarely extended to those with disabilities.” (400) Inclusion of children with disabilities in participatory research that is child-centred. Disabled children and young people’s perspectives are overlooked, particularly in the global south.

2. What are the major organizing ideas? -”Disabled children can and should actively participate in both mainstream childhoods research and in specific disability-focussed studies.”(413) Advocating for systems change in children’s research methodology, specific to children with disabilities. To be included in their own research.

3. What serious questions does the reading raise regarding the fields of child and youth study? -How accurate is the research being done if there are people being left out? Is it representative? Is it accessible for the children to participate? Is our inclusion inclusive enough? 

4. What serious omissions are left out of the article or reading (if any)? -The study focuses on the global south, as stated, that the northern areas use more inclusive practices. Though the south may need extra support to improve their practices, all global areas should be considered. Perhaps socioeconomic conditions of towns and cities where these children live would also contribute to how methodologies are refined and put into action. 

5. In what ways does this article reinforce, extend, challenge, or oppose your own views on child and youth study/research/practice? -The article reinforces group views to change the tradition research methodology; to extend the scope and guide the children around the concepts. Our knowledge is extended with considering how notions of inclusion and acceptance can be restrictive and oppressive, critically examining the language we use with children and to speak about children to demonstrate inclusion in discussion. 

6. What do you take away from the reading in terms of your own child and youth practice? -Children should actively participate in their own research. This includes disabled children in mainstream childhood research and in disability-focused studies. Creating an approach for each child, specific to that child, takes into account their strengths and challenges, for any child regardless of medical diagnoses.