1. Ethnographic Action Research Jo Tacchi Queensland University of Technology

2. EAR: Ethnographic Action Research Combines three research approaches 1.ETHNOGRAPHY: traditionally used to understand different cultures in detail. It is long term and requires researcher to be embedded in local cultures. 2.PARTICIPATORY TECHNIQUES help both researchers and participants understand complex issues in an inclusive and participatory manner. 3.ACTION RESEARCH used to bring about new activities through new understandings of situations.

4. EAR: key features Embedded researcher Ongoing Social mobilisation Research culture Participatory Action research cycle ReflectDo Plan Observe

5. The Changing Communication Environment Vertical patterns of communication – from government to people Unipolar communication systems Few information sources Easy to control – for good (generating accurate information to large numbers of people) and ill (government control and censorship) Send a message Horizontal patterns of communication – from people to people Communication networks Many information sources Difficult to control – for good (more debate, increased voice, increased trust) and ill (more complex, issues of accuracy) Ask a question Training workshop, Lapulu James Deane ‘The Context of Communication for Development, 2004’. http://www.communicationforsocialchange.org/pdf/roundtable.pdf

6. Communicative ecologies approach Reflects ‘ethnographic’ goal of holism, importance of context Tool for grounding everyday communication Assumes ICT joins pre-existing communication systems beyond mass / community media Transport infrastructure –roads, buses, trains Social communication practices –public and private gossip Local people often do not use or think about an individual medium in isolation from other media Communication takes place within an existing ‘communicative ecology’ specific to each community/group/place… culture … Hearn, G., Tacchi, J., Foth, M., & Lennie, J. (2009). Action Research and New Media: Concepts, Methods and Cases. Cresskill, NJ: Hampton Press.

7. ComEco1 Subject: Firali 33yo female householder Location: Jhuwani, Nepal Date: 24 March 2007 Communicative Ecology mapping

8. ComEco2

9. ComEco3

11. Consequences Constraints Conditions / contexts ICT innovation Communicative ecology of ICT for Development innovations GeographyInfrastructureEconomy Community profile MediaReligionPoliticsNGO/agency

12. Embedded research - challenges Organisational flexibility Hierarchies of knowledge Perceptions of research Difficulties in developing a research culture Breaking the cycle M&E and impact assessment

13. Assessing communication for social change: a new agenda in impact assessment Equal Access Nepal – communication for social change Radio programs and outreach Participatory impact assessment Adapting EAR as an embedded methodology in the organisation Participation at many levels – content, M&E, communities, managers, partners, stakeholders Community Researchers

14. the ‘prove:improve’ dichotomy existing M&E practices are often top-down and donor-driven, and based on pressures to ‘prove’ impacts, rather than bottom up, participatory and based on ‘improving’ programs in ways that meet community needs and aspirations Lennie et al (2008) ‘Challenges, issues and contradictions in a participatory impact assessment project in Nepal’ AES conference paper presented in Perth, Western Australia, September 2008 Sankar, M. & Williams, B. (2008). Editorial – Evaluation matters. In Williams, B. and Sankar, M. (Eds.). Evaluation South Asia. (pp.1-3). Kathmandu: UNICEF.

15. Challenges, issues and contradictions Communication for social change (CFSC) approach seeks to ground communication activities in local realities (not top down) This is where meaningful social change happens Micro-level data, national initiatives Community-based research/ers in case study sites Setting up appropriate systems and processes extremely difficult…

16. Challenges, issues and contradictions Evaluation capacity building considered important but has a number of recognised problems, including: –Organisational culture, dynamics and context –Development of a wide range of skills –Expectations of funding agencies –Need for good quality data and data systems –Loss of champions and key staff –Communication and evaluation language issues –Differences in power, knowledge and status –Feedback mechanisms –Literacy and language issues –Time, energy and resources

17. Challenges, issues and contradictions Evaluation capacity building considered important but has a number of recognised problems, including: –Organisational culture, dynamics and context –Development of a wide range of skills –Expectations of funding agencies –Need for good quality data and data systems –Loss of champions and key staff –Communication and evaluation language issues –Differences in power, knowledge and status –Feedback mechanisms –Literacy and language issues –Time, energy and resources