1. Nadine Schaefer University of Exeter n.d.schaefer@exeter.ac.uk “But I don’t want to be filmed” Challenges and opportunities of using visual methods in a participatory research project with young people

2. Overview Introduction to the research project Engaging young people in participatory research: why and how? The use of visual tools/methods in participatory research – a research example Conclusion

3. Introduction Young people’s geographies in rural post-socialist Germany: a case study in Mecklenburg- Vorpommern Participatory research project on young people’s everyday and future lives Included 9 groups of young people with a total of 67 participants (14-16 years old)

4. What is participation? Asking children and young people what works, what doesn't and what could work better, and involving them on an ongoing basis, in the design, delivery and evaluation of services. To ensure that policies and services are designed around the needs of children and young people, and that they are involved in decision making at a local and national level (Every Child Matters 2003). Child Participation: is „an informed and willing involvement of all children, including the most marginalised and those of different ages and abilities, in any matter concerning them either directly or indirectly“ (Save the Children 2005: 4)

5. Participatory research aims to… minimise the power-imbalance between the adult-researcher and the young-researched (Alderson 1995, 2000); give young people more control over the research process; aiming for shared decision making and knowledge-production (see Hart 1997; Barry 1996; Leyshon 2002; Kemmis & McTaggart 2005); help young people to develop and practice new skills that support and improve young people’s self-esteem (see Kellett et al. 2004), communication skills and critical thinking (see Kellett 2005) give children and young people who lack the skills of literacy and oral communication the chance to find alternative ways of expression through, for example, the use of visual research methods (Valentine 2001). give a fuller understanding of the data as young people are involved in the data analysis as well (Alderson 2000); These methods are further described as being more fun and more interesting for young people. This may increase their interest and therefore their participation in the project (West 1998; Young & Barrett 2001)

6. Participatory research as a research approach The idea of participation should not be reduced to the set of particular methods! (see Alderson 2000; Christensen & James 2000) The “crucial aspect is the level at which adults share or hold back knowledge and control from children” (Alderson 2000: 248) It is thus the degree of engagement with participants within and beyond the research encounter. "The defining characteristic of participatory research is not so much the methods and techniques employed, but the degree of engagement of participants within and beyond the research encounter" (Pain and Francis 2003, p. 46)

7. Including Children in Research Source: http://www.freechild.org/ladder.htm, accessed: April 2009http://www.freechild.org/ladder.htm Levels of participa- tion

8. Facilitating participatory research How can we involve young people in research? Research question/exploring issues relevant to the research question Sampling Getting informed consent Research methods Data gathering Analysis Dissemination of results Formulating recommendations Rewarding participants?

9. Research Design 1.Questionnaire 2.Informative meeting 3.Exercise/training Session (Interviewing) 4.Group discussion (1 +Mental Maps) 5.Group discussion (2+3)/Peer-led group discussion 5-7 weeks 8-16 weeks

10. Research Design 1.Questionnaire 2.Informative meeting 3.Exercise/training Session (Interviewing) 4.Group discussion (1 +Mental Maps) 5.Group discussion (2+3)/Peer-led group discussion 6.Group discussion (4-6)/ Peer-led 7.Group projects (Photo-, Video-, Interview-Projects) 8.Exhibition 9.Workshop 10.Brochure 5-7 weeks 8-16 weeks

11. Young people’s motivations for getting involved… 1.Curiosity/nothing else to do 2.Doing something with friends 3.Interest in the topic of the research 4.Technical skills 5.Vocational preparation (certificate)

12. “But I don’t want to be filmed” (Anna, 15) Anna (15) was unsure about participating because of the training/use of video Only came because I promised that she could decide at each stage at which level she wanted to be involved In the training: Robert (16): ‘I think this is pretty good training for future job-interviews. I think we should start as early as possible to train for this, don’t you think? And here we get pretty good feedback for it’. 3 months later, at the end of the project, Anna did the main work for a video project on young people’s everyday lives in her hometown for which she interviewed several adults and other peers on different topics. She had become much more confident during the research process Anna (15): ‘I absolutely love standing in front of the camera and interviewing people’.

13. Visual methods in participatory research Recruiting participants: session using visual images of the region/photographs, video clips on the region to discuss outsider/insider perspective –young people as experts of their own lives –Reflecting on the use and meaning of images Training in how to use video camera, photo camera, interview techniques –Challenges: gender, different abilities, teachers’ perceptions –Opportunities: developing skills, confidence, team-work Recording of training and all focus group discussions –Challenges: technical issues, amount of data –Opportunities: using video recording as learning tool, group developed a common understanding of frameworks/ rules/ ways to improve, possible to see ‘change over time’ Drawing of mental maps –Challenges: meaning of maps (importance of student’s explanations), a few student thought it was a ‘childish’ activity –Opportunities: students could decide on level of engagement, way of expression (written, drawn), allowed individual contribution, students got to know each other better, reflection on issues they liked/disliked/struggled with in their everyday lives, expression of wishes and dreams, rich data

14. Visual methods in participatory research Development of own (research) projects (participants chose to use photographs/photo diaries, drawings, collages, and video to explore or reflect on an area of interest) –Challenges: student’s involvement at key stages (e.g. video- editing), filming/taking photographs of youth activities such as drinking, smoking  ethical considerations –Opportunities: high student engagement, students could choose the topic they were most interested in, could explore with equipment, practice their skills, share their thoughts with wider audience, inform themselves and others

15. Visual methods in participatory research Dissemination: –Students: exhibition, workshop, teaching material Opportunities: building/strengthening local and regional networks, engaging policy maker, gate-keeper in discussion how to improve young people’s lives, getting young people’s voices heard, sharing with peers Challenges: (financial aspects, organisation), engagement beyond the project…

16. Conclusion Participants were eager to learn, to improve their skills and technical knowledge Participant’s familiarity with technical equipment varied immensely  is linked to their confidence with and use of equipment. Different support was needed. Participants developed confidence in using different methods over time Visual methods allowed participants to experiment/find different ways of engagement with the research and to reflect on or share issues which are important to them Images, collages, photographs and video were perceived by participants as a powerful tool to disseminate their findings/thoughts.