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PARTICIPATORY VIDEO FOR INCLUSIVE RESEARCH
Opportunities & challenges identified
Manon Koningstein
Shadi Azadegan
With sup...
Summary
• https://www.youtube.com/watch?v=pVS8rTlA
NsM&feature=youtu.be
• PV provides for clearer understanding of the
cha...
Summary of projects
• Financed by CIAT, CCAFS, Humidtropics and ILRI
• First pilot conducted in Somotillo, Nicaragua on yo...
PV as a communication tool in
Participatory Research
• Allows to present assessment of their own words (Traber &
Lee 1989:...
Improvements in the communication
framework through the use of PV
• PV provides for awareness-building of the PV-makers
• ...
Challenges
• Quality of the video is less appealing
• How can we make sure to reach policy makers
• Small scale research i...
Lessons learnt
• Eight days is the maximum amount of time of the
workshop.
• Exercises need to be quick and inclusive. S
•...
Conclusions
• PV is an adequate tool for (agricultural) research
for development
• Higher degree of possible social change...
References
• Traber, M & Lee, P. (1989) Video for Animation and conscientisation. Media
Development 36(4): 1
• Kane, E., (...
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Participatory video for inclusive research: Opportunities & challenges identified

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Participatory Video for Inclusive Research.
By: Manon Koningstein

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Participatory video for inclusive research: Opportunities & challenges identified

  1. 1. PARTICIPATORY VIDEO FOR INCLUSIVE RESEARCH Opportunities & challenges identified Manon Koningstein Shadi Azadegan With support from Jennifer Twyman, Iddo Dror, Simon Cook CIAT Internal Conference, ICT4D October 13th, 2015 Cali, Palmira
  2. 2. Summary • https://www.youtube.com/watch?v=pVS8rTlA NsM&feature=youtu.be • PV provides for clearer understanding of the challenges the world's rural poor (men and women) are facing. • Adapt development strategies and policies to local needs, knowledge and wants. • Inclusive
  3. 3. Summary of projects • Financed by CIAT, CCAFS, Humidtropics and ILRI • First pilot conducted in Somotillo, Nicaragua on young farmers’ perspectives on agriculture & climate change. • Second project in Estelí, Nicaragua, with young rural women. • Currently, working on e-course, whiteboard animation and information brochure on the use of PV for inclusive research across the CGIAR. T • Current project phase is funded by the Capacity Development team of Humidtropics/ILRI, led by Iddo Dror.
  4. 4. PV as a communication tool in Participatory Research • Allows to present assessment of their own words (Traber & Lee 1989: 1). • Support process of empowerment (Kindon, 2003). • Create narratives through which can communicate what really want to communicate, in a way they think is appropriate • Participants gain understanding of their situation, as well as the confidence and ability to change that situation (Servaes, 2007) • Reduce gap between researchers and reality (Kane, 1995).
  5. 5. Improvements in the communication framework through the use of PV • PV provides for awareness-building of the PV-makers • Inclusion of marginalized groups • It can affirm the ingenuity and perspective of society’s most vulnerable groups • Linking intellectual and emotional reasons to reach community adaptation • Multiplatform and are accessible and available • No literacy required • 83% of learning occurs visually (Lester, 1996) • Provide for interaction where otherwise impossible
  6. 6. Challenges • Quality of the video is less appealing • How can we make sure to reach policy makers • Small scale research information • Workshops are quite time-consuming
  7. 7. Lessons learnt • Eight days is the maximum amount of time of the workshop. • Exercises need to be quick and inclusive. S • When mixed, girls and women tend to be less outgoing. • Creative ways of separating by gender • Sensitive to the ongoing criticism around PV, and strengthening the academic use and viability of this tool, and make it a truly inclusive research for development tool.
  8. 8. Conclusions • PV is an adequate tool for (agricultural) research for development • Higher degree of possible social change than mainstream research approaches • Allows understanding the local needs, wants and knowledge of local and/or marginalized populations. • Cultural limitations, small scale, less esthetic quality
  9. 9. References • Traber, M & Lee, P. (1989) Video for Animation and conscientisation. Media Development 36(4): 1 • Kane, E., (1995). Seeing for yourself: Research handbook for girls' education in Africa. Washington, DC: World Bank. • Kindon, S. (2003) ‘Participatory Video in Geographic Research: A Feminist Practice of Looking?’ Area. Vol 35 (2) pp142-153. • Koningstein M., Azadegan S. (2014) Participatory Video in Somotillo, Nicaragua. CCAFS Working Paper no. 100. CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS). Copenhagen, Denmark. Available online at: www.ccafs.cgiar.org • T.J., Servaes, J. & White, S.A. (eds).Participatory Communication for Social Change. New Delhi & London: Sage Publications, Ch. 11. • Photocredits: Manon Koningstein (CIAT), Gian Betancourt (CIAT), Shadi Azadegan (CIAT) • Youtube videos: https://www.youtube.com/watch?v=mLsuRqCWdZI, https://www.youtube.com/watch?v=hHQl3zrnzgw

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