Digital baroque: New media art and cinematic folds

The decision to use participatory visual methods with young people in education, health or public policy research is linked to a desire to allow them to have some greater voice in the research and the professional activities that impact on their lives. But how that ‘voice’ is produced, whose voice it represents, and how the product of that research is used and interpreted are all contentious issues for researchers. This article analyses some of these conceptual, methodological, political and pragmatic issues from the perspective of a current Australian Research Council-funded project working with young people across education and health domains. It is argued that allowing or not allowing visual accounts to speak for themselves is not simply a political decision but one related to epistemological understandings about meaning, and also to different purposes of different visual projects, in particular their relative emphasis on voice as a window to the world of the young people, compared with voice as a window to ‘who I am’. The project discussed is one which aims to give greater authority and centrality to the visual accounts and voices of young people, but also one where researchers understand both the visual and voice as constructed rather than given. Case studies from the project are used to illustrate the way in which these commitments frame decisions about technology and methodology, and also to show and argue for an approach which treats the meaning of the visual evidence as something to be constructed ethnographically and reflexively over time.     

Ethical ‘mess’ in co-produced research: reflections from a U.K.-based case study

Co-producing research is complex and messy. This paper draws on Tina Cook’s argument for the systematic inclusion of ‘mess’ in research accounts as a conceptual framework through which to articulate areas of ethical mess from within a co-produced research project. Through narrating the ‘messy’ ethical complications the paper illustrates a number of specific ethical risks when co-producing research; particularly when working with young people. The paper provides valuable insight into ethical tensions that can emerge when using a co-produced methodology and will be informative for future researchers negotiating their own co-produced research projects. The paper argues for the systematic inclusion of mess in the accounting of participatory research.     

Voice,authenticity and ethical challenges: the participatory dissemination of youth-generated visual data over social media

Using the theoretical frameworks of childhood studies and visual ethics, this article explores ethical ways of engaging children and young people in disseminating self-generated visual data (‘participatory dissemination’) over social media. The discussion draws on a research project carried out with a group of young people in an underserved community in South Africa. The project was an educational intervention that aimed to enable the participants to bring out their experiences with the HIV and AIDS pandemic in South Africa and to reflect on related issues through participatory video making. The methodological focus was on exploring visual ethics in the context of participatory dissemination. Despite a growing interest in social media, few studies have been conducted in relation to ethics in using social media as an outlet to disseminate visual data created by young people. This article contributes to addressing this knowledge gap. It is argued that (1) the process of remaking visual data can enhance the ethics of dissemination by offering young participants an opportunity to reflect on self-representation more carefully and (2) the verbal contextualisation of participant-generated visual data can contribute to a further clarification of young people’s ideas, thereby making dissemination more ethical. I am cautious, however, to overstate the significance of disseminating young people’s verbal and visual expressions without researchers’ discretion because such expressions may contribute to stigmatising the young people.     

Photography as a pedagogical tool for shedding light on ‘bodies-at-risk’ in physical culture

In Western countries, given current global public health imperatives around obesity, the lack of engagement with and compliance to normative health-related physical cultures is a concern for young people of ethnic minority backgrounds (particularly females) and low socio-economic class. These groups represent cohorts of young people more likely to be physically inactive and unhealthy compared to other groups, and thus are framed as ‘bodies-at-risk’ or portrayed as a ‘problem’ by neoliberal projects of the body in public health. What remains hidden in the enterprise of the fit body produced by a Western physical culture of healthism, however, is how sport and physical and health education in schools continue to reproduce inequalities of gender and race/ethnicity that heavily bear upon some young people's bodies in local sites. To problematise the body-at-risk discourse, this visual participatory ethnographic research conducted in inner-city, state-funded schools in the Midlands region of the UK, aimed to reveal the visual dimensions of embodiment as expressed by young people of different ethnic backgrounds in the local contexts of their lives. Student-researchers used digital cameras to create visual diaries entitled Moving in My World to express their thoughts, feelings and ideas, and to ‘speak for themselves’ about their knowledge of their own bodies, sharing their embodiments. What moving in their worlds meant to young people varied significantly based on differences of cultural background, gender negotiations and opportunities for, and choices in, their engagement with physical activity. The student-researchers’ visual diaries captured a heterogeneity of meanings about the moving body that young people construct and represent in their creation of the hybrid physical cultures of their daily lives.     

Using Visual Art Workshops with Female Survivors of Domestic Violence in Portugal and England: A Comparative Reflection

ABSTRACT

This paper provides a reflection on the use of visual art workshops in an interdisciplinary feminist project with female survivors of domestic violence living in refuges in England and Portugal. The paper discusses the fieldwork in each location with attention to the interaction between participants, between participants and the researcher/s, and the cultural and institutional structures influencing the research and the images produced. Despite some key differences in the context, the analysis highlights key resonances and commonalities amongst the objects that survivors of domestic abuse depicted in each location. We use the feminist notion of ‘giving voice’ as an analytical tool throughout the paper. The paper argues that ‘giving voice’ was not unproblematically accomplished by using visual methods and suggests that our understanding remained partial and often reliant on verbal narratives accompanying the visual images produced. We also highlight issues of power emerging when exhibiting art generated through the study.     

From products to publics? The potential of participatory design for research on youth,safety and well-being

This paper considers how ‘participation’ features as a key concept in contemporary approaches to research, policy and interventions to promote young people's experiences of safety and well-being in digital society. In particular, it examines the potential of participatory design (PD) methodology as a way of expressing, surfacing and supporting engagement with youth perspectives in research and design projects. In doing so, we explore how the language, materials and processes of a PD approach can help reconfigure the aims of research beyond the production of ‘products’ towards fostering ‘youth-inclusive publics’. Drawing on the concept of ‘infrastucturing’ and ‘attachments’ [Le Dantec, C. A., and C. DiSalvo. 2013. “Infrastructuring and the Formation of Publics in Participatory Design.” Social Studies of Science 43 (2): 241–264. doi:10.1177/0306312712471581], the paper reflects on an Australian research project to develop online campaigns to promote youth safety and well-being in digital society. From our analysis emerged three commitments of PD with young people that help articulate, make visible and unpack ‘attachments’ to concepts of youth, technology and well-being and provide new opportunities for engagement with youth experience in research and intervention design. We find that these commitments – the embodiment of context; the enactment of creativity and the emergence of connectivity – offer novel insights on youth participation in complex research projects. Moreover, foregrounding these commitments through PD can build shared vocabularies, artefacts and processes of engagement with young people in research projects focused on youth safety and well-being.     

Ethical Considerations and Dilemmas Before,during and after Fieldwork in Less-Democratic Contexts: some Reflections from Post-Uprising Egypt

How do we conduct ethically sound social research in less- or non-democratic settings? Here, the ‘ethical guidelines,’ or ‘codes of conduct’ outlined by our professional organizations provide some, albeit only insufficient guidance. In such contexts, issues like informed consent or the avoidance of harm to research participants have to be – based on a careful analysis of the situation on the ground – operationalized. What are, considering the particular social and political context in the field, the potential risks for interviewees and the researcher, and what can be done to eliminate or at least mitigate these risks? Reflecting on extensive fieldwork on the role of the prodemocracy movement during the Egyptian Uprising of 2011 in the wake of the so-called ‘Arab Spring,’ this study illustrates how rather abstract ethical considerations can be handled practically in an environment that is characterized by increasing levels of political repression and decreasing civil liberties. It is in such contexts that a failure to carefully consider such ethical questions entails a very real risk of endangering the livelihoods and even lives of research participants. Furthermore, it is shown that these and similar issues are not only of critical importance when designing a research project, but that they might have to be revisited and renegotiated at later stages of the research process – even after the conclusion of the data collection phase. Here, questions of data protection, anonymity of informants, and the associated ‘do no harm’ principle are particularly pertinent.     

Investigating the organizational everyday: a critical feminist approach

ABSTRACT

This article considers the possibilities and limits of applying institutional ethnography, a feminist theoretical and methodological approach that contributes to collective projects of investigating and transforming social life. Elaborating on the approach, the article reports on an ethnographic exploration of visual artists’ experiences and struggles in Canada's art world – a project that started from the standpoint of practising visual artists, examined their work and relations, and explicated practices and logics of art and valued work conditioning their lives. Speaking back to formal or text-based investigations of particular institutions, the article grapples with how to engage in research that more fully reveals the ‘social,’ attending to everyday life, to the ‘life work’ that people do, and to social forms that are threaded through intersecting, localized intimate and institutional spheres.     

Young People as Co‐producers in Policing across England. An Evaluation of the ‘Youth Commission’ on Police and Crime

This paper discusses a recent study on three ‘Youth Commission’ on police and crime projects. Professional viewpoints were interpreted to understand how they valued young people's participation and made sense of their experiences and capabilities. Framed within policing reforms, the ‘Youth Commission’ projects regard young people as co‐producers, who work in partnership with professionals to address police and crime issues. The focus is upon professionals and their relationships with young people for transformative participation and social outcomes. Working in partnerships showed interdependency but identifies further challenges if professionals do not truly value young people's participation.     

Images across Europe: The sending and receiving of sexual images and associations with interpersonal violence in young people's relationships

This article explores young people's experiences of sending and receiving sexual images and text messages (sexting) within their interpersonal relationships and the contexts in which this occurs. The article uses data from a recent Daphne funded project ‘Safeguarding teenagers' intimate relationships’ (STIR) involving a survey with 4564 young people aged between 14 and 17 in a number of schools across five countries in Europe. Findings reveal that experiences of sexting vary by country and gender. The study also found that young people who reported victimisation in their relationships were more likely to have sent a sext message than those who had not. The article points to the need for a more nuanced understanding of the varied contexts and experiences around sexting in order to better develop policy, practice and education in this area.     

CCTV oddity: archaeology and aesthetics of video surveillance

The paper narrates #OCTV – an art installation, performance and hacktivist project – the authors presented at the International Visual Sociology Association annual conference (Goldsmiths 2013). The installation used networked CCTV cameras and affordance of digital media to make surveillance space visible, beyond its representational value. It played with the co-constitution of the surveillance images through technologies, cultural practices, and ethics. The paper suggests the visual work of CCTV cameras is contextual to the specific configuration surveillance ecology takes. It proposes art projects as critical methodology for unpacking the social construction of the digital image. As a consequence, it recognises the challenges of using once-upon-a-time ethics forms with regards to ecologies of the visual. Instead, it suggests an ethical and political tension which should follow research ‘data’ during the lifetime of the project, and possibly in the ecologies yet to come.     

Mapping the relational construction of people and places

ABSTRACT

A new method is proposed here aimed at eliciting the mechanisms which maintain the relational positioning of people and places within social space. This ‘mapping tool’ is inherently relational by design and involves participants creating visual representations of their geographic imaginaries, encompassing their perceptions and preferences of different localities. This is followed by an interviewing approach wherein participants ‘speak to’ their map, producing ‘thick’ narratives detailing the ties that bind people and places. The method was developed and used as part of a 3-year study into the geographic imaginaries of young people in the UK, involving the collection of 1,000 maps, together with over 200 interviews, across 20 diverse localities. We draw on empirical examples of using the method from this study, including processes of differentiation within the middle classes and the place-based identities of towns, cities and localities.     

Positioning,strategizing, and charming: how students with autism construct identities in relation to disability

Contrary to views that young people with the label of autism are incapable of engaging in collective cultural practice, this article examines how they construct identities through social interactions to belong, compete, and participate. In a multi-sited ethnography of high school students with disabilities, we focused on two students as they move across contexts of school, debate team, and home. Over two years of interviews and participant observation, these students demonstrated nuanced efforts to distance themselves from the ‘autistic’ label. These acts of positioning illuminated how they negotiate identities with the knowledge their interactions shape how people perceive their participation in different contexts. By following them across informal and formal environments, we could see how they transition across multiple social worlds and appreciate the combined power these contexts have on youth identity.     

Young people in a city of culture: ‘Ultimate beneficiaries’ or ‘Economic migrants’?

There is burgeoning literature on cities that host major cultural events. However, there is surprisingly very little empirical research focusing specifically on young people and cities of culture, so we have limited knowledge in terms of how young people actually experience and interpret cultural events. Given this, we offer an important and timely contribution to such debates. Our spatial focus is Derry/Londonderry (D/L) in Northern Ireland. During 2013 D/L was the UK’s inaugural City of Culture (CoC). The bid document and legacy plans for CoC stated that young people would be ‘cultural assets’ during 2013 and the ‘ultimate beneficiaries’ of the CoC legacy [Derry City Council 2010. Cracking the Code. City of Culture 2013. Derry: Derry City Council, 2013a. Our Legacy Promise. Building on the Success of 2013. Derry: Derry City Council, 2013b. Legacy Plan 2013–2023. Derry: Derry City Council]. This paper unpacks and analyses the extent to which young people in D/L related to and engaged with CoC and, arguably more importantly, how CoC affected their plans and aspirations for the future. Our research problematises the claim that young people were the ‘ultimate beneficiaries’ of CoC; most strikingly, it shows that young people, despite offering very positive views, both expect and desire to live in cities other than D/L. As such, the debilitating long-standing trend of economic migration of young people will continue raising important issues for local stakeholders.     

Mobile transitions: a conceptual framework for researching a generation on the move

This paper argues for a renewed research agenda on the transnational mobility of young people across both youth studies and migration studies. We review key literature across these fields, before arguing for a new conceptual framework that helps to further extend the emerging interdisciplinary space of ‘youth mobility studies’ (Raffaetà, Baldassar and Harris 2016). Our central proposition is that mobility has become an important marker and maker of transitions for youth in many contexts globally. We argue that a conceptual advance is required to understand the unique circumstances of a generation ‘on the move’ as they navigate diverse and non-sequential social, civic and economic practices of ‘adulthood’, and propose the conceptual framework of mobile transitions as a timely new agenda. ‘Mobile transitions’ describes transition pathways under conditions of mobility but also emphasises two key claims around the further development of transnational youth mobility research. The first is the importance of an orientation towards spatio-temporal complexity, multiplicity and fragmentation of both ‘youth transition’ and ‘migrancy’ as scholarly concepts and lived experiences. The second is an argument for understanding ‘mobile transitions’ in relation to three intersecting domains – economic opportunities, social relations and civic practices – rather than through linear notions of the achievement of economic and social autonomy.     

Political Participation and Late-Life Learning: A Cross-Cultural Study of Older People’s Participation in Seniors’ Interest Organisations in Australia and Spain

Understanding what older people learn from their civic participation is of critical importance both for individuals and organisations. This link has been neglected in prior research, and the evidence across diverse cultural contexts is particularly limited. However, the political context of older people’s life experiences and participation is important in their participation. The intent of the present study is to explore the learnings experienced by older people through participation in seniors’ interest organisations, across Australia and Spain. Participants included 52 active members of political organisations focused on issues for older people. A questionnaire was used for data collection; participants’ responses to an open-ended question regarding what they have learnt from their participation in seniors’ interest organisations are analysed here. Participants’ answers were subjected to a multi-stage thematic analysis. Findings show three key themes relating to learnings about themselves, such as self-improvement or skills or knowledge; learnings about others, such as cooperation with others and understand that people have different views; and learning about society, such as inequality and the need to fight for injustice. The findings suggest some interesting similarities and differences across contexts, which appears to reflect the different political contexts of the two countries.     

Decentering Power in Research with Criminalized Women: A Case for Photo-Elicitation Interviewing

ABSTRACT

This article contributes to the project of developing a visual criminology that reclaims social relationships and the humanity and visibility of criminalized people and strives to disrupt the ideological and political underpinnings of mass incarceration and the state’s reliance on punitive responses to social inequality. Using photo-elicitation interviewing (PEI), I draw on qualitative research with 36 formerly incarcerated women living in Chicago. I review PEI’s potential to disrupt the power differential between researchers and participants and to include research participants as collaborators in knowledge production. I examine how limitations imposed by an Institutional Review Board created ethical concerns about representing women’s images and constrained women’s role in the coproduction of knowledge. I argue that PEI based on participant-generated images can help to overcome some of the ethical and methodological tensions encountered in visual criminology.     

Visual methodologies,sand and psychoanalysis: employing creative participatory techniques to explore the educational experiences of mature students and children in care

Social science research has witnessed an increasing move towards visual methods of data production. However, some visual techniques remain pariah sites because of their association with psychoanalysis; and a reluctance to engage with psychoanalytically informed approaches outside of therapy-based settings. This paper introduces the method of ‘sandboxing’, which was developed from the psychoanalytical approach of the ‘world technique’. ‘Sandboxing’ provides an opportunity for participants to create three-dimensional scenes in sand-trays, employing miniature figures and everyday objects. Data are presented from two studies conducted in Wales, UK. The first, exploring mature students’ accounts of higher education, and the second, exploring the educational experiences of children and young people in public care. The paper argues that psychoanalytical work can be adapted to enable a distinctive, valuable and ethical tool of qualitative inquiry; and illustrates how ‘sandboxing’ engendered opportunities to fight familiarity, enabled participatory frameworks, and contributed to informed policy and practice.     

Framing ‘drug prevention’ for young people in contact with the criminal justice system in England: views from practitioners in the field

ABSTRACT

Drawing on the work of Rein and Schon (1993. “Reframing Policy Discourse.” In The Argumentative Turn in Policy Analysis and Planning, edited by F. Fischer, and J. Forester, 145–166. London: UCL Press., 1996. “Frame-Critical Policy Analysis and Frame-Reflective Policy Practice.” Knowledge and Policy: the International Journal of Knowledge Transfer and Utilization 9 (1): 85–104), we explore the ways in which ‘young people’, ‘vulnerability’, ‘risk’, ‘prevention’ and ‘prevention practice’ were defined and framed by practitioners engaged in the design, delivery and commissioning of drug prevention interventions for young people in contact with the criminal justice system. We argue that practitioners describe their work in terms of both a preventative frame – based on a ‘deficit’ model – and a transformative praxis frame, more in line with an increasing shift towards ‘positive youth justice’ where practitioners aspire to actively involve the young person in a process of change. The implications of those, often competing, frames are discussed in relation to the development of prevention approaches and the challenges in designing drugs prevention for this group of young people. The paper is based on interviews and focus groups with thirty-one practitioners in England and is part of the EU funded EPPIC project (Exchanging Prevention Practices on Polydrug Use among Youth in Criminal Justice Systems 2017–2020).     

A visual methods approach for researching children’s perspectives: capturing the dialectic and visual reflexivity in a cross-national study of father-child interactions

ABSTRACT

The paper presents a visual methods approach from a cross national methodological project that used digital visual technologies to examine young children's perspectives in father-child interactions. The approach combines capturing the dialectic with visual reflexivity. The notion of ‘capturing the dialectic’ specifically by analysing conflict to gather the child’s intention as their perspective, is underpinned by finding the contradictions in a situation of which children are a part. Visual technologies and in particular digital film does this, because it can identify difference, as it observes and captures the dialectic process. Researchers collected between 5–10 hours of film footage and twenty-four film elicitation interviews from young children and their fathers in twelve families within England, Hong Kong, Norway and India. In the study, participants took footage of routine father-child interactions chosen by the children; and researchers sampled the footage for situations of conflict and emotionally charged moments in order to capture the dialectic. Researchers then conducted film elicitation interviews with the children and fathers, which were recorded for the purpose of visual reflexivity. This visual methods approach can support social science researchers to address differences in representation and truth, for a better understanding of a young child’s perspective in cross-national projects.