Leading a Collective: The Role of Participant Guidance in the Co-Construction of Researcher Positionality

• In Event: 61.079 - Who Are We Here? Interrogating Positionality in Participatory Arts-Based Research

Abstract

When a community insider who is also an academic (hence outsider) becomes a participatory researcher, how does her position change? Issues such as democratic participation, partnership working and the blurring of boundaries between researcher and participant occur more frequently in community-based research than general social research (Banks et al., 2013). This paper reports on a study employing community action research and arts-based methodologies towards developing a collaborative social media photography community for women in two Canadian urban centers.

Mirroring the theoretical frameworks of Photovoice (Wang & Burris, 1994), but utilizing the revisionary model of community action research (Senge and Scharmer, 2001), the study incorporated Freire’s (1970) theory of empowerment education and feminist theory, looking to arts-based research for the investigation and representation of diverse forms of knowing. Overall its aims include 1) developing a mobile photography-based, physical/digital learning community; 2) supporting women in learning new technologies, 3) establishing supportive virtual and physical spaces where art and ideas are exchanged, leading to, 4) participants’ creation of cultural contributions expressing their views of life in urban environments.

Drawing on a reflexive review of journals, recordings of meetings, and online communications with participants clarified how I invited community members (participants) to position themselves and me within the project. Independently, many group members advised me in positioning myself throughout the project, to advance individual and collective goals. Participant comments varied from statements of authority such as, “you are our leader, tell us what to do,” to requests that I do less. Indeed, throughout the project my role shifted between that of participant, teacher, facilitator, artist, and friend. Participants were recruited through various sources, bringing pre-existing interests and skill sets in the fine arts, urban studies, research, feminist theory, social media technologies, and education. Within the group, I was not the expert, but rather a co-creator of our community.

In the paper I explore how researcher self-positioning influences behavior and perceptions of community responsibilities, informing enactment of participatory visual methodologies. Georges and Romme (2004) explore the ideal design origins of action research including “processes and values such as participating, aesthetic values, consensus, commitment, creativity and feasibility” (p. 497), which facilitate “emancipatory aspirations in the area of participative management and organizational learning” (p. 498). Such examples position the researcher as a collaborative designer and according to Visser’s (2004) framework, a systems specialist, allowing the action researcher to fundamentally shift her position to that of a support worker collaborating with and acting in service of others.

Banks et al. (2013), explain “current institutional ethical codes … adopt principle-based and regulatory approaches to ethics”, while researchers engaged with social justice often embody character- and relationship-based approaches (p. 1). By promoting alternatives to common conceptions of researcher positionality based in privilege and hierarchy, researchers might self-identify as collaborating members of community, and explore ideas of participant positionality and influence. Such a shift might aid researchers and participants in enacting their individually unique roles required for real change.

Author

• Laurel Marie Hart, Concordia University