Becoming (Re)searchers: Unpacking Researcher-Participant Power Dynamics through Critical Arts-Based Methods

• In Event: (Re)searching to (re)imagine: Futuring through critical arts based methods

Abstract

Purpose/Objectives
The Becoming (Re)searchers project offers learning about the power of arts to engage participants in critical discussions and reflections about the human experience, as well as arts as a method. This presentation explores the potential of CABR methods to level power dynamics and trust issues that limit participation in social science research, documenting the experiences of faculty and student researchers who participate in CABR workshops in the areas of theatre, collage, photovoice, and poetic inquiry. Primary objectives and three guiding research questions are: What is the experience of engaging in different critical arts-based methods? How do participants navigate issues of power, ownership, and trust in critical arts-based inquiry? How do participants explore critical inquiry using arts-based methods? As researchers aim to break down barriers between themselves and participants, increase recruitment and participation from various populations, and co-construct knowledge and new meanings, shared power and mutual trust can be explored through demonstrations and findings from the four part workshop series.

Theoretical Framework
Critical participatory action research (CPAR) and CABR theoretical frameworks emphasize co-construction and challenge traditional power dynamics in research. CPAR "enacts an ethical, relational, and complicated commitment to research with people, communities, and movements" (Fine & Torre, 2021, p. 21), with constant recognition and navigation of power, privilege, and vulnerabilities of all parties embedded in the research experience. CABR uses art as the medium to challenge the status quo, exploring the inequities inherent in the dominant discourse and traditional ideas promoted in society (Bagley & Castro-Salazar, 2012; hooks, 1994; Madison, 2005). This approach expands the audience, including marginalized voices, experiences, and knowledge to enrich understanding.

Methodology
The study employs a comprehensive qualitative arts-based research design centered around four half-day workshops during an academic year, focusing on Theatre of the Oppressed, critical collage, photovoice, and poetic inquiry methods. Data collection utilizes multiple complementary approaches: direct participant observation during workshop activities to capture real-time interactions and group dynamics; collection and analysis of participant-generated artifacts produced during sessions; focus group discussions exploring collective experiences with emphasis on power dynamics, ownership, and trust issues; and semi-structured individual interviews using artifacts as elicitation mechanisms for in-depth personal insights. This multi-method approach enables triangulation of data sources while aligning with critical arts-based inquiry traditions that respect the transformative potential of artistic engagement.

Finding and Significance
This work addresses the growing need for CABR training in academic institutions, as "students and faculty around the world" report "little formal training offered around CABR at their institutions." Study findings contribute to field knowledge of CABR's potential as a research method and professional development tool, while building knowledge and capacity within the researcher community. Participants recognize the potential of CABR to broaden active participation of marginalized groups in research, and increase inclusion and engagement of women and non-White researchers. Participants also recognize the potential of CABR to increase collaboration between researchers and participants. Finally, researchers and participants recognize the ability of CABR to create a more authentic voice in the representation of participant experiences.

Authors

• LaSonja Roberts, Western Michigan University

• Regina L. Garza Mitchell, Western Michigan University

• Beixi Li, Western Michigan University

• LaRonda Moore, Western Michigan University