Transformative development

We had our third planning meeting yesterday which was really energising – what a talented bunch I’m working with. )

As part of our facilitation, we’ve begun using video scenarios to delve deeper into the elements discussed by the group with some promising outcomes. Using this approach seems to move people away from their recognized positions and experiences to a place where they are almost bodily present; experiencing the moment in the scenario itself. This seems to release them of their “duty”, perhaps, to their everyday roles and baggage.

It certainly resulted in a very energized group discussion within which I felt I also experienced – and witnessed – yarning (see Bessarab & Ng’andu 2010). The conversation was like a dinner conversation, was how one participant put it.

With regard to the scenario itself, we opted to display “how not to do things”, so in our next session we will focus on “how things could be done” to achieve better outcomes.

And on a reflective note, this image is one that sparked a mini epiphany for me, as following our last session, I’ve felt in a bit of a wallow – not sure why, but mentioned this to the team during our planning and was provided with the following advice:

“Revisit the haze and stay with the question.”

Really, this is the essence of PAR in process! The image marks a turning point in my thinking about transformative processes which can enable real change and encourages – no, insists upon – an active and authentic partnership between service providers and the people they serve in our communities.

Now to hold this space and remain present with the group as they – we – continue to develop and explore.

Sparking connections with photographer Morganna Magee

In reading mode . . .

It’s tricky to post whilst caught in a heap of reading and process – it is a liminal place to be really! Until there’s a “pit stop” or the journey reaches some sort of conclusion or pause, it’s not always apparent to write one’s thinking until one has thought it out some more )

So, here’s what I’m reading / watching:

1. Bessarab & Ng’andu (2010) Yarning about yarning as a legitimate method in Indigenous research, International Journal of Critical Indigenous Studies, Vol 3, No 1, 37-50.

Why? The research team has been discussing the idea of yarning and whether or not it should be a specifically articulated practice engaged with in the Community Steering Group sessions. More and more yarning is seen as a legitimate and rigourous data gathering method and implies a connection between researcher and participants, where both acknowledge a transformation can occur in each other. In prticualr, and as I’m just reading now, Bessarab and Ng’andu discuss collaborative yarning, one of four forms of yarning a researcher should be cognisant of when undertaking research wth Indigenous peoples. As we conclude our reading of this text, the team will come together to share our reflections and see whether or not we move forward with this method in some way (of course, then discussing it with the group participants).

2. Brene Brown, The Power of Vulnerability (TEDx Houston June 2010).

Why? I’m exploring and reflecting on the role of researcher especially from a PAR perspective. The notion of engaging the whole self in the research is powerful for me and I expect to be transformed by this experience. I’m also highly aware of my white fella role and baggage I bring with me, at the same time, I must own this rather than dismiss it, as it informs who I am and how I be. Brown’s talk lends some further words and thinking around this.

http://video.ted.com/assets/player/swf/EmbedPlayer.swf

3. Closing the Gap Clearinghouse – Council of Australian Governments (COAG)

Why? Sifting through a range of published articles, reports and project websites that seek to address Indigenous disadvantage in Australia and include health and wellbeing in particular, provides me with the landscape in which our project operates (at least theoretically for the most part). Some articles I’ve sourced so far include:

• Tsey, K; Every, A (2000) Evaluating Aboriginal empowerment programs: the case of Family WellBeing, Australian and New Zealand Journal of Public Health, v. 24 no. 5 Oct 2000, 509-51.
• Walker, Roger; Cromarty, Helen; Kelly, Len; St Pierre-Hansen, Natalie (2009) Achieving cultural safety in Aboriginal health services: implementation of a cross-cultural safety model in a hospital setting, Diversity in Health and Care, v. 6 no. 1, 11-22.
• Nagel, Tricia, Robinson, Gary, Condon, John, and Trauer, Tom (2009) Approach to treatment of mental illness and substance dependence in remote Indigenous communities: results of a mixed methods study. Australian Journal of Rural Health, 17 (4). 174-182.

There’s more, but this is the stuff I’m most involved with right now. And, as Brene Brown says in the intro to her talk:

Lean into the discomfort of the work.

More reflections to follow!

 

The 21st century toybox

Action inquiry resources

We had our first Project Community Steering Group meeting yesterday which really got my senses going (I don’t know how else to put it; it was quite an emotional event for me and I was quite nervous leading up to it for a range of reasons). I’m really warming into this!

I’m collecting web resources about activist learning and development here on Delicious. I’d love to hear of sites you’ve used or seen that would be helpful too!

One article I’ve just read titled “Lucienne Roberts: A is for Activism” (2011) is a commentary by Roberts on the idea of design activism. She reflects on her work as a graphic designer and whether or not she sees herself contributing to activist movements and the social good.

Image : Steve Rhodes (flickr)

I’m sensing that given the participatory nature of the Project, it seems logical to develop an activist education design approach in service to the participants. Not only logical, but it FEELS right. I’m seeing many connections between ‘good’ education design and participatory action research both in shared principles and similar practices.

Briefly, shared principles might include:

• user participation and centredness
• collaborative design and development
• transformation and change
• emergent design (i.e. research design and ed design framework)
• critical reflection
• activism
• action inquiry

Some similar practices might include:

• ongoing consultation and feedback (dialogical)
• workshopping design elements using group processes
• developing mini scenarios and case studies
• (meta) reflection on the process(es)
• telling stories and active listening
• ensuring safe spaces to work together

I’m sure I’ll be delving into these points and more as my involvement in the project grows!