Micro-ethics for participatory design with marginalised children

Marginalised children are uniquely vulnerable within western societies. Conducting participatory design research with them comes with particular ethical challenges, some of which we illustrate in this paper. Through several examples across two different participatory design projects (one with autistic children, another with visually impaired children), we reflect on the often overlooked tensions on the level of micro-ethics. We argue we are often required to rely on multiple moral frames of references. We discuss issues that the immediate interaction between researchers and marginalised children in participatory projects can bring and offer an understanding of how micro-ethics manifest in these collaborations. We contribute to a theoretical exploration of ethical encounters based on empirical grounds, which can guide other researchers in their participatory endeavours

Building critical reflexivity through life story work.

Doctor of Philosophy in Psychology. University of KwaZulu-Natal. Durban, 2018.This thesis investigates what happens when space is facilitated in a number of settings for the development of critical reflexivity through narrative practices and other related reflexive and dialogical methodology. In a broad sense the research examines the transformative effects of life story work and reflexivity, to track outcomes and the conditions under which they are enabled. Although there is much existing literature on reflexivity, recent research suggests that there is little consistency across educational strategies and among health professions generally. There is also a paucity of evidence-based guidance for educators, which, combined with a lack of clarity across the literature on a clearly defined conceptualisation of the term ‘reflexivity’ makes it difficult for newcomers to the field or educators across disciplines to put reflexive strategies into place. In addition there is little translation of how reflexivity, once obtained, can be translated into practice; and also in regard to its facilitation in a community context. The research aims to deconstruct ways to facilitate critical reflexivity in order to promote accessibility, transferability and evaluation. The ongoing impact of South Africa’s colonial and apartheid history has resulted in continued inequality and social divisions making it crucial for these challenges to be urgently and critically addressed. In terms of education we need to look beyond Eurocentric content knowledge and towards a critical reflection of our assumptions and long held beliefs in terms of our history, current local complexities, and future possibilities. This can be aided through the use of life stories to link new knowledge to lived experience, and to work towards building an African centred identity that embraces diversity while taking into account the rich indigenous knowledge systems that are part of this landscape. The research design is qualitative in nature and grounded in social constructionist principles applied within a narrative theory and dialogical approach. This fits well with a transformative agenda with a focus on social justice to guide the research in light of the South African context in which it is embedded. The study follows a phased and reflexive research process that explores critical reflexivity on three levels: the self in terms of personal and professional development; in education; and in community practice. The process begins with an autoethnographic study of the researcher’s experience of working with her life story and reflexivity, which is followed in the educational phase with a focus on tertiary education and tracks the experience of a number of students involved in an educational module that uses life stories to develop critical reflexivity in health promotion. In the final phase, the researcher applies this work in community practice with refugee youth from the Democratic Republic of the Congo, living in Durban, South Africa. A Critical Reflexive Model is used and developed as a conceptual framework throughout the research, and is examined in the final chapter as a theory of change that guides the development of reflexivity and is assessed for its value in taking this work forward in an accessible way. The results of the research show not only the transformative benefits of developing critical reflexivity through life story work in terms of self, relational, and contextual development but also the complexity of, and shortcomings in, evaluating a reflexive programme or intervention. Using the results of the data and the Critical Reflexive Model the researcher develops a comprehensive guide to evaluating such programmes and also to assess the benefits for participants, using Blooms Revised Taxonomy as an educational foundation to guide the process. The researcher concludes that the Critical Reflexive Model, together with the evaluation guide and life story methodology examined in this research, offers an accessible and beneficial ‘reflexive package’ or guide to educators or professionals wanting to develop critical reflexivity, whether as educators with students across disciplines as an important aspect of developing reflexive practitioners, or as part of their community practice

Display, interpellation and interpretation: on the development of an artistic gossip practice, in the context of audience interactivity with Nottingham's lace heritage

This thesis raises concerns about current heritage practice regarding notions of inclusivity, the agency of audiences and the authority of heritage institutions, such as museums. Experts including Tony Bennet (1998), Graham Black (2005), and Eileen Hooper-Greenhill (1994) claim that recent developments in heritage practice have directed museums towards offering experiences that invite active, participatory viewing, rather than that which is passive, or merely receptive. Similarly, in the field of contemporary art practice Grant Kester and Claire Bishop argue the importance of audiences’ participation, inclusivity and agency to current approaches. Evidently, certain standpoints within the literature concerned with each of these fields, state an attitude of sensitivity to imbalances of power between audiences and either artistic or heritage practices. However, this thesis recognizes and demonstrates that authoritative, or hierarchical approaches to audiences exist within each field, and guided by poststructurally informed theoretical perspectives, it confronts these approaches. Moreover, this thesis claims to establish a unique, interactive and practical autoethnographic approach to artistic research, which supported by its theoretical perspectives, generates non-authoritative and democratic methods. In particular, this thesis establishes that, dialogical engagement prompted by audiences’ responses to artistic situations and aesthetic objects, results in non-authoritative, or democratic encounters with heritage and contemporary art

From This Side of Pyrenees: An Overview of Autoethnography in Spain

In den letzten Jahren hat das Interesse an der Autoethnografie in Spanien zugenommen. Gleichwohl ist deren Sichtbarkeit innerhalb und außerhalb unserer Grenzen nach wie vor begrenzt. In diesem Artikel habe ich zum ersten Mal autoethnografische Texte spanischer Autor*innen untersucht. Ich stützte mich dabei auf einen traditionellen bibliografischen Review von Texten, die bis zum Jahr 2020 in spanischer und englischer Sprache veröffentlicht wurden. Ich habe die Texte entlang von drei Phasen der Entwicklung der spanischen Autoethnografie geordnet: ihre Entstehung, ihre Verbreitung von der Anthropologie in andere akademische Bereiche und ihre Konsolidierung und Diversifizierung. Für jede Phase gehe ich auf die jeweiligen Inhalte, Disziplinen und die wichtigsten untersuchten Themen ein. Ich konzentriere mich auf Beiträge, in denen die Konzepte und Visionen der Autoethnografie am deutlichsten vermittelt wurden. Abschließend beschreibe ich die Besonderheiten, mit denen spanische Forscher*innen konfrontiert waren, die autoethnografische Methode eingesetzt haben, die Hindernisse, die ihrer Konsolidierung im Wege standen, und die Unsicherheiten, die die Zukunft der Autoethnografie bedrohen könnten.In recent years, we have witnessed a growing interest in autoethnography in Spain. However, the visibility of Spanish autoethnography within and beyond our borders continues to be limited. In this article, I have examined autoethnographic texts written by Spanish authors for the first time. I based this examination on a traditional bibliographic review of texts published in Spanish and English up to 2020. I organized texts according to my proposal for three stages of the development of Spanish autoethnography: its emergence, its dissemination from anthropology to other academic fields, and its consolidation and diversification. In these, I address the description of the content, the disciplinary fields and the main topics researched. I focus on those which most clearly convey their concepts and visions of autoethnography. I conclude with a description of the particularities with which Spanish researchers have used the autoethnographic method, the obstacles to its consolidation and the uncertainties that may threaten its future

Participatory design facilitation in career exploration processes for college students

Offering opportunities for students to collaborate and reflect through creative exploration and peer support, participatory design facilitation emerges as an innovative approach for interventions supporting career exploration in college. This paper presents a study developed within a summer internship program for undergraduate students at a North American university. Participatory design workshops discussed challenges, life goals and choices in career exploration. Findings related to individualized work-centered lifestyles, pressure for success, rich exchange of experiences, and increasing self-direction are presented. The study showed the potential of participatory design facilitation to open a space for dialogue and creative collaboration. The emerging themes allow for further investigation and innovative design interventions to support career decision-making in the transition to adulthood.Al ofrecer oportunidades para que los estudiantes colaboren y reflexionen a través de la exploración creativa y el apoyo entre pares, la facilitación participativa del diseño surge como un enfoque innovador para las intervenciones que apoyan la exploración de carreras en la universidad. Este artículo presenta un estudio desarrollado dentro de un programa de pasantías de verano para estudiantes universitarios en una universidad norteamericana. Los talleres de diseño participativo discutieron desafíos, objetivos de vida y opciones en la exploración de carreras. Se presentan hallazgos relacionados con estilos de vida individualizados centrados en el trabajo, presión por el éxito, rico intercambio de experiencias y aumento de la autodirección. El estudio mostró el potencial de la facilitación participativa del diseño para abrir un espacio para el diálogo y la colaboración creativa. Los temas emergentes permiten una mayor investigación e intervenciones de diseño innovadoras para apoyar la toma de decisiones profesionales en la transición a la edad adulta.Ao oferecer oportunidades para os alunos colaborarem e refletirem por meio da exploração criativa e apoio de colegas, a facilitação participativa do design surge como uma abordagem inovadora das intervenções que apoiam a exploração de carreira na faculdade. Este artigo apresenta um estudo desenvolvido dentro de um programa de estágio de verão para estudantes universitários de uma universidade americana. As oficinas de design participativo discutiram desafios, objetivos de vida e opções de exploração de carreira. São apresentadas conclusões relacionadas a estilos de vida individualizados, centrados no trabalho, pressão para o sucesso, rica troca de experiências e maior autodireção. O estudo mostrou o potencial da facilitação participativa do design para abrir um espaço para o diálogo e a colaboração criativa. Questões emergentes permitem mais pesquisas e intervenções inovadoras de design para apoiar a tomada de decisões profissionais na transição para a idade adulta

Intersecting Autoethnographies: Two Academics Reflect on Being Parent-Researchers

This article presents two intersecting autoethnographies generated by two academics working in the same university, who were both parent-researchers. We researched aspects of our own children’s lives, primarily in the home focusing on their engagement with dance and music. As autoethnographers we engaged in shared and individual systematic sociological introspection. In this inquiry we employed observation, copious field notes, video and photographic recording to gather longitudinal data about often unpredictable moments of creative arts engagement that occurred in the home setting. Our research provided a unique window into child directed dance and music behaviours which are rarely seen and which offers insights into the creative education process

Visualising human centred design relationships: a toolkit for participation

As human-centred philosophies continue to permeate the landscape of design practice, education, and research, a growing body of literature concerning creative methods corresponds with a democratic process that addresses the experiences, needs, problems, and aspirations of users and stakeholders. It can be argued, however, that making tools to gather and evaluate the insights of others contributes to fluctuating perceptions of the designer as a creative auteur, visual communicator, observer, facilitator, analyst, and problem-solver. In turn, human-centred design's overarching neglect of practitioner and researcher reflexivity has resulted in insufficient reasoning and reflection surrounding subjective methodological choices and the impact these have on the direction of the process and the designer's agency. In this practice-led research, I investigate how human-centred designers collect information and build relationships with participants by making, using, and interpreting visual and participatory tools and techniques. Examining approaches including personas, scenarios, and design probes, I assert that rather than being objective and neutral in seeking participants' input, human-centred designers are inherently reflexive, yet the practical benefits of this researcher trait remain broadly unrecognised and abstract within the discipline. Situating human-centred design in the context of environmental, community, and organisational placemaking, I undertake three case studies to examine localised sociocultural issues. In these, I draw from my position as an illustrator, designer, researcher, PhD student, and participant in the process to provide intimate, immersed, and critical narrative accounts of human-centred design in its initial exploratory stages. Simultaneously, I develop, test, and critique my participatory-reflexive methodology. Conceptualised as an arrangement of people and artefacts interacting through various creative phases and activities, this structures the process as stages of orientation, participation, evaluation-in-action, tool response analysis, and reflexive analysis. I assess how the content, format, and tone of my methodological tools and techniques helped me to gather participants' drawn, written, and verbal insights, generate ideas, and make decisions whilst instigating understanding, empathy, rapport, consensus, and dialogue. These findings reinforce the designer's multifaceted reflexive role as an ethnographic explorer and storyteller, visual maker, strategic and empathic facilitator, and intuitive interpreter. Flexible and inclusive enough to navigate designers' and participants' intersubjective insights, I present the five-stage participatory-reflexive methodology as my original contribution to knowledge. I propose that this transferable framework will support designers as they engage with settings to elicit information from user and stakeholder participants, develop their own experiential and critical perspectives, and utilise their intuitive and expressive expertise to establish, manage, and sustain productive human-centred design relationships

More-than-verbal dialogues: Exploring communication in families of young people on the autism spectrum

Within a social, political and educational narrative of stigma and exclusion relating to autism, this study engaged an autoethnographic participatory action research (APAR) approach to explore communication in families of young people on the autism spectrum. By engaging in collaborative learning within and between five families, the research process centred autistic young people in their families as co-researchers. Through communicative action and enaction, families explored what communication looked like in their family. Mothers established a collaborative learning group. Across a 10-month period they met and discussed communication, reflecting on their family communication interactions. These meetings and reflective journals, which held artefacts from young people and stories and reflections on family communication interaction, provided our data. Through this research assemblage of words, bodies, families and homes we recognised the more-than-verbal dialogues of embodied and enmeshed communication interactions. Analysis exposed the importance of communicative space as a catalyst to the inclusion of embodiment, connections and self-narrative of autistic young people in communicative enaction. Homes provided liminal spaces of mutual becoming through enacting collaborative learning

Designing in transition: towards intimacy in ecological uncertainty

This PhD traces my attempts to re-orient my design practice from visual communication design to a more expanded participatory practice that supports intimacy in ecological uncertainty. At the inception of this research I was deeply unsettled by the global ecological crisis and searching for a way to respond through design. I joined a small fledgling community called The Weekly Service, that was exploring what it means to be human in these times of transition through storytelling and curatorial practices. After two years of close collaboration with community members and a core team, I developed a deeply relational practice concerned with emergent social processes. However, rather than focus on the outcome of this transition (the expanded participatory practice), this research attempts to reveal the messy, and sometimes painful, process of transition, or what I refer to as designing in transition. Many agree that design is an important vehicle for catalysing and supporting transition towards more sustainable futures (see for example Escobar 2018, Fry 2012, Irwin 2015, Manzini 2015b). Transition towards more sustainable futures necessitates different ways of designing and new postures and mindsets (du Plessis 2015, Irwin 2015). Increasingly, it is being argued that this requires the ontological reorientation of design and designers towards more relationally attuned ways of being-knowing-&-doing (Akama 2015, Escobar 2018, Fry 2012, Irwin 2015, Light et al. 2017). This research contributes to these emerging discussions, by elucidating my own experience of how ontological transitions are lived in practice. Over the course of two years, I developed a practice-orientated methodology for documenting and analysing transitions. This methodology draws on an amalgamation of Participatory Design and Design Anthropology approaches, which enabled me to travel along with others as we attempted to cultivate communal intimacy or relational ways of being-knowing-&-doing. Through written and drawn accounts I highlight how transition is an embodied, emotional and affective experience, that emerges through the relationships that we form with others, the things we make together, and the manner in which we travel together. In doing so, I suggest that these transitional times call for a greater recognition of how designers might adapt or develop methods that could enable and reveal the ontological transitions underway in their own practice. I offer this in the hope that it might also support others who are just starting their own journey towards redirecting / expanding their practice