Susan Oman presents paradata from her nationwide focus groups on well-being. These data suggest that everyday conversations offer the same well-being effects as more formal participation methods, and by extension indicate that research and evaluations which assume the social effects of certain forms of cultural participation are currently overreaching in their claims.
UEP's Manchester-Salford case study informs Abi Gilmore's reflections on methods. In particular, Abi offers an account of a complex participatory project in Cheetham Park, Manchester which was a collaboration between the Manchester Jewish Museum, an artist-in-residence, University researchers, and participants from local community and stakeholder groups.
Presentation for International Perspectives on Participation and Engagement in the Arts conference, University of Utrecht, June 2014. Some perspectives and issues arising from the AHRC-funded Connected Communities pilot demonstrator project, Remaking Society. For more details visit http://remaking society.ageofwe.org
This document offers an overview of the Story Bridge method, including its key elements, featured projects, and team profile.
Story Bridge combines art and science to establish the practice of social transformation and peace within and across communities. Developed by Dr. Richard Owen Geer with a team of distinguished artists, scholars and scientists, Story Bridge uses true personal stories and creative expression to engage deep dialogue, enable authentic relationship building, and facilitate individual and community transformation. Through an organic process of Story, Performance, Affinity, Conversation and Engagement, it weaves the community into a more generative web that enables self and collective transcendence. It has been practiced in the U.S. and around the world for over 25 years.
UEP's Manchester-Salford case study informs Abi Gilmore's reflections on methods. In particular, Abi offers an account of a complex participatory project in Cheetham Park, Manchester which was a collaboration between the Manchester Jewish Museum, an artist-in-residence, University researchers, and participants from local community and stakeholder groups.
Presentation for International Perspectives on Participation and Engagement in the Arts conference, University of Utrecht, June 2014. Some perspectives and issues arising from the AHRC-funded Connected Communities pilot demonstrator project, Remaking Society. For more details visit http://remaking society.ageofwe.org
This document offers an overview of the Story Bridge method, including its key elements, featured projects, and team profile.
Story Bridge combines art and science to establish the practice of social transformation and peace within and across communities. Developed by Dr. Richard Owen Geer with a team of distinguished artists, scholars and scientists, Story Bridge uses true personal stories and creative expression to engage deep dialogue, enable authentic relationship building, and facilitate individual and community transformation. Through an organic process of Story, Performance, Affinity, Conversation and Engagement, it weaves the community into a more generative web that enables self and collective transcendence. It has been practiced in the U.S. and around the world for over 25 years.
Changing Minds - An Evidence Review of the Impact of Participatory Arts on Ol...Alzheimer Scotland
Isabella Goldie, Head of Scotland – Mental Health Foundation and Amy Woodhouse Project Manager/Researcher. Presentation given at Alzheimer Scotland Conference: Creativity and dementia - policy and practice; June 2012, Glasgow
Presentation on the Role of Civic Engagement and Service Learning in EducationDylan Chaplin
This is a presentation I created to present for the college I am currently attending to persuade them to implement Service-Learning in the curricula. It recieved excellent feedback and was presented to the deans.
Communities and Strong Civic Engagement. Presented at the 2007 International City/County Management Association (ICMA) 2007. Learn about the National Citizen Survey here: http://www.n-r-c.com/survey-products/the-national-citizen-survey/.
Community Based Participatory Research Approaches: Experiences from St. James...Wellesley Institute
This presentation is an overview of community based participatory research methodologies. It draws on examples from work in St. James Town to illustrate the range of information that could be drawn using an arts-based participatory research method. The aim of this presentation is to illustrate how participatory research methodologies can be effectively used in research resistant communities for: 1) engaging and empowering marginalized populations; 2) enabling communities to advocate for social changes; and 3) developing new partnerships with stakeholders and initiating community-level changes.
Nasim Haque, MD, DrPH
Director of Community Health
www.wellesleyinstitute.com
Follow us on twitter @wellesleyWI
Lecture given at AUK department of Social and Behavioral Sciences - The French School - Part 2. Dynamic Anthropology, Balandier and the colonial situation
The research combines walking methods and participatory theatre –working with migrant mothers, girls and migrant women with no recourse to public funds - to understand the lives, experiences and sense of belonging and place making – involved in enacting citizenship
Barry Goodchild, of Sheffield Hallam University, gave this presentation on the theory of storytelling in urban planning at the IEA DSM Task 24 workshop on behaviour change in Graz, October 14, 2014.
Pausing at the threshold: Using arts based enquiry to promote reflective, appreciative learning on entering an 'identity workspace' / Dr Hazel Messenger
Care and STS: re‐embedding socio‐technical futuresChris Groves
STS has, in recent years, seen the foregrounding of concepts of care in attempting to understand the constitution of of socio-technologies, as in, for example, the work of scholars like Annemarie Mol and Maria Puig de la Bellacasa. Despite the explicit attention such research pays to temporality, connections between care and technoscientific futures remain under-explored. This paper addresses this issue by re-appraising the connections between care, socio-technologies and futures, drawing on phenomenology, the ethics of care, and objects-relations theories to explore the relationship between practices, technologies and complex subjectivity. Performing the future in the present, it is suggested, constitutes and is constituted by specific temporal relationships between past, present and the not-yet through which subjects exercise care for the future. These relationships can be lost, in certain circumstances, in the products of the performance itself, in the quest for socially-valorized and desired 'disembedded' knowledge of futures, as manifested in demand forecasts, cost-benefit analyses, profit projections and so on. I explore how restoring an appreciation for the 'artisanal' performance of futures is essential to how innovation, and indeed governance of innovation, can be re-embedded in society as part of the broader goal of reconstructing the contract between technoscience and the societies that depend on it. Normative dimensions in STS, as addressed by recent developments such as responsible innovation ('taking care of the future' through the stewardship of technoscience, according to Stilgoe, Owen & Macnaghten, 2013), are thus brought back into the analytical frame.
Moving Convergence Culture Beyond ‘Speculative Fiction’ to Grounded Experienc...University of Sydney
Williams has noted the role of cultural studies is “the making of society” which “requires the finding of common meanings and direction” (Williams 1958: 93). Cultural studies as a (non) discipline has arguably spawned an array of emerging disciplines including the creative industries, which to some extent encompasses convergence cultures. Recent humanities scholarship has called for researchers to move beyond the marvel of convergence cultures as a form of cultural studies with its potential for increased social inclusion and cultural diversity, to a more nuanced understanding of participation. Participation in this instance may be mobilised by an increased capacity for economic or political gain, or, more likely, to satisfy the increase in the attention economy addressed through networked individualism. Given this provocation to extend our understanding of convergence culture beyond the “80 per cent speculative fiction” (Turner 2011) argument, scholars within the cultural studies discipline should be looking towards grounded approaches of audience participation within the media and communication sectors. The provocation also poses the question, is convergence culture an adequate framework to investigate the increasing political engagement alongside the increasing individualisation of mass communication?
Jenkins (2013) recently commented, “cultural scholars from varied traditions have much to learn from each other if we can move past a history of internal culture wars and towards a more productive dialogue that balances critique and advocacy” (p 2). The data in this paper seeks to satisfy that balance through the findings of a three-year ethnographic research project that investigated participatory cultures at the Australian Broadcasting Corporation (ABC), specifically ABC Pool (www.abc.net.au/pool). The data emerges from practice-based research and suggests participation does impact on greater democratic processes, however it is the work of the cultural intermediary that facilitates this process. Finally, this paper seeks to consolidate the convergence culture framework as a suitable approach to understand the broader policy and regulation disciplines.
The ‚Gender Unlocked’ manual towards freedom of expression, liberation and emancipation is an educational tool. The activities are addressed to youth and social workers dealing with the LGBTQI+ community or with people who are searching their own sexuality. It is also designed to support human rights related to gender.
All the activities described in this manual are coming from the non-formal education
field, in which learning comes by doing and by experiencing. This means that participants get involved in the activities in order to explore themselves and their possibilities on the given subject, to practice with real situations and to gain diverse experience.
The activities are available to be used by other organizations, educators and everyone
who works with people who struggle with the acceptance of their own sexuality or gender.
This manual was created as a result out of the "Gender Unlocked" youth exchange, which took place in Ommen, The Netherlands in February 2015. The youth exchange was organised and hosted by the Synergy Olde Vechte Foundation, which is a non-profit organisation, which works with personal development trainings and non-formal education. The project was funded by Erasmus+.
Assignment Instructions
Week 7 Exercise: Prosocial Behavior
Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.
For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself “is there a way I might help another here?” Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.
· At the beginning of the day, jot down your general mood, feelings, attitude, etc.
· Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
· At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
In a 6 slide PowerPoint presentation, not counting title or reference slides:
· Summarize your experience. Describe the prosocial behaviors you engaged in, others’ reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
· Review what you have learned about human behavior in social settings this week in your readings and CogBooks activities. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
· Describe any new insights you gained through this experience about your interactions with others on a daily basis, including any behaviors you wish to change or to continue.
· Use the features of PowerPoint to your advantage to communicate your ideas – include pictures, audio recorded narration, speaker’s notes, video, links, etc. as appropriate to enhance your ideas.
· Include an APA formatted title slide and reference slide. APA components such as an abstract, headings, etc. are not required since this is a PowerPoint presentation.
Thinking 'Bigger Than Me' in the Liberal Arts
By Steven J..
Changing Minds - An Evidence Review of the Impact of Participatory Arts on Ol...Alzheimer Scotland
Isabella Goldie, Head of Scotland – Mental Health Foundation and Amy Woodhouse Project Manager/Researcher. Presentation given at Alzheimer Scotland Conference: Creativity and dementia - policy and practice; June 2012, Glasgow
Presentation on the Role of Civic Engagement and Service Learning in EducationDylan Chaplin
This is a presentation I created to present for the college I am currently attending to persuade them to implement Service-Learning in the curricula. It recieved excellent feedback and was presented to the deans.
Communities and Strong Civic Engagement. Presented at the 2007 International City/County Management Association (ICMA) 2007. Learn about the National Citizen Survey here: http://www.n-r-c.com/survey-products/the-national-citizen-survey/.
Community Based Participatory Research Approaches: Experiences from St. James...Wellesley Institute
This presentation is an overview of community based participatory research methodologies. It draws on examples from work in St. James Town to illustrate the range of information that could be drawn using an arts-based participatory research method. The aim of this presentation is to illustrate how participatory research methodologies can be effectively used in research resistant communities for: 1) engaging and empowering marginalized populations; 2) enabling communities to advocate for social changes; and 3) developing new partnerships with stakeholders and initiating community-level changes.
Nasim Haque, MD, DrPH
Director of Community Health
www.wellesleyinstitute.com
Follow us on twitter @wellesleyWI
Lecture given at AUK department of Social and Behavioral Sciences - The French School - Part 2. Dynamic Anthropology, Balandier and the colonial situation
The research combines walking methods and participatory theatre –working with migrant mothers, girls and migrant women with no recourse to public funds - to understand the lives, experiences and sense of belonging and place making – involved in enacting citizenship
Barry Goodchild, of Sheffield Hallam University, gave this presentation on the theory of storytelling in urban planning at the IEA DSM Task 24 workshop on behaviour change in Graz, October 14, 2014.
Pausing at the threshold: Using arts based enquiry to promote reflective, appreciative learning on entering an 'identity workspace' / Dr Hazel Messenger
Care and STS: re‐embedding socio‐technical futuresChris Groves
STS has, in recent years, seen the foregrounding of concepts of care in attempting to understand the constitution of of socio-technologies, as in, for example, the work of scholars like Annemarie Mol and Maria Puig de la Bellacasa. Despite the explicit attention such research pays to temporality, connections between care and technoscientific futures remain under-explored. This paper addresses this issue by re-appraising the connections between care, socio-technologies and futures, drawing on phenomenology, the ethics of care, and objects-relations theories to explore the relationship between practices, technologies and complex subjectivity. Performing the future in the present, it is suggested, constitutes and is constituted by specific temporal relationships between past, present and the not-yet through which subjects exercise care for the future. These relationships can be lost, in certain circumstances, in the products of the performance itself, in the quest for socially-valorized and desired 'disembedded' knowledge of futures, as manifested in demand forecasts, cost-benefit analyses, profit projections and so on. I explore how restoring an appreciation for the 'artisanal' performance of futures is essential to how innovation, and indeed governance of innovation, can be re-embedded in society as part of the broader goal of reconstructing the contract between technoscience and the societies that depend on it. Normative dimensions in STS, as addressed by recent developments such as responsible innovation ('taking care of the future' through the stewardship of technoscience, according to Stilgoe, Owen & Macnaghten, 2013), are thus brought back into the analytical frame.
Moving Convergence Culture Beyond ‘Speculative Fiction’ to Grounded Experienc...University of Sydney
Williams has noted the role of cultural studies is “the making of society” which “requires the finding of common meanings and direction” (Williams 1958: 93). Cultural studies as a (non) discipline has arguably spawned an array of emerging disciplines including the creative industries, which to some extent encompasses convergence cultures. Recent humanities scholarship has called for researchers to move beyond the marvel of convergence cultures as a form of cultural studies with its potential for increased social inclusion and cultural diversity, to a more nuanced understanding of participation. Participation in this instance may be mobilised by an increased capacity for economic or political gain, or, more likely, to satisfy the increase in the attention economy addressed through networked individualism. Given this provocation to extend our understanding of convergence culture beyond the “80 per cent speculative fiction” (Turner 2011) argument, scholars within the cultural studies discipline should be looking towards grounded approaches of audience participation within the media and communication sectors. The provocation also poses the question, is convergence culture an adequate framework to investigate the increasing political engagement alongside the increasing individualisation of mass communication?
Jenkins (2013) recently commented, “cultural scholars from varied traditions have much to learn from each other if we can move past a history of internal culture wars and towards a more productive dialogue that balances critique and advocacy” (p 2). The data in this paper seeks to satisfy that balance through the findings of a three-year ethnographic research project that investigated participatory cultures at the Australian Broadcasting Corporation (ABC), specifically ABC Pool (www.abc.net.au/pool). The data emerges from practice-based research and suggests participation does impact on greater democratic processes, however it is the work of the cultural intermediary that facilitates this process. Finally, this paper seeks to consolidate the convergence culture framework as a suitable approach to understand the broader policy and regulation disciplines.
The ‚Gender Unlocked’ manual towards freedom of expression, liberation and emancipation is an educational tool. The activities are addressed to youth and social workers dealing with the LGBTQI+ community or with people who are searching their own sexuality. It is also designed to support human rights related to gender.
All the activities described in this manual are coming from the non-formal education
field, in which learning comes by doing and by experiencing. This means that participants get involved in the activities in order to explore themselves and their possibilities on the given subject, to practice with real situations and to gain diverse experience.
The activities are available to be used by other organizations, educators and everyone
who works with people who struggle with the acceptance of their own sexuality or gender.
This manual was created as a result out of the "Gender Unlocked" youth exchange, which took place in Ommen, The Netherlands in February 2015. The youth exchange was organised and hosted by the Synergy Olde Vechte Foundation, which is a non-profit organisation, which works with personal development trainings and non-formal education. The project was funded by Erasmus+.
Assignment Instructions
Week 7 Exercise: Prosocial Behavior
Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.
For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself “is there a way I might help another here?” Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.
· At the beginning of the day, jot down your general mood, feelings, attitude, etc.
· Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
· At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
In a 6 slide PowerPoint presentation, not counting title or reference slides:
· Summarize your experience. Describe the prosocial behaviors you engaged in, others’ reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
· Review what you have learned about human behavior in social settings this week in your readings and CogBooks activities. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
· Describe any new insights you gained through this experience about your interactions with others on a daily basis, including any behaviors you wish to change or to continue.
· Use the features of PowerPoint to your advantage to communicate your ideas – include pictures, audio recorded narration, speaker’s notes, video, links, etc. as appropriate to enhance your ideas.
· Include an APA formatted title slide and reference slide. APA components such as an abstract, headings, etc. are not required since this is a PowerPoint presentation.
Thinking 'Bigger Than Me' in the Liberal Arts
By Steven J..
Presence To Contribution: A Welcoming Community For People With Intellectual ...LiveWorkPlay
This presentation formed the basis of a webinar delivered through the Community Networks of Specialized Care. The presenter is Keenan Wellar, co-leader and director of communications at LiveWorkPlay in Ottawa. Attending directly and remotely were representatives from about 20 organizations across Ontario.
From 2008-2010, the LiveWorkPlay charitable organization in Ottawa engaged in a successful process of "de-programming" by completing a shift from congregated programs to authentic community-based supports and outcomes based on flexible and individualized person-centered planning. They have been living this new way of being for the past three years and will share what they have learned, with a particular focus on life-changing outcomes for individuals who have an intellectual disability, as well as a "social capital" approach to partnerships with citizens and organizations in support of a more inclusive community.
Presentation and workshop given by Jane Trowell, on 'The Body Politic, art, activism and social & ecological justice', a course for adults that Platform ran 2004-9; part of 'Student as Producer' Conference, 26/27.6.13, University of Lincoln http://studentasproducer.lincoln.ac.uk/events/student-as-producer-conference-2013/
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
2. UEP starts from the proposition that the relationship between participation
and value needs radically rethinking. Orthodox models of cultural
engagement are based on a narrow definition of participation, one that
focuses on the ‘high’ arts and traditional cultural institutions but which, in
the process, neglects the significance of more informal hobbies, pastimes
and other, ostensibly mundane, day-to-day activities. Our work sets out to
explore the value of such everyday cultural practices through a five-part
programme of interdisciplinary, mixed-methods research.
3. the relationship between
participation and value needs
radically rethinking
Well-being is a form of value that
can be found in different places.
How can the value of
participation be found in
testimonies of well-being?
In conversation with UEP
To find methods to
understand
participation
And methods that
people use -
participation as a
medium for well-being
4. The What Matters to YOU?
Debate – as framework
“The Measuring National Well-being programme began in
November 2010 with a six month National Debate,
asking, ‘what matters’, to understand what measures of
well-being should include. Following 175 events, with
2,750 people and 34,000 responses received online or via
other channels, ONS developed a framework for
measuring national well-being
(ONS: ‘Measuring National Well-being: Life in the UK, 2012’)
5. Measuring National Well-being Debate had
“Participatory Spirit” (Kroll 2011)
Reports on the debate (2011)
only use qualitative opinions of
what matters to the nation
to support quantitative representations of what matters
to those keen to measure what can already be measured
Opinions of the participating nation
marginalised
6. Family History Society
Sure-start Centre art class
Category B male prison
Methodist social enterprise
Amateur journalism project for young people ‘at risk’
Stand-up comedians
Adult beginners’ computer class
Hospital pharmacy team
Yoga class from an elite country club
Group trying to make a business out of their craft
‘hobbies’
Social housing residents
Disability advocacy group
Charedi Jewish women
FOCUS
GROUPS
7. Discourse Communities | Schostak
What Matters to people
in their discourse communities?
‘participants co-
produce an
account of
themselves and
their ideas
which is specific
to that time and
place’
8. the form of collective communication
occurring in focus groups is very
familiar to the ways women connect
with each other. Women in many
latina families tend to gather in a
kitchen to drink coffee, plan the meals
and share their worries and stories..
These activities are performed while
participating in dialogue with other
women
…focus group methdology has great potential for discovering the complex
layers which shape the individual and collective lived experiences of the
research participants Limputtong And the role of participation
in creating that value
9. I really enjoyed that..
.. the first time we’ve
gotten to get know each
other
Can I come
back
tomorrow?
10. Service users particularly enjoyed working with
artists:
R: A few of us from xxxxx set out… they took us in a mini-bus to where the
stonemason was working and we basically looked around his workshop and…
that’s basically it, really.
I: What was it like? Did you enjoy yourself?
R: Yes, it was… they had like different jobs that they were doing at the time.
I: OK. And what was it like working with the artists?
R: What… like the stonemason and stuff?
I: Yes, and the people who came about the bench.
R: Yes, it was good.
SOURCE: A SECRET
11. “Participating in arts projects has a positive
impact on the mental health of participants by
raising self esteem, and reducing social
isolation.” Report from ‘important’ people
such activities motivate engagement because they are
social and fun – and above all give people the
opportunity to develop skills, self confidence and
engage in creating something beautiful.
Being part of something bigger
than yourself is also important.
It’s not about you as an
individual creating something.
It’s about being a part of
something bigger that allows
you to let go and be yourself.
it puts me in a place where I am able to see
how I fit in. If you don’t fit into society for
whatever reason or feel awkward or
anxious, the camera can give you a real
sense of purpose
It’s like being ‘accepted’. I love the positive attention rather
than the negative attention that I used to get.
Creative activities bring
people together,
encourages cooperation
and reminds us all of
what it is to be human.
Anonymous
participants
from an
unnamed
’important’
report
12. Logic models
Logic modelling can support the
development of an outcomes
framework to enhance
programme planning,
implementation, and
dissemination activities (Kellogg
Foundation, 2004). A logic
model helps map the resources
and the sequence of events that
connect the need for a
programme with its results. In
the example below (Figure 1),
the model distinguishes
between outputs, outcomes and
impacts of a proposed singing
project for older people.
13. Clearly the first time these two had talked so
openly.
Given expressions of enjoyment tended to
refer to the fact that participating in the
research = 1st opportunity for these groups to
‘chat’
Are the socio-cultural qualities of participation
as simple as spending time with people, or are
there certain types of being-with people that
present better well-being effects?
Can these be broken down by participation
forms?
OR do we want to think about participation
differently?
Participation to escape loneliness
How do you manage loneliness?
the overwhelming feeling of
loneliness
14. Are we too keen to prove the value of
participation, that we default to thinking
of participation as forms of activity
Are we ignoring relational qualities
which ‘make less noise’ in participation
research, even though they are staring
us in the face?
15. I’m not arguing that it is conversation as a form of participation
‘that matters for well-being’ as a ‘special case’
Instead more interested in how the conversations in the focus groups
useful to understand participation as a medium for well-being,
& how people use conversation as methods for participation,
or in participation, and how that affects well-being effects
Editor's Notes
So I’m going to play with ideas of conversation.
Whose methods
Whose participation
When looking at the everyday
To addres ways of participating which exceed the existing fields of study
AND the transcational qualities assumed of participation
Whether it is the value of social exchange; social cohesion; or contributions to well-being
I am interested in a particular aspect of value: well-being effects
Traditionally find well-being effects in evidence from an intervention / impact
So how a performance affected you
Or whether being made unemployed has an impact on your wellbeing – and how
INSTEAD of looking for evidence of well being effects in narratives and data about participation
U am interested in finding evidence of the positive impact of participation and cultural life when people talk about their well-being, when NOT DIRECTLY ASKED about participation
So I decided to ‘perform’ my own mini debate.
For some time, months and months, ONS refused access to any of their archived data. Different excuses, anonymity, we don’t have it, we didn’t think any one would want to look at it
Different relations to ideas of wellbeing or happiness.
Rural, urban
Why onteresed in discourse communities, rather than conversation analysis?
Pranee Limputtong – a great book on focus group methodologies
She explained that
ONLY ASKED ONE QUESTION, LIKE THE ONS LIVE EVENTS: WHAT MATTERS TO YOU?
When I spoke to people in their discourse communities, or rather, listened to them talk in groups which they were accustomed to participating in, at the end of each focus group, one or a number of participants would explain how much they enjoyed the session.
1st thought not much of it
But it occurred to me how much these testimonies of enjoyment felt familiar
ALL QUOTES ARE FROM ONE REPORT FROM A MAJOR SYSTEMATIC REVIEW OF THE EVIDENCE.
I NEITHER WANT TO MENTION THE REVIEW NOR THE PROJECTS THEY CITE AS I DON’T WANT THE FOCUS OF THIS TO BE TAKING DOWN THE STRAW MAN OF PARTICIPATION RESEATCH
WHAT I WANT TO DO IS TO THINK ABOUT HOW REFRAMING THE ‘SPECIAL’ QUALITIES OF ARTS PARTICIAPTION, CULTURAL PARTICIPATION OR ORGANISED SOCIAL PARTICIPATION IS PERHAPS WHAT IS PROBLEMATIC FOR UNDERSTANDING THE TRUE NATURE OF THE RELATIONSHIP
I am not artistic, but (artist’s) enthusiasm for her art was so infectious that I really enjoyed the session
(Artist) came to us and turned our day into a surprising treat of information, skills and fun. I stopped saying “I can’t do that” and did it and was pleasantly surprised by the finished article
(FF: 5.4.5 Older Adults Day Unit Textiles workshop, Callington Road Hospital) from http://www.ahsw.org.uk/userfiles/Research/MovingOnEval_Jan08.pdf
ALL OF THESE QUOTES COULD BE QUOTES FROM MY FOCUS GROUPS ABOUT THEIR FORMS OF PARTICIPATION WHICH AREN’T ARTS AND CULTURAL
TRANSPORT WAS IDENTIFIED AS AN ENORMOUS PROBLEM WHICH IMPACTED ON THE WELLBEING OF MANY WHERTH THIS WAS RELATED TO AGE, INCOME OR ABLE-BODIED RESTRAINST.
IT IS WORTH POINTING OUT OF COURSE, THAT THIS IS ONE OF THE REASONS THAT WELLBEING AND PARTICIPATION ARE OFTEN CORRELATED.
YOU OFTEN HAVE TO BE WELL AND NOT OVERLY RESTRICED IN TERMS OF CPACITY TO MMOVE ABOUT IN ORDER TO ATTEND, IN ORDER TO PARTICPATE
Many of those who attended the group discussions, did so to escape loneliness.
One of my participants admitted they had only turned up to ‘manage loneliness’ and asked his friend of 40years how she managed lonlienss.
And another described ‘the overwhelming feeling of loneliness’ as she shut her door of an everning, having spent the day vociferously participating
Such admissions might seem to reinforce the assumed socio-cultural benefits of participation. However, the expressions of enjoyment tended to refer to the fact that the research session had presented the first opportunity for these groups who have been participating together for some time, to ‘chat amongst themselves’ or ‘get to know each other better’. This raises questions regarding the presumed beneficial qualities of participation. Is participating with people enough, or do people need to engage with each other meaningfully to effect the positive affective qualities of participation?
The focus groups indicate that research on the social effects of forms of participation as they are currently understood in relation to well-being currently overreach in their claims. I want to argue that this is because we look for well-being effects from particulat interventions, which means we default to thinking about participation in forms, rather than the affective experience of participation, no matter what you are participating in.
The presentation of less formal, more apparently incidental relations as would be found in common participation settings, such as a yoga class or computer class, for example, tend to be described in terms of the utility of social capital, the political gains of social cohesion, or the correspondence of loneliness to premature death
Are we too keen to prove the value of participation, that we default to thinking of participation as forms of activity
Are we ignoring relational qualities which ‘make less noise’ in participation research, even though they are staring us in the face?