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In Our Grandmothers' Garden: An Indigenous Approach to Collaborative Film.
... Nghiên cứu hành động có sự tham gia (PAR), nghiên cứu có sự tham gia của cộng đồng (CPBR) và nhân học hợp tác nằm trong số những người đi đầu trong việc phát triển các phương pháp luận bao trùm hơn để liên quan đầy đủ đến "đối tượng nghiên cứu" trong các mô hình trao quyền nhiều hơn để đồng sản xuất kiến thức. Các phương pháp luận hiện đại này bao gồm Kể chuyện kỹ thuật số (Alexandra 2015), Photovoice (Wilson và Flicker 2015), Video có sự tham gia (Menzies 2015), Lập bản đồ có sự tham gia và GIS (Perry 2015), Bảo tàng và Lưu trữ kỹ thuật số có sự tham gia (Tudor và Wali 2015), Dân tộc học thiết kế có sự tham gia (Foster 2015) và Tự luận kỹ thuật số cộng tác (Tan-Tangbau 2016-2017. Sử dụng các phương pháp luận kỹ thuật số để đạt được cả việc theo đuổi học thuật và học bổng công trong các lĩnh vực riêng của họ, các nhà nghiên cứu này không nhất thiết phải quan tâm đến các mục tiêu cơ bản của nhân học số như một lĩnh vực phụ trong Nhân học như được hầu hết "các nhà nhân học số" nhìn nhận. ...
Video participatory research (VPR) is an emergent methodology that bridges visual methods with the epistemology of participatory research. This approach is motivated by the “crisis of representation” or “reflective turn” (Gubrium & Harper, 2013) that promotes research conducted with or by participants, conceptualizing research as praxis (Lather, 1991). In this manuscript, the authors argue that VPR can be used to explore issues directly impacting individuals involved with adult education and vocational training. Primary investigators work with community co-researchers to document issues in the community, analyze this audio-visual material, and produce and distribute video projects, exposing policy makers and key stakeholders to a community's concerns. When implementing the VPR process research teams account for intentionality of form and content, apply a multi-perspective analysis to the complex layers of data produced by video, and plan for distribution of work on the personal and local level as well as in the public sphere (i.e., at the micro and macro level).
What is an ethnographic film? An overview of previous attempts to answer that question is provided in the first section of this chapter. These are grouped according to the normative goals by which each approach has sought to frame the issue. Four such normative “frames” are identified: ethnographic film as record, ethnographic film as text, ethnographic film as sense impression, and ethnographic film as relational practice. The second section seeks to move beyond such normative approaches by looking at how ethnographic films are actually used in practice (e.g. in the programming of ethnographic film festivals). Drawing on Wittgenstein’s “family of resemblances” approach to definitions, four descriptive attributes, or “dimensions,” of ethnographic film are proposed. They are: disciplinary dialog, anthropological subjects, ethnographic styles, and methodological norms. Because Wittgenstein’s approach does not rank such attributes hierarchically or require any film to contain elements of all four attributes, the result is a multidimensional approach which allows for greater flexibility in defining the genre while still delineating what makes a film ethnographic.
Video participatory research (VPR) is an emergent methodology that bridges visual methods with the epistemology of participatory research. This approach is motivated by the “crisis of representation” or “reflective turn” (Gubrium & Harper, 2013) that promotes research conducted with or by participants, conceptualizing research as praxis (Lather, 1991). In this manuscript, the authors argue that VPR can be used to explore issues directly impacting individuals involved with adult education and vocational training. Primary investigators work with community co-researchers to document issues in the community, analyze this audio-visual material, and produce and distribute video projects, exposing policy makers and key stakeholders to a community's concerns. When implementing the VPR process research teams account for intentionality of form and content, apply a multi-perspective analysis to the complex layers of data produced by video, and plan for distribution of work on the personal and local level as well as in the public sphere (i.e., at the micro and macro level).
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