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Using visual approaches with Indigenous communities

  • September 2017
DOI:10.2307/j.ctt22p7kpb.10
  • In book: Mapping Environmental Sustainability : Reflecting on Systemic Practices for Participatory Research
  • Publisher: Policy Press
  • Editors: Sue Oreszczyn, Andy Lane
Authors:
Andrea Berardi at The Open University (UK)
Andrea Berardi
Jayalaxshmi Mistry at Royal Holloway, University of London
Jayalaxshmi Mistry
Elisa Bignante at Università degli Studi di Torino
Elisa Bignante
Lakeram Haynes
Lakeram Haynes
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Abstract

For over 15 years, the authors of this chapter have been engaged with the Indigenous communities of the North Rupununi, Guyana, in working through complex natural resource management dilemmas. Over time, we have developed a critically reflective approach to collaborative research with Indigenous community members in order to evaluate the type of research methods and techniques we apply, to reposition power relationships in the research processes, and analyse the immediate and long-term impact of the research intervention on participants. Why do researchers and participants engage in the use of visual methods? What are their differential motivations and how does this affect decision making during the research process? Who participates in and benefits from this research? What is the role of technology? How are Indigenous peoples’ rights and knowledges taken into account and advanced? How do visual methods contribute to transformative change and social justice? With what limits? In this chapter, we discuss our transition from an expert led research approach, which was dominated by quantifying research methods imposed by non-Guyanese academics, towards increasingly more participatory, qualitative and visual approaches, and the challenges that we faced in this transition.
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(%0
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+((%-0?"+%%%%+
(((%(*(4%"(("
("-(0%%=1@"+(*( (
((+@"(*((0=-%%%(-("((
("("-(("(("-(%-("(
%*(%(%0""("
.( %%%)AAA"(#%
0
,(%(%*(.( %%%+
(%*-("%("(((
%,(%(%0((
"(#7+(+>BBC0+(/
-(*(%-(("(*((-%(
(*(%4%(%.( %%%0%
D((%(*(E+&((*.( %%%
"((9. <(,(%(%4(F-(0
)G8/+((%+*
("-(07+(,+(,-(*( *(
("-("(%(*"(((0="(
(((%4%(%0D+(/(
%/"+(%-(*.( %%%
("(%(*70 
*(%(%%(*:/(-((*((4(((,(%
(+-(*(("-(08:
%"(0
()8/7(*
"((%(*-((+((%-
(D(%0?"D((:("(=(
:*(%("((+(/"-((#
*-0D%(%(*%%:(-
D(@"(*=((,0/.( %%%
>B))+:(#(?"+%"-%
(((+>BBH0
 !" #,(%(%
.( %%%0'%%(%%(*.( %%%"
((%*-("%((,(%
-(0 "%+*%(%%%
*(-(((7%%"(+(*(. 
"(%(%(((%7(
(%%+(((#+>BBH0 
/%(*(*(%,(%(%*(
((*((0=/+"%(
+((%++:(#(>B))0
$%&8/-%(*(%-((++
(((*((-"%-4+(-"(%-(0
?"%(*,-( -(++(*(
"(.1%++(:(#(>B)>(
=1@"(%:"--(+*(-((%-(
((+4(*,(%(%-.( %%%%0
%8:%"(
=++"(((((%7%(*(4%(
*+(-0-*((4%(+(%()>
"%0=(((-"(4%(("0
-%(*%("%"+(%(*3%-(
%I
5(-"(%(%"%3%%+((("(6
(+("%3%+++((6
(+("%3%++(%-%6
5(((%7*(%(*"%3%6
5((%((*((%(*"%3%6
(+(%-J(+((%"++%"%
3%6
(+("%3%(%((-"%%#%-+
(%-6
5((%(*"%3%6
(4%(+(%(+7/(
/(*"+((((((#.( %%%0=
(%(%("*(%-(*(++
?0?+(%((4%(-*((
(0=%+(%(%(0
The context: North Rupununi, Guyana
=.( %%%((/HBBBKF9( 3%" (   (*
L(+(.-(:@D((*<((*(("
(((*+((((%5,(%(%0,(
(%4+(*%D(%((*+"
*(((2(((* %%% "
#(%(*3%( "+(D0=.( %%%
( (  - ABBB ,(% (%  + " -( "
(%%/(-((*%(%0(+(%+(
(-%((+0(+
 (* MB%" ((%(%% 
(%*(( .( %%%(( + #((*%8
HBBBBB ( "0 :(-   (  (/0 D ((-(  %( 
,(% (%- (*  .( %%% "   (+ +
%(((* (% % 9  0 >BBA*(  4(% (* 
(8 "( (<0 , )ANA ( ? %  *(  -
((   O %  ( (   %(( *(  ( +
% % (+  %  *(   (  + *( 
%("(%(%("((+-
",(%(%-(**("0
5  ( % (* % ( -(   "   )AHB  .(
%%%(%-"(%%((-(
%-%(*(((%(/(-(((7
%%0(+"(/%((*,(%(%-*((
((-%%(("(*(-((%
 (+ (   (-  ( (    % 0 ,
-%%(*+O%%((4(
/7(% -(  ((  (  7 (* (8%
(%-"/%,(%--(((0
(4(  (*(*(% 
%-(((%+((-(I%%P/(%(
 ( + ((  *-P (+ %P ((P  *%%P
(-P-((*((%P%%(*(*
0=#%*+(*%(%-*4(4%*(
%""0,-(("((*(-+
O*3% (- + / (%  2((0 (
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2%(((((*(<0
(%+(%"("-((+(+"((%
-(*"%3%01%.( %%%
("+(+"%+-(
+,(%(%-(+(01%"%
+(%(*3%0&%+7(*3%-"
%%(("(((
*(%(%(+9(((>B)><05+-(
"%(("W"(8(,(%(I%(-((%
+(*%P%(-(P(-(+*%
"*(2%((-(("0'(/W(%4
8+,(%-"((+(*-(%
((((Q-(%,(%"%*%
(,(%(9:%()AAP=(>BBH<0,.
I
S((%(%0(,(%
(*%0V9.)AA<
First contact (1999-2000)
=  (* (% (4 ((-(   .( %%%   )AAA + 
(((+(((#%?+(%
 ( ((+ @" (* (( ;  7 *%4-  (0 = (((
%3%,(%(%*(+"--+3%
((+*%0/-(++?((
"("+(#%(:01"4+(+%(
(*,(%9(+-((++*4</-(
 (% - +  *( + " (* (% 9(  " 
(% +< %  (%   *( 7 ( *( R+0 =
%-(++-((*9%
-* - %-( (*(<   (+(-((* *%
-7+%%*("(7
"%(*(*(0(+"(+""%(
(*  %    %%*0 5 / *(  +(%
%(/(-(*(("+*+(**(/
%%90>BBM<0
Darwin Project (2003-2005)
 ( 4  (%%((%("- (
(*(+7(+(%(%-/-(+
*((+%+#( 4X)CBBB (#"("(((
(((*(8++%-(*"(("-(
"(*((9>BBHP>B)B<0
 +(4%( "("(#0 *+(%(# 7
 + ((- *%8
%( +  (4(+ %   ( + /%" *(% (
(-%*-"+(%""*+
 (*     (0 ,     (% 
--(+W( O8 W(O89(>BBM<0= -"
 (-( + ( +( ( (   % (* / (- Q%-
+ 7+(  9 *   (< (+ (0 1 "+ +
((%((-%+("(+*+(
(W7/8+(0W8#%(O80("++(((
 3%--"  (-( (    (  " ( (*
(%00W8(O80?(%((
   % ,(% (%( #(    
(+ -0 +(   ,(%  (  (# 
 (# (-    (  >B   (  -
+  (2-  -"  + (  (  7
(*%%(#0=((-"("7%-(
-/((-(9+(*(%((
+   (( *(   <0 5 ( (% (%
 ( ( (*(4+ 
(#0(%(*%(*+*((%
-%09>BBA<0
1 (* *( + (  (
" (-"  -  (  (% (%   + (%
-"  -(0 = "("     (4
(  (-  % (* %- -( +  .( %%%
(%-0 = % (* %3%  (# *(  *(  
-7"--(+%%%((-4"-("("
4 -"-" + (*(% %
+( (-( +(% (*%  (  W(80 ,  + (
*(%"((%--( ( (  "  "-(  *(
(%-((-(((*(%%(
(((+*(-(+(0D%*(-"(
(%(-(+W8*(.( %%%
+ +(% (  ( +  (% /4 ((% (%0 , 
(*.( %%%++(%(+(+
+"("-0=*(%*(?(+%(%-8
*(+(/%(%%-(0=+( (+" 
W"*("?8((*#(*
(%4--" -7+  (  %%(% 0 ,   0
9>B)B<+% WD &8*+(*("(((
 (4 ( (*(%("  (
+(+W"8(05((*+(((0
Post-Darwin and ECOSENSUS Projects (2005-2008)
=*((+4( (  + :(# "(" ( %- (* X)BHBBB*(% (
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+(0=*((%-W8%Y"%(((
%(*"%(*+((%+
"%*( (/((4((%-(+(%(*
-(W(*(F(80=W.( %%%-":8+(%(%
+(%%+(-(*(0=(("%(*
3%--"%%(%%"++?(*
3%--"W(4(+8(900(+4()ANMP)AGBP5
0 )AACP ( >BB)P 0P>BBMP 0>BBHP >B)BP :0
>B))P =(  0 >B)N<  + - (  (% (  ((- (%
--(0  *% (% (* (% 7 O    W(  8 *(
%+((%(/(*(%09>B)B<0
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,(%(%-%(%0,(%(%
(%+*((((+"(%-(
(((++((%(*(9/7(%+%"
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/(*,=0
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-(*)H ( 9>BB4>BBG<+ %(* #% %XMBBB  %( 
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,(%  5+("+(% ( *- + *((
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3% W8  ( -0 = (   (* (
%(-8(-(+3%
%0 (%    ( % W48  ( R( 
(+( *(  + (% /   7 (* * + 
--8%-"0
'% )I  8  + ( -( (*  % (%
  (*  .( %%%I ,8  9-  +  
(%(*(((7<+9-+(*(*(
7<79-+(-((*+*<
E(  9-  *(  (-( (* ? <  "
9-+*(*((-(*(<0
="(%(-%(%+-((+
,D(?+%((((*.( %%%0
(%4(%(%( 4 +(%(% (%
+%+(%+(*3%-((+((%%*(
-%%(% + -%(9'% ><0 
(%(+(((+"((/(4
(*((+(0
Figure 2. Screenshot of the Compendium-uDig integraon
,-,D%-(++(("((4
((+((%%(%%(%(
 ( (* -  -( 3%0 ,  ( %  D(? D
((( 9 )AH)<  - D %- 9@ >BB< + O (
"%%-( (% (*3%-(*(
+((9 ( 0>BBG*(*%<0(% (+( +
+  + *     *4(4* Y  % -
%( (-% %  1D.D@D (?+ ((  (( *
*4(4*-0 = ( +   % (*   (*% 3%
(-(?+((  Q%"( + O *( /
%-(%4+(0
=  + *%%" (  (Q%
-%(%%+%*+%"%%-(((0
,(%%%(*+(-((-((
(  " +  %-   - - ( ( -0
(+"(((%(-(+*3%
%% (*   ( W%8  "  5 %%0 ,   (*
5,(%%( " ( % --" 
(R( ((((0. (+((( ((
%  9 3%   (% %  (?+  DDRD
3%-(<-*"+*("Q%((+(%*(
(4,(%*(0=+(++(+2%
(*  *( ( W (  * (* (%-8    (%-
"*(/"+0=(%(*(1D.D@D++(%
(%-(*%%--"-""%*(+(
(%(/%(%+(%(((
(%-"0=(+*(1D.D@D+("%
3% (+" *  -(  % *(  (/ (  
-(%  "%3%  R("?% %
(-(("(0=(""(*3%(8(0
Parcipatory Video pilot project and Project Cobra (2007-2015)
,>BBG -(#9*%-
(" )H ( + XGBBB< (  % (* :-( &( 9:&< +  .( %%%
(%-0 = (-"-( *(  (# % *( %( + ( (%
+((/(*(+(
2%(%%(%-+*(/(*
((*(*%%-(*(05(2-(
(%- %(*1D.D@D(/((*(
"%*((*-(+((%-9(Y*(
(*(%((<05+-%"--(+((
/(%(-"2%(-"(%-(2%
%(%-+((%-(  
(+(*("+%-("
-((%%*( (* 70 1"  :& (# ( 7" ,(%
*(+:&9% <%(0=
+((%-"-((*%(-:&7-
+ (%"( +(7*( *
 *% "(0 '%  (*  :& (  %  ("   
9>B)><09>B)M<0
= :& +( +   *% +  ((% ( (+ (+ ,(%
(%- + %   % (%  (%0 :(# (
9+++0(#(0(<+%(((*%(#9])0A(>B))4>B)<
+(+(+,(%(%-%D((*D(%
(-*((+(%-(((4((0 :(#
( "("  "((-(9D1< % (%(
D(%%(   (4%((*I   
-  -%-(P      - ,(%
(%-P%-"((-(0(%++(+
"(%,(%(%- (* %D(4((+
%5(*.( %%%%++ 
 0 @ "%((*:& :-( :((9::<,(%
(:(#((%-/(%%""
+(-*((%-((W-8(%+(,(%
(%0:&+"(::3%*(--8-"(%-
0=(#(%%(%7(((+*(%((#8
9+++0(#(0(R<%(*-("%(
+((%%%((0D((*(/+%
(*((%-((*7(((%+(%(/(
(+*%%(*(%"((%(0-(*:&
::  %"  +(%+  (* (% "
 (*  "(  ((( (%   ("0 = (+ 
(((*(%%(%-"(**0
(%(("(((3%7"((+(
%(-"((,D((0-%*
(%+05(77(%
J-"J(%(%"%0,(*-(+(
(%7-((*DD D +((1(=(
9()AAA<(  *+( *(/( %"" (*(%-01%
-(WD&W90>B)CP0>B)<-(
/( / -  *( * % (  +  "(I -
(P-( P"(Q(*(+
 (%P "( 2/  *(  + ((% "(P
*(%(/P+(0 17
((( %   (* (% %""  + "(  
(%-+ +(  9,(%<(
-*(%((*+40=(+*((*
    ) ( (   (  (%- *( * 
79'%)*(/(*7(%%<0
'% CI / (*  (   (% *( ( " .( %%%
%0
,++%\(+(
(%-(0,+%3%%
7-(((*((0%*7(
 R( +(%((%"(%(*
/ ( -   (*  (( 9(?   (+ 
((+-7*(:&::(%%<3%-*(+
- +  +  ((8    (-( + -%
0 :- + (  +  +  ( +  
 +  :&  :: (%%   *    (%  (% 
 +   0 (+"3%(+((%*4(4*
*-(   %-  + " %    (%- ? 
*(7/0="(((((%%(("
(-%((+*%(+(%-/0
= 7( +% (-* W8%"" (%-
"(0=%-(*--(7-(%
*4 -  %%(-0=W-8 + 7
((/,(%(%-*(/(%(I
F (( &F% % D%  ' %0 =  (*  (+
/+((%-(((*-%
(%(+-*(+-(0 (%(*(*(%
09>B)N<=09>B)N<0
="((%%((-%("*(:(#(0'(/
"%"(((((-((-%&F%0D(
(%-""(-%((%-(-*(+-(0
(%4"+(-%"((((
( (        (%% 9+ + %(  
(%-(+-*(*:(#(<("-"\(+0
(%  (-% ("*-(++ "( %(*
"**7"%*((+(%-#%
+((((%"((*7(+(%(+"0:(#
(+((**+((%-(%-(7(("
"&(%%-+(%-0=
((/(%*%((4
 (   *%% %   (  *(  (
%-+(%-(-0
=(%(%(*(%((*0
Discussion
,%(+2(3%-("*(()(*
+.( %%%(%-(%O(/+*((*"%
3%0=%7-((*"%(( (* ((
--((+(,(%(%-0
&%3%+"(%-(\(+(*(
((%-*(-(0=+*(%(O-"+(*Y
O-( (* + (%+(+(%(+  W+((*-%80
?(**(%%+(%-3%---(
+((++(%((%%+"(
(%-(%(*%-(+*(+(
"(+((0,(%/(%(-"(%
%(*"% 3%4((#%((" +( 3%-((
-"-  (( -((*"%0 
%*(/++ ( %((7*(8--(+
+  "0= %(%( ((- /0
% "% (    " ( - %  + % (* 
%-(-%-(%(-I
S           
!     
V9<0
,  S            V 9< "%
3%(+% ((8-(8%(( ("0
&%3%  (  --(     (%(% 
(%I    " (  ( -  % %    (+
(%( S  " # ! V 9 <0 = ( (
(%(*(%0L(%"(((+(*8+(IP
P((("(0.(4"%((?"(%W48;
(%((++(%%("+((?"(
%*((%8--(0
"++(+"%3%(/(
*(-"((*(-"05(
(*(+(+(((9*(/+-"(<
"%3%((%((%*((
++(%0%%"%(+"(W*%8
((*(-%(*("%*((-"
+(S""V9<0
(+""%3% (+(% 0(%( (%
((-"(*(8"++(*(++(
(/%(-((3%(-(0'(/
-* ( (* (% +4 *(  "%  (%  
(%-3%-((*(%-(*0
"%3%S$V053%"("
(*:&::%+(%(+(%3%
 Q%- 900  (*  % (  (<   
(% --(0,-("% (" (*(0 :(-
(%-8(+((%*((+*(*((
(+(-+"%%(+*(+(+
0 ,:(# (+,(%-+"("
"(  ((( (*  ( %*% - "% ( *( (% 
*(-(+"(  ( -,(%0
S%&""
'( ')
V0."*(%
 (% (  "% (%(-7  "(
((+0=(%/((-(("%R((%
(+(%(%*(-(%%01(
+("  (*  "((((  +(%  +
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S   !             
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(%-0
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1%%- %(*"%3%((%( (*((*(-"
 % %  #%- +  .( %%% (%-0 S+
,     , !    
"       !  -
V 9<0 5 "  + :(# (  -* ( (%-( ( W
-8*(%(%%"%((%"%(%
(%  +(,(% (% (*  ((%
0(%4-"(((7(+,(%(%-
00+"%(%(+(%(+(%-(00+
"(%-(*(+ ( ("(   (  *( %0
,  "(  ((( (%   .( %%%   / (
,(%(%-F((&F%%D%'%+
+( +( -(( (+0 '(/
(%D%+/((*(%((%(*2%/(*
 (((4( ++(  (-+( (*(%
%(*(((((+(%0=.( %%%"((*
*4 9"(% +( *( (% ((<  %    (% (
(%"%(+(*((++"%(
+(0
&%3%("(-"(+(%-(("*(
(* 0 =  S    ! !    
   !'            
.V 9<0 =    + *( / (" (Q ( (
,(% (%- ( % 7 % +   (  %(0 &%
3% ("*( (*(" +(%-" *(-(
*(%(((((%S
  / / ! 
 , !!  !
""V9<0
Conclusions
    + " * (   % "% 3% + (-% (
%(((%%+("(8(-*((-(
(*(%%,(%((%%"(0
(+" +( (%(%7 ((+ (*"%(%-( 
"%+(%"/7#%*(+ +
(%(40=  (* W%8   " W%8
(%+(((*"%+(*(8%*((%%
((4(%(*,(%(%-++(+0=%
7(*"%"(%(((%-
"8%((%%"%(%%(2%+(4
0%+"*((*(%%(%((W8
"%(%%(  (%(*  (%-I"+  %-(P
(   (  P ( (  (*( (% "(
+("%  (%  (%-0 5  +   (
( ((  (" ( "% (%  ( 7 (  (
(  %  + (%%(  + " (
"0
Acknowledgements
5+(%(/(%-%(.( %%%(%
"%((%"(%05+(%(
W-*8"(%("(%(#
% -%-(  " ( % ( + %  .( %%% 
"((,-%,+(,-(@"(*
%05(  (%(**%(  "%((%
"%-(+,(%(%-0%(+(%("
((*("%*( (%( *((0,(/+
(%%+*%((%+%(%("
(+((**((0
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( 009>BBM<0=*(("0=D=)9H<>40
000%4D%D0D00 (0
@59>BBN<0=1D.D@D:(#I(4"("=((:-1(*(
:-(.% (%0D(,-((*(4D(
D0>H4CB%>BBN@E0
000%4D%D0D000
(0 ((,0@509>BBN<01D.D@D4-(-(4
%(((*(%(%0 D4,%,-((*
J:-(,DJCB%%4)D>BBN ((D(+,((
@E0
000%4D%D0D000
(0 ((,0@509>BBN<01D.D@D9(R((((-"
DD%(D<0 D4,%,-((*J:-(
=3%D(+8CB%%4)D>BBN ((D(+,
((@E0
0=00000# 0!" 0
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00=00"100# 00
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D(0
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CNM>0)ANM0BBMAB0/
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)G0(I)B0G)RD4BHMAN4>)B>M>
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0!" 0("((,009>B)M<1%((*%%6(4(
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D_:(MM)>N4)MH
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009>B)><=((%-(*-("(
(I/(((-(+,(%(%-.(
%%%%0MM9)<I))B;))N
00D(0"1009>B)B<0@"
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>)9><I)AB;>BM0
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9>B)B<0D%-O((%((*% %%%
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9<I)GNN;)GG0(I)B0)B)NR#0(*(%0>BBH0BM0BB)
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("0((D(0)4)M0)B0G)RD4BHMA4>)B>M)
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%%%E%%+ "0, (%"(@@"0
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... This can be seen not only in adage's like "a picture is worth a thousand words, " but also the insurgence and focus on visual storytelling and communication that has been shown to surface and elicit underlying emotions and conflicts more easily than verbal communication (Bell and Morse, 2013;Polfus et al., 2017). Visual storytelling activities, such as photovoice, photostories and especially participatory video are also increasingly used with communities and especially with Indigenous or marginalised communities (e.g., Bignante, 2010;Bennett and Dearden, 2013;Polfus et al., 2017;Berardi et al., 2017;Spiegel, 2020). Those methods can serve as powerful and empowering tools as they can literally illustrate different ways of seeing by creating concrete visual representations of different stories and narratives (Berardi et al., 2017;Moore et al., 2019;Spiegel et al., 2020). ...
... Visual storytelling activities, such as photovoice, photostories and especially participatory video are also increasingly used with communities and especially with Indigenous or marginalised communities (e.g., Bignante, 2010;Bennett and Dearden, 2013;Polfus et al., 2017;Berardi et al., 2017;Spiegel, 2020). Those methods can serve as powerful and empowering tools as they can literally illustrate different ways of seeing by creating concrete visual representations of different stories and narratives (Berardi et al., 2017;Moore et al., 2019;Spiegel et al., 2020). Thus, the multiple formats storytelling can take, holds space for diverse representations of knowledge (Trisos et al., 2021). ...
Through the Eyes of Another: Using a Narrative Lens to Navigate Complex Social-Ecological Systems and to Embrace Multiple Ways of Knowing
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Full-text available
  • Jul 2021
Many social-ecological issues are characterised by a multiplicity of stakeholder voices with often fundamentally divergent values, beliefs or worldviews. Those differences in perspective can be also viewed as different narratives on individual, community and cultural scales that both express and reinforce people’s identity, value system and manifested behaviours. Navigating between those narratives requires approaches that facilitate the co-existence of multiple ways of knowing. The currently dominant knowledge production system of Western scientific knowledge often fails to meet those challenges due to its positivist and reductionist tendencies. However, embracing a co-existence of knowledges isn’t just necessary from a pragmatic perspective to adequately engage in those situations, but also represents an ethical imperative that includes acknowledging the colonial and oppressive history of Western scientific knowledge toward other knowledges, especially regarding Indigenous knowledge production systems. We propose adopting a narrative lens as a metaphor for embracing multiple ways of knowing and being as narratives play a key role for human cognition, communication and in shaping and expressing fundamental values at different levels. Using an example of contested narratives from a fisheries management conflict, we illustrate how narratives can help to develop a richer understanding of social-ecological conflicts. We also reflect on some narrative discourses commonly used in marine science that stem from the binary nature-culture divide prominent in Western scientific knowledge and discuss their implication for hindering sustainable ocean governance. Furthermore, we demonstrate how storytelling methods can be used to surface and share those narratives and to unravel the underlying values and fundamental beliefs and to re-shape them. The narrative lens we propose is suitable under multiple simultaneous disciplinary homes including Indigenous methodologies and systems thinking. They share the key features of having a holistic and relational approach that recognises the co-existence of multiple ways of knowing and being and use self-reflection as key for critical engagement with the situation and to surface and acknowledge one’s own internal narratives. This represents no exhaustive review of narrative inquiry, but a reflective journey illustrating how engaging with narratives can facilitate knowledge co-existence including different ways of relating to human and non-human beings.
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... We have worked and published together on a number of previous projects in the North Rupununi (e.g. Berardi et al., 2013Berardi et al., , 2017Mistry et al., 2014), and have a deep understanding of the historical and contemporary social, political and economic factors affecting Indigenous communities in the region. During 2020 and the height of the COVID-19 pandemic, we were involved in a Darwin Initiative, UK-government funded project focused on enabling greater inclusion of Indigenous knowledge in conservation. ...
Indigenous Economies for Post-Covid Development: Lessons from the North Rupununi, Guyana
Article
Full-text available
  • May 2023
Despite being disproportionately susceptible to infectious diseases like COVID-19, many Indigenous peoples still hold traditional knowledge that is responding and adapting to new circumstances and crises such as the pandemic. In this paper, we present the findings from a participatory video project in eight Makushi and Wapishan Indigenous communities in the North Rupununi, Guyana, that explored the difficulties and disruptions that came about through COVID-19, but also the opportunities for change and transformation. Over four months, Indigenous researchers gathered the views and perspectives of their communities through a participatory video process. Our findings show that there was limited information provided to communities and their leaders (especially at the start of the pandemic), and support, in the form of supplies and relief, was ad-hoc and inconsistent. As people lost income from paid work, they turned to traditional farming, fishing and hunting to sustain their lives and to support others who did not have the conditions to support themselves. While many Indigenous community members retreated to their isolated farms as a protective measure, community leaders took responsibility to protect their lands and territory by installing gates on access roads and establishing patrols to enforce rules. The recognition that their traditional knowledge was not only culturally important but necessary for survival during the pandemic, gave it a newfound relevance and legitimacy, particularly for young people. Supporting Indigenous economies such as farming are not only critical for maintaining nature and traditional cultures today, but also for being resilient to future social and ecological crises.
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... DETECT built on the generic principles of engaged research design (Figure 1) through the use of soft system methodology (SSM), which 'acknowledges the existence of a variety of stakeholders involved in any project, and their distinct interests, and how this might impact on the design of any system' (Bannon and Ehn, 2012: 43). SSM was used to enhance participation of users and other stakeholders through a framework that aimed to resolve problems by assessing the overall situation, not just the specific technology challenge (Berardi et al., 2017). Our human-centred SSM design strategy (see Figure 2) invited the active participation of a wide range of stakeholders, including the local communities, domain specialists, technicians, decision makers, funders and project coordinators in engaged exercises that allowed the learning acquired in every step to be put into practice in the next phases of the project. ...
A case study from Guyana of adapting engaged research design to promote ‘fairness in knowing’
Article
Full-text available
  • May 2022
In this paper, we have combined ideas drawn from philosophy (epistemic injustice), critical theory (epistemicide) and practical approaches (engaged research design) with Indigenous knowledge to promote ‘fairness in knowing’ in a project called DETECT (Integrate d Spac e T echnology V e ctor C on t rol for Enhancing community health and resilience against escalating climatic disruptions), an early warning system to support communities in identifying mosquito breeding sites using satellite, drone and ground-sensing technologies. DETECT used engaged research design to inform pre-award planning. We document how the project team, comprising Indigenous and other researchers, re-imagined the plans in the light of the COVID-19 pandemic to allow project participants to meet safely and equitably, and reflect on some of the key challenges in engaging across borders and cultures in the context of rapidly changing conditions characterised by vulnerability, risk, complexity and uncertainty.
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... Over the last decade, there has been a rapid expansion in the use of participatory and environmental change (Mistry et al., 2013). However, as noted by Barker and Pickerill (2019: 2), 'while many geographers seek to understand colonialism, few commit to supporting decolonisation, to putting their scholarly labour in the service of Indigenous communities resisting the imposition of colonial hegemonies -a crucial and critical leap.' Moving beyond just understanding, Jay's participatory video work then progressed towards changing government and policy discourse on Indigenous knowledge and practices, promoting Indigenous community owned solutions for sustainable environmental management (Berardi et al., 2017;Bilbao et al., 2019;Mistry et al., 2015a. Her current work focuses on combining science and Indigenous knowledge, researched through participatory video, for environmental governance , with a particular focus on protected areas, fire management and Indigenous rights. ...
Evolving Social and Political Dialogue through Participatory Video Processes
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Spaces for social and political dialogue within communities and across social levels in inequitable contexts generally do not incorporate difference across community, or enable the most marginalized people to participate meaningfully. In this article, we propose that participatory video can contribute to building agonistic pluralism, namely a recognition of the unavoidable tensions between perspectives, and maintaining, rather than erasing, difference when working towards positive change. We draw on our comparable experience using participatory video methodologies to consider how it can be used to progressively build agency and deeper criticality, address difference across communities and to collectively construct political leverage.
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... • Resulting pictures can be used as an empowerment tool for local communities. Bell and Morse, 2013;Berardi et al., 2018;Bell et al., 2019 Listed here are some of the participatory social techniques being used including their key points and some example studies. These techniques can be used in compliment with methodologies like SSM or independently to gain a better understanding of the social dimensions involved in conservation issues, though this is by no means a comprehensive list. ...
Intersecting Social Science and Conservation
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Full-text available
  • May 2021
There is a growing consensus that current conservation strategies are unable to cope with the acceleration of human-caused environmental degradation. The philosophies that underpin and shape traditional conservation initiatives have begun to shift toward a “people and nature” approach, based on a new and deeper understanding of relational values. With this shift, there is increasing concern about the social impacts of conservation and a need to consider not only the environmental aspects of conservation, but also issues of equity and social justice. This is especially important for marine conservation to avoid repeating the exclusionary and unjust protective measures sometimes seen in traditional terrestrial conservation. Additionally, lack of compliance with management schemes, and failure to consider the social dimensions and realities of local communities have hindered the success of conservation initiatives. Therefore, increasing engagement with social science and a better understanding of human-wildlife and human-nature connections are necessary. Community-based conservation approaches and payment for ecosystem service schemes can provide important insights and lessons for such improved participatory management. Furthermore, the use of social science offers a range of methods and approaches that can be used to improve the consideration of those social dimensions. These include different theoretical frameworks for understanding the relationships between people, society, and nature, innovative participatory methods and more flexible, adaptive systems-based approaches for understanding complex socio-ecological systems. Increasing and mainstreaming the inclusion of the social dimensions of conservation will also depend on overcoming current institutional barriers such as lack of capacity, time, and funding opportunities especially in the context of marine social science.
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