Ppt pv montreal iamcr
-
Upload
ccafs-cgiar-program-climate-change-agriculture-and-food-security -
Category
Documents
-
view
169 -
download
1
Transcript of Ppt pv montreal iamcr
![Page 1: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/1.jpg)
Manon KoningsteinJennifer Twyman, Shadi Azadegan, Simon Cook
PARTICIPATORY VIDEO FOR INCLUSIVE RESEARCHTwo-way communication in International Development
![Page 2: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/2.jpg)
Let’s have a look at this video…
• https://www.powtoon.com/show/eGOhNzMRAlG/participatory-video/#/
![Page 3: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/3.jpg)
Case-studies
• How PV helped the community of Somotillo (Nicaragua) to diffuse conservation practices.
• How PV helped young rural women in Estelí (Nicaragua) to feel empowered.
![Page 4: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/4.jpg)
![Page 5: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/5.jpg)
Shift from one-way to two-way
• Problem: case study Somotillo, one-way information flow.
• Need for tools and approaches that bring the voices of (marginalized) groups into the policy-making arena
• Shift from Development Information (one-way) to Development Communication (two ways)
• Inclusive to gender, age, ethnicity, educational background
![Page 6: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/6.jpg)
PV as a communication tool in Participatory Research
• Gain understanding of their situation, as well as the confidence and ability to change it (Servaes, 2007).
• Support process of empowerment (Kindon, 2003).
• Reduce gap between researchers and reality (Kane, 1995).
![Page 7: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/7.jpg)
Shannon and Weaver model of Communication (1949)
SenderMessage/Channel
Receiver
Encoding Decoding
Noise
Feedback
![Page 8: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/8.jpg)
Articulation points
• Hall uses term ‘articulation’ to give meaning to a message.
• Encoding and decoding are “determinate moments” (Hall 1980: 129).
• Meaning is created through articulation.
![Page 9: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/9.jpg)
Sender Channel
Coding Decoding
Noise
Feedback
Articulation point
Articulation point
Receiver
![Page 10: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/10.jpg)
Reception Theory: Jauss (1980)
• Interpret texts and give meaning under predetermined conditions.
• This happens through the articulation points.
• React differently when viewing collectively or alone (Morley 1992, Lull 1990)
• Braden (1998) suggests, it’s the familiarity of image, location of viewing, and subject matter.
![Page 11: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/11.jpg)
Sender Channel
Coding Decoding
Noise
Articulation point
Articulation point
Predetermined conditions that influence interpretation
Receiver
Feedback
![Page 12: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/12.jpg)
Improvements in the communication framework through the use of PV
Sender• PV provides for awareness-building of the PV-makers• Inclusion of marginalized groups
Message• People are more willing to listen to what others were saying when they
watched it on video than they would have in face to face encounters (Ramella and Olmos, 2005).
• Video helps to produce (representations of) linguistic expressions that are comprehensible and intelligible (Huber, 1999).
• It can affirm the ingenuity and perspective of society’s most vulnerable groups
• Linking intellectual and emotional reasons to reach community adaptation
Channel • Accessible and available• International iGDP has increased drastically• Mass media having great potential to promote gender equality
![Page 13: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/13.jpg)
Receiver• No literacy required• 83% of learning occurs visually (Lester, 1996)
Coding/Decoding• Extended language• Power lies with the audience• Audiences are able to confront and contest representations of them
Feedback• Provide for interaction where otherwise impossible
![Page 14: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/14.jpg)
Conclusions
PV is an adequate tool for (agricultural) research for development• Allows understanding the local needs, wants
and knowledge of local and/or marginalized populations.
• The higher possibility of positive reception leads to a higher possibility of acceptance of the message.
However, there are cultural limitations, locally specific.
![Page 15: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/15.jpg)
References
• Traber, M & Lee, P. (1989) Video for Animation and conscientisation. Media Development 36(4): 1• Kane, E., (1995). Seeing for yourself: Research handbook for girls' education in Africa. Washington, DC: World
Bank.• Kindon, S. (2003) ‘Participatory Video in Geographic Research: A Feminist Practice of Looking? ’ Area. Vol 35 (2)
pp142-153. • Koningstein M., Azadegan S. (2014) Participatory Video in Somotillo, Nicaragua. CCAFS Working Paper no. 100.
CGIAR Research Program on Climate Change, Agriculture and Food Security (CCAFS). Copenhagen, Denmark. Available online at: www.ccafs.cgiar.org
• T.J., Servaes, J. & White, S.A. (eds).Participatory Communication for Social Change. New Delhi & London: Sage Publications, Ch. 11.
• Ramella, Marcelo and Olmos, Gonzao (2005) Participant Authored Audiovisual Stories (PAAS): Giving the Camera Away or Giving the Camera A Way?, London School of Economics and Political Science Papers in Social Research Methods, Qualitative Series 10, London: LSE
• Huber, Bernard (1999) Communicative aspects of participatory video projects An exploratory study. Department of Rural Development Studies Swedish University of Agricultural Sciences. Uppsala, 1999 - ISSN 1403-7998
• Lull, J., (1990). ‘Inside family viewing’. UK: Routledge • Morley, D.(1992). The 'Nationwide' Audience: a critical postscript. (In Morley, D. (ed). Television, Audiences and
Cultural Studies. London & New York: Routledge, pp. 119-131.• Jauss, Hans Robert (1982) Literary History as a Challenge to Literary Theory, Toward an Aesthetic of Reception,
trans. Timothy Bahti (Minneapolis: University of Minnesota Press, 1982), 3-45 • Braden, S. (1998).Where's participation without representation. The Rural Extension Bulletin, June, 8-11.
• Photocredits: Manon Koningstein (CIAT), Gian Betancourt (CIAT), Shadi Azadegan (CIAT)
![Page 16: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/16.jpg)
Manon Koningstein
Research Associate/Communications SpecialistGender & Climate ChangeInternational Centre for Tropical Agriculture CIATColombia
![Page 17: Ppt pv montreal iamcr](https://reader035.fdocuments.net/reader035/viewer/2022062420/55c9af40bb61eb9c328b4726/html5/thumbnails/17.jpg)
Questions
Answers&