Video in Social Science Research by Haw Kaye;Hadfield Mark;

Author:Haw, Kaye;Hadfield, Mark;
Language: eng
Format: epub
Publisher: Taylor & Francis Group

Chapter 5

Video that generates

participation

In exploring the role of video in generating participation, we want primarily to focus on three key stages in the participatory research process: the use of video as an invitation in the recruitment/access/entry process; the use of video as an icebreaker in the negotiation of research foci; and its use to help understand and manage a range of relationships. Other stages, to do with the representation of different voices in the video and its design and dissemination, will be alluded to, because they are closely linked to, and dependent on, the others, but they are more fully discussed in the following chapter on video and the articulation of voice.

To start unpacking the potential and limitations of using video in this modality, we need to consider two key issues. First, in what kinds of participatory research video has been used, and, second, how these projects have integrated video to perform different roles in the research process. In considering the first question, we will use examples from a range of work, but, for the second question, we refer to two of our own research projects. The first is a project, Urbanfields, carried out as part of an ESRC priority network, ‘Pathways into and out of crime: risk, resilience and diversity’. It was concerned to explore how young people constructed their notions of risk. In this project, we needed to pay attention to how young people's ‘risk repertoire’ (Farrington and Loeber, 1998; Farrington, 2000) changed depending upon:

the context and social group they were within;

whether they were with their families or peer groups;

if the interactions being studied took place within schools or local communities.

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