"Our project used video as a tool for enabling two Indigenous Mapuche communities in Chile, and particularly their youth, to approach and analyze local development issues and bring local perspectives to the forefront of debates on biocultural diversity conservation and equitable development. The pro
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ject brought together Canadian and Mapuche research, cultural, and Indigenous organizations using an approach that breaks down disciplinary boundaries and the hierarchies that often separate Western science from Indigenous expertise, while emphasizing co-learning and the co-production and sharing of knowledge. The project had three major activity components: 1) The Mapuche School of Filmmaking and Communication offered intensive training in digital filmmaking to Mapuche youth. This training created a space for youth to explore and analyze the challenges faced by their communities, providing them the skills to represent these through short films that meet high technical and artistic standards. Youth became knowledge collectors, interpreters, and communicators, appropriating new ICTs while rooting their films in Indigenous ways of knowing and communicating, such as storytelling and conversation with Elders. The films produced are compiled as an educational tool for the promotion of biocultural diversity. 2) Collaborative research about territory, carried out by Mapuche researchers in coordination with the Canadian team, aims at restructuring existing knowledge about the geographical, social, and cultural elements of the Lake Budi territory. Information shared by traditional knowledge holders is systematized in audiovisual and written formats. 3) Indigenous youth from Chile and Québec shared videos through an online platform, creating new knowledge through co-learning, analysis of shared challenges, and intercultural exchange." (Abstract)
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"By bringing together literatures of Communication for Development and Conflict Transformation, this paper provides a theoretical illustration of the impact of participatory video as a tool for overcoming hostility among groups, as well as for healing and re-connecting communities that have endured
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loss and suffering as a consequence of civil war and inter-communal violence. This is accompanied by a number of practical experiences of projects implemented by organizations on the ground. This type of scenario, often characterized by a lack of dialogue among groups, has been recognized to be fertile ground for the setting up of community media, where people are given the means for self-expression. In particular, video productions created through participatory methodology can be effective tools for dealing with the hostility and grief that linger after a civil war, as they provide those channels of communication that are needed for effective development interventions aimed at community healing." (Abstract)
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"This screening guide has been written to provide ideas and inspiration for anyone organising community screenings as part of a participatory video process. It includes advice on planning and delivering an effective screening, practical suggestions for logistics and technical considerations, facilit
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ator tips, checklists, and a range of short case studies facilitator tips, checklists, and a range of short case studies from a variety of past projects." (Introduction)
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"During the first half of 2013, the video4change Network worked with a small team of researchers to investigate and identify the opportunities, needs, challenges and barriers for measuring the impact of Video for Change initiatives. The primary goal of this research was to assess whether support was
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needed to evaluate the impact of Video for Change initiatives and to identify impact evaluation experiences and success stories. This research process involved two core research activities: 1. A preliminary literature review was carried out to assess available literature relating to Video for Change and the measurement of impact. A draft literature review report was created and the video4change Network was invited to comment and discuss this literature review and take part in a follow-up Google Hangout discussion. 2. A series of interviews with Video for Change practitioners and organisations (8) and Video for Change project funders (2) were carried out and analysed. [...] In carrying out this preliminary literature review and interviews, we found that there were no comprehensive books, videos, reports or compendiums that detailed the historical development of video use for social change and nor did we locate an agreed, commonly used definition of what Video for Change is or means. We were also unable to identify any widely shared perspectives on how to monitor and evaluate the impact of Video for Change initiatives; indeed, tracing the historical development of Video for Change evaluation approaches, processes and practices was complicated, messy and far more difficult and complex than we might have imagined. We found that the video4change Network organisations that we interviewed all agreed that they wanted better and shared structures to help them conceive of and undertake impact evaluation, as well as to provide training/support for it. There was also a shared desire to learn from the evaluation experiences of others and to share experiences about designing for and understanding impact." (Page 1)
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"Communicators who work with photography and video in the development context know the power visuals can have in bearing witness to the reality people living in poverty face. When contextualized, visuals can transcend distance and create a global dialog around topics in need of deeper understanding
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and action for social change." (Page 25)
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"In the field of citizen media research, considerably less attention has been paid to countries other than the US and those in Western Europe. This article is a case study that focuses on citizen media in Beijing – specifically, the Dazhalan [participatory video] project. Combining in-depth interv
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iews and textual analysis, the article demonstrates the uniqueness of citizen media under China’s state-party media system. The article also suggests that it was the collaboration among ordinary citizens, professionals and journalists that made it possible for citizen media to influence the mainstream media frame-building process." (Abstract)
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"In 2011 five UK-based development agencies were given a unique opportunity to pilot the use of participatory video with farmers in six sub-Saharan countries, through small supplementary grants awarded by Comic Relief. The UK-based funder Comic Relief recognises that the impacts of climate change th
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reaten to undermine their grants portfolio. As part of their response, they initiated the participatory video programme to enable those grantees working on climate change related issues, and in receipt of grants to support these activities, to apply for a participatory video project to be delivered by InsightShare. This final programme report aims to present an overview of these six participatory video projects undertaken between January and August 2012. It represents a synthesis of the detailed narrative reports produced by InsightShare’s facilitators, with additional content drawn from conversations with key staff from local partners, UK agencies and the facilitators themselves. In addition it presents conclusions and recommendations drawn from an overview of the collated information." (Introduction)
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"This article reflects on a digital storytelling project undertaken for research, communication, and advocacy purposes in Bangladesh. The project trained young women from different regions of the country to make digital stories about their everyday struggles and journeys of personal growth. Excerpts
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from selected digital stories are shared to highlight how these short films can be used to understand struggles against class and gender hierarchies, sexual harassment, and the need to establish full citizenship rights for minority groups. The article makes a case for digital stories as a new methodology for doing and communicating research. It also sheds light on the nature of the technology itself and confronts the limitations and dilemmas that were faced, particularly with regard to authenticity and representation." (Abstract)
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"Participatory video is a growing area of research and an increasingly popular tool among practitioners, researchers, and NGOs working with communities around the world. The Handbook of Participatory Video advances the field, engaging critically with it as a research methodology and method and inter
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rogating assumptions about its emancipatory nature and potential for social change. In twenty-eight chapters, contributors examine historical, ethical, methodological, and technical aspects of participatory video and discuss power, ownership, and knowledge production. The Handbook is organized into six parts: Locating Participatory Video, Participatory Video as a Critical Research Methodology, Working with Visual Data, Power and Ethics in Participatory Video, Dissemination and Reaching New Audiences, and Communities and Technologies." (Publisher description)
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"This practical guide is based on the trainings developed for the Through Our Eyes community video project, a collaboration between the American Refugee Committee International (ARC) and Communication for Change (C4C). These workshops combine sessions on key project themes—gender norms, gender-bas
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ed violence, harmful practices, HIV/AIDS, and related issues—with practical sessions on the technical and interpersonal skills needed to carry out participatory video work for social change in the community. This guide is designed as a tool for workshop facilitators and program coordinators. Facilitators with a strong understanding of participatory training methods and community-centered production will implement this training most effectively. Useful resources on both of these areas are included in Section V." (Foreword)
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"Part 1 reviews critical concerns within the context of crisis and conflict-affected settings. Part 2 outlines participatory communication principles and approaches, as well as challenges in addressing sensitive issues within programs supporting social and behavior change. Part 3 focuses on the uses
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of participatory, community-based video in development and humanitarian settings. Part 4 delineates steps in planning and designing a community video project. Part 5 focuses on implementation, ongoing support, and ways of integrating community video activities into broader program work within an organization or program. Part 6 addresses issues of program quality and sustainability. Part 7 provides recommendations for monitoring and evaluation. Part 8 suggests opportunities for sharing experiences, and offers some of principle lessons learned by the Through Our Eyes teams. Resource materials are provided in the Annexes." (Introduction)
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"Between 2008 and 2011, CommunityBased Adaptation in Africa (CBAA) – an action research project – tested tools for community adaptation and knowledge generation in eight African countries while building the capacity of its partners and local communities. Through participatory methods, the proj
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ect helped the selected communities to adapt to climate change and share lessons learnt with key stakeholders at local, national, regional and international levels. The International Institute for Environment and Development (IIED) invited InsightShare to pilot participatory video for monitoring and evaluation (M&E) of this project to support their internal learning processes, inform the action research, and amplify community voices in relation to local adaptation to climate change. Between 2009 and 2010, InsightShare held workshops in four of the eight participating countries: Malawi, South Africa, Kenya and Zimbabwe. InsightShare passed on skills in participatory video and monitoring and evaluation to build the capacities of community members and staff from the communitybased organisations (CBOs) and nongovernmental organisations (NGOs) implementing CBAA in each country. This enhanced the partners capacity to listen to the community members in their search for local adaptation strategies, and to monitor their pilot projects and climaterelated indicators." (Initiative overview, page 1)
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"This toolkit has been assembled to provide the first few stepping stones for practitioners of participatory video to begin introducing a rights-based approach into their practice. We intend this toolkit to be particularly useful for those already undertaking participatory video work in all its guis
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es. However, we hope the methods, ideas, tools, checklists and additional resources cited will mean its contents are useful and relevant to a broad community of practitioners of participatory communications and media." (Introduction, page 3)
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"El objetivo de la Guía es acompañar procesos de formación en teoría y técnica audiovisual, así como en comunicación alternativa, que permitan a colectivos sociales la realización de documentales sociales participativos. La Guía se inserta bajo el paraguas de la comunicación alternativa qu
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e defiende una mayor democratización y justicia social. La comunicación alternativa promueve el derecho a la comunicación para ejercer ciudadanía activa así como la necesidad de incorporar en los medios a la diversidad de voces procedentes del conjunto de sectores sociales. En este sentido, el documental social participativo es una herramienta concreta de comunicación alternativa que facilita el acceso de colectivos sociales al derecho a la comunicación con una calidad conveniente [...] Lo que pretende la Guía es sistematizar los conocimientos y nociones básicas para que estén al alcance de la persona formadora y/o del grupo. También recoge sugerencias acerca de cómo estructurar las formaciones y la realización del documental fruto de la experiencia de decenas de procesos de realización de documentales. Al juntar conocimientos y sugerencias, la Guía espera facilitar que diversos colectivos se embarquen en la experiencia de realizar su propio documental. La Guía se dirige a las personas que facilitan y acompañan los procesos de realización del documental social participativo y/o a los propios grupos. Contar con una persona formadora facilita mucho las cosas y la Guía le permitirá estructurar el proceso. Aunque un grupo también puede asumir el reto de realizar un documental de manera autónoma, es este caso, la Guía puede acompañarle." (Introducción)
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"This booklet documents the participatory video methodology as an affordable and easy-to-use video tool enabling community members to record their experience and strengthen their own knowledge on disaster risks and climate change, as well as to increase their capacity to act on that knowledge and se
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cure change." (commbox)
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"Harnessing the Power of Videos is a training toolkit for community-based organizations on how they and the adolescent girls they serve can use visual media and technology to tell their stories and those of their communities; to be heard; and, in the process, to be empowered through increased skills
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and self-confidence. This manual was designed in consultation with several organizations focused on promoting gender equality and improving the lives of adolescent girls and young women." (Introduction)
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"This ethnographic study of a participatory video workshop conducted with rural women in Fiji observed how communities engage with processes of production for empowerment, and the implications for dialogue, community building, and representation within Fiji’s fragmented multicultural society. The
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study found that rural women in Fiji integrate local norms and practices in the production of programme content, and use social capital – their relationships and social networks – as a key element in video production to highlight community needs and linkages. The content produced by the women gave significance to women’s work, their abilities, their skills, and their potential as income producers, as well as their empowering networks." (Abstract)
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