Community Interaction through Research: Developing a Community Based Participative Research Approach
Tony Naidoo, Basil May, Sandy Lazarus, Grant Demas, and Deidre Sauls1 & Fiona Filander, Reagan Kamfer, Annuska Klaasin, Searle Korasie, Jamie-Lee Martin and Lorenza Williams2
Presentation at the Stellenbosch University Community Interaction Symposium
2 September 2010
This presentation is a collective endeavour of the Railton Research Team. We would like to acknowledge the Railton Foundation, the Project Advisory Committee and Stellenbosch University for the equity and support in thedevelopmentand implementation of this collaborativeinitiative.
We also acknowledge the residents of Railton andpeople from the service sectors who participated in theactivities of the project.
OverviewIntroduction (Tony Naidoo)CBPR approachOrigins of the Railton CAP (Basil May)Research design & methodology (Sandy Lazarus)Research Process (Grant Demas)Benefits for the research team (Deidre Sauls)Lesson Learned (Tony Naidoo)
CBPR in the health field is a collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings. CBPR begins with a research topic of importance to the community with the aim of combining knowledge and action for social change to improve community health and eliminate health disparitiesKellogg Foundations Community Scholars Programme (p.2). Community Based Participatory Research
Community-based Participatory Research
Key principles of this approach:
Balance between research and actionResearch that is relevant to the communityPartnership between University and community members Learning and growing togetherBuild on strengths and resources of the communityFindings and knowledge are shared with all concerned
ORIGINS OF THE RAILTON COMMUNITY ASSESSMENT PROJECTIn 2006 Dutch benefactor formed the Railton Foundation (Netherlands) to fundraise for the Railton communityThe Railton Foundation Board was established in Swellendam to manage the funds from the NetherlandsAt local level Railton Steering Committee (5 people) was established to advise on local funding priorities Two projects were initially identified and funded: a Christmas band to develop instrumental music skills in Railton, and an audio-visual project to train individuals in the making of videos and DVDsAs original arrangement did not work effectively, the funder sought assistance from SU to assess and advise on how to determine funding priorities.
A new structure called the Railton Foundation Advisory Committee was subsequently formed. The university responded positively and a partnership with a MOU was established between the Railton Foundation and SU to form the Railton Community Assessment Project.Funding was obtained from the Railton Foundation (80%) and SU. In setting up the basis for the interaction between the community and SU, CAP established two structures: The CAP Advisory Committee and the CAP Research Team. Local students receiving bursaries from the Railton Foundation were recruited to participate in the CAPPersonal reflections as a community participant in the research process
CAP Research DesignThe development of the research design was informed by the research approach: Community-Based Participatory Research (CBPR). The design was therefore developed within an academic-community research team collaborative process.
It was also informed by the focus of the research: A community assessment, including the identification of community assets, priority needs and actions.
The research design, comprised ten phases:1. Preparation (Ethics processes, research training, marketing, and initial interviews)2. Historical & Current Contextual Analysis (Documents, school essays, Elders workshop)3. Community Asset Mapping Workshops (Youth, Adults, Elders, Services)
4. Survey Questionnaire (Youth/adults from 200 households, from 8 zones of Railton)5. Key Informant Interviews (Structured interviews with about 20 additional stakeholders)6. Photo-Story-telling (Historical sites/events and community assets)7. GIS Mapping of Community Assets (GPS location of key sites and community assets)8. Triangulation Analysis of Data (Pulling it all together around the four research objectives)9. Presentation of Findings and Recommendations (Community Meeting: 24 September 2010)10. Outputs (Community Report, Funder Report, Community Handbook)
The CAP Journey
They include ALL the stakeholders, namely:
Members of the Railton Community The Railton FoundationThe University of Stellenbosch The Research Advisory CommitteeThe Research team
1)THE ADVISORY COMMITTEE 2) THE 11 RESEARCHERS
Personal narratives Understanding the research context Learning the research methods (theoretical and practical aspects)Logistical Planning how the actual research process would unfold (what, who, how, when ,where?)Preparation and implementation of tasksRecording and Processing of dataReflecting and refining of processes Triangulation ...
THE ELDERS WORKSHOPTHE CHILDRENS ESSAYHuis Bloemfontein
Huis Bloemfontein is 85 years old and the oldest building in Railton. It was erected in 1925 (Shayne Jansen,7B), from clay, dung and sandbags. It has a thatch roof and bamboo ceilings. It is located at number 42 Sieglaar Street. The original owners were Jack and Anna Bloemfontein. They are deceased. Dorothy Bloemfontein, who was born there, is now 60 years old. Patrick Bloemfontein was the owner of the house since 1985. He died on the 21st of February 2001. The house has been declared a monument and was rebuilt with cement and bricks in 1979 by Dr Thompson and the Swellendam Trust (Michael Rossouw,7A).
RESEARCH METHODS TRAINING SESSION
IMPLEMENTATION AND CO-FACILITATION RECORDING AND PROCESSING OF DATA
DRAWING THE DATA TOGETHER
During the weeks that lie ahead the research team will pull the data together around the research aims and attempt to address any weaknesses or biases, whilst validating the findings and broadening their own understanding.
Reflections from the CAP Research TeamLearnings and benefits from the CAP research identified by the research team members:
Developing confidence, particularly in public speaking and public education (e.g. running workshops)Learning to work within a team giving of ones best for the sake of the team - developing accountability and responsibility and realising the value of drawing on a groups talents and distributing roles and responsibilities effectivelyDiscovering that Plans of Action help us to plan properly and be accountableDeveloping various skills relevant to our academic programmesLearning to do research, particularly within a community-based participatory research (CBPR) approach
Reflections from the CAP Research TeamLearning research methodologies that are relevant to community development and discovering how effective and fun it is to do data analysis together!Becoming aware of the value of community action research as an effective strategy for promoting social change and community developmentLearning to be flexible, making the most of what we have (e.g. working with a small group, or in a difficult environment)Learning to work with the local community learning to listen and be patient through conducting interviews and questionnaires in the communityValuing inclusion and collaboration, and keeping the community as the focusBecoming aware of the many needs in our local community, and becoming grateful for what I have
Lessons learnedBasil: Sandy: Grant: Deidre: Tony:
Lessons learnedBasil: Putting the proper processes and structures in placeSandy: CBPR benefitsGrant: Enabling empowerment in people for both researchers and the community membersDeidre: multiple gains for the researchers beyond merely gaining research skillsTony: history and CBPR, hope
PresentersRest of the teamPartnershipRailton tam drawn from SU students and Railton students studying at other institutionsRailton emblemCBPR approach
Glimpse of quite a complex process
Quite PROVOCATIVE CART0ON
Speaks toWhat research isHow research may be conceptualised from opposite sides of the divideWho are the researchersWho decides on what gets researched; the power dynamic between the researcher and the researchedThe relationship between the subject and object
To engage actively with these important issues, we purposefully adopted a CBPR approach
Key essences of CBPR approachHand over and intro to Basil*****