¡Adelante Jóvenes! Onwards Youth!

Empowering young women through Participatory Video in Honduras.

For Lewis, Peter and DenisThanks for the support.

Acknowledgements

Ana Luisa Ahern and O.Y.E- For interest and support

London Convocation Trust

‘Las Panchas’ of Los Laurea

All those of Los Laureles and El Progreso for their interest and support.

List of Tables

Table 1

Table 2

Table 3

Table 4

Table 5

List of Figures

Figure 1

Figure 2

Figure 3

Contents

Glossary-pimientera

IntroductionResearch Objective

Chapter 1-Theoretical ContextParticipatory Theory

Empowerment

Participation and Young People

Participatory Video

Research Rationale

Chapter 2-MethodologyContextual Background

Chapter 3-Participatory Process

Chapter 4-Empowerment

Conclusion

AppendicesAppendix 1- Participant Background

Appendix 2- Interview Formats

Appendix 3- Project outline, (planned and actual)

Appendix 4- Technical Equipment List

Appendix 5- Local newspaper cutting

Appendix 6- Film transcript and DVD of

‘Caminos de la Realidad’

Bibliography

Glossary

Casa de la Cultura- Cultural Centre of El Progreso

CRC

Las orillas- The river banks. The river bed was dry however fills during

heavy rainfall. The area was devastated during Hurricane Mitch in 1998.

La Prensa- The Local Newspaper for El Progeso.

O.Y.E- Organisation for Youth Empowerment.

Pimientera-

PLA

PRA

Unicef

Introduction

I remember being eleven. It was the school summer holidays and I had been enrolled in

week long video making workshop at Aberdeen Arts Centre. I remember little more. I

was the youngest in the group and do not recall touching the camera. I do recall my

disappointment when the workshop leader declared that we were going to make a film

about traffic. I cared little about cars, I wanted to film sea gulls and people. We might

have completed the film, I think it stopped mattering to me. It was the older boy, the

fifteen year old, that did it all anyway: he liked cars.

Still my interest in communications stuck, I became a ‘science communicator’ and

decided to work with young people. In 2001, as an ‘explainer’ at London’s Science

Museum, it was my daily duty to facilitate radio workshops in the Museum’s mock

radio station ‘On Air’. The elation that shone through teenagers' once glum masks, on

hearing their stories, their music and their voices back through the speakers was

infectious.

Also, when I was eleven we also had family friends from Mexico and I decided I

wanted to learn Spanish.

Sixteen years on, mindful of pitfalls yet aware of the potential of participatory

communication, I decided to travel to Honduras, to use Spanish and to help young

women make their own video. My life experiences have taken me in on unexpected

journeys in unexpected directions. I hope others can be empowered to start their own

journeys.

Chapter 1-Theoretical Context

Participatory TheoryIt is argued that, participation had become, ‘an act of faith in development …that is

rarely questioned’. Cleaver (2001 p36). Afshar (1998 p1) adds, ‘No longer can we

assume that an intervention will reap a positive outcome’.

Robert Chambers, has been a major proponent of the participatory approach to

development and research with his literature on participatory rural appraisal (PRA). The

premise is to empower the marginalised and powerless to engage in development

dialogues and processes; an alternative to the preceding unsuccessful top down,

positivist and disempowering approach (Chambers 1997).

Participation as a term has become ‘blurred’ through over use (Mikkelsen

1995). It’s use relates to people’s involvement in a range of areas, on a range of scales.

For a history of the participation paradigm (see Chambers 2005, 2006; Cornwall and

Guijit 2004). Despite this diversity, at the core of each participatory approach is the

concept of power (Chambers 2005). The main underlying philosophy of PRA or PLA

(participatory learning in action) is that of Paulo Freire and his idea of

‘conscientisation’ (developing a critical consciousness) which is thought fundamental

to the notion of empowerment through participation. Freire (1972, p47) stated that;

‘To surmount the situation of oppression people must first understand its causes, so that through

transforming action they can create a new situation, one which makes possible the pursuit of a

fuller humanity’

Participation can be considered, a means to an end or an end in itself (Ackerman et al

2003, Hart et al 2000). Different projects place different emphasis on the process and

the outcome, as shall be seen with regard to Participatory Video (P.V). The idea of

participation as an end in itself assumes participation leads to grassroots

‘empowerment’. REFLECT (Regenerated Freirian Literacy through Empowering

Community Techniques) takes this approach (Cottingham et al 1998). Yet participation

has been applied both faithfully to this underlying ethos and in a tokenistic way,

towards goals of ‘efficiency’ in achieving instrumental outcomes with empowerment a

forgotten aim (Bell 2003, Mikkelsen 1995).

What might be meant by empowerment shall be discussed later in this chapter.

In the late 1990s criticisms caught up with practice, addressed in Cooke and

Kothari’s, ‘Participation: The new Tryranny?’(2001). Responses and further

contributions to these debates can be found in accounts by Ute Buhler (2002) and

Hickey and Mohan (2004). One criticism was that ‘communities’ were regarded as

unified entities with little consideration for the conflicts and power dynamics acting

within them (Cleaver 2001 p45). Cooke (2001 p102-120) consults social psychology to

identify phenomena, driven by power interactions within groups, which create barriers

to participation and empowerment or bias instrumental ends. One such phenomenon is

‘risky shift’, whereby groups are thought more likely to take bigger risks than they

might otherwise as individuals; another is ‘group think’ in which group dynamics may

reach ‘dysfunctional group consensus’ (Cooke 2001 p112). Practitioners are now

encouraged to be more critically reflective in their work (Scoones 1995, Cornwall and

Gujit 2004). Not only is it the methodologies under scrutiny, but it is realised that

attitudes and behaviours of the practitioner are critical in deciding the outcome of a

process (Chambers 2005, pp115, Kumar 1996). The practitioner in a participatory

project should be a facilitator or catalyst (Chambers 2005). Transparency, humility and

an ability to be self critical are identified as qualities held by a good facilitator, others

are listed by Chambers (2005), Kumar (1996) and Alliance (2003). Braakman

summarises the facilitators role:

The main aim of the facilitator should be to ensure a fair, inclusive and open process that balances the

participation of everybody and establishes a safe space.

Brackmaan (2003)

Shaw and Robertson (1997 p35) speaking specifically of P.V note how the attitudes of

the facilitator expressed in ‘gesture, word and deed’ can affect a process to the extent

that ‘…two workers with different perspectives could run the same project with

opposite effect’. Consequently the facilitator can determine whether or not a

participatory process in empowering.

Empowerment

A repeatedly stated benefit of participatory methodologies is that they ‘empower’ the

marginalised. ‘Empowerment’ is another term that has been adapted through overuse

and can mean different things for different actors. Ashfar (1998, p2) calls for critical

evaluation of the term itself. Empowerment can relate to: psychological, social,

cultural, economic and political dimensions (Oakley and Clayton 2000, UNESCO

1993, p8) and on scales from the state level down to the household (Narayan 2005, p6).

This project is interested in gauging empowerment at an individual and group level.

The conventional use of the term has meant, ‘bringing those outside of the decision

making process into it’ (Rowlands 1995, p102). This places a strong emphasis on

accessing political and economic resources, what Diener and Diener (2005, p134)

would term ‘external empowerment’. Oaxal and Baden (1997) accuse the United

Nations Development Programme of this ‘instrumentalist’ slant in their overview of

empowerment in development. Different emphasis is given to the intrinsic value of

empowerment or instrumental ends (Petesch et al 2005, p40) Goodwill and Hulbert

(1992) write of the empowerment process of ‘battered’ women in a group therapy

setting. It was recognised that self empowerment was a missing component in the lives

of these women and empowerment was celebrated for its intrinsic worth.

Diener and Diener (2005) show in their model (figure 2) internal and external

dimensions to empowerment. They argue that both are prerequisites for action. Sen

(1997) names these, extrinsic control and intrinsic capability and explains how one can

feed into the other.

Figure 2. Two types of Empowerment are Necessary for Deliberate Action

Source: Diener and Diener (2005)

Certain definitions claim that individual empowerment can lead to a new found

awareness, respect for, and desire to empower, others (Williams et al 1995 p234,

McWhirter 1991).

The process model of empowerment starts from a sense of personal power and

capability, (psychological or personal empowerment) which is hoped can eventually

lead to collective action (Batliwala 1993). Some believe empowerment can only be

‘self empowerment’ and can not be bestowed but generated from ‘within’ (Townsend et

al 1999 p24). Researchers agree that any analytical framework is somewhat arbitrary

due to the nature of empowerment:

‘…each form merges and overlaps with others and empowerment is fluid and unpredictable.’

(Townsend et al 1999 p26)

However they are useful in identifying changes. To understand empowerment it is

useful to consider the forms power can take.

Table 1: Definitions of power and empowerment in practice

Understanding of power Implications in practice

power over conflict and direct confrontation between

powerful and powerless interest groups

power to capacity building, supporting individual

decision-making, leadership etc.

power with social mobilisation, building alliances and

coalitions.

power within increasing self esteem, awareness or

consciousness raising, confidence building

from Rowlands(1997a p)

This framework parallels Freirian ideology. The ‘power over’ aspect of power is

dubbed a ‘zero sum’ power in which in order to gain power another is ‘disempowered’

(Rowlands 1995). This is distinguished from the other three forms by Nancy Hartsock

as being ‘domination’ rather than ‘generative’ (Rowlands 1997a p12). ‘Internal

oppression’ is an expression of ‘power over’, not easily observable but just as

significant as visible barriers to empowerment (Rowlands 1995) the process model

incorporates this less discernable personal level.

A complementary framework provided by Rowlands (1997b p23-24) stems

from a grassroots programme and explores empowerment as it exists within three

relational dimensions:

Table 2: Forms of

Personal

Power

As women develop a sense of confidence and ability and overcome

internalised oppression.

Relational

Power

As women improve their abilities to negotiate and influence the nature

of relationships.

Group

Power

Where women work together for goals they could not achieve alone.

(taken from Rowlands 1997a, p15)

Rowlands (1997b) identifies certain ‘core’ ingredients within each dimension deemed

necessary for any participant to progress down an empowerment path (see table 3).

Also identified are factors which might ‘inhibit’ or ‘encourage’ the process. These

might be within the participatory environment or external pressures.

Table 3. Core Values Necessary for Empowerment.

Core values Example of EncouragingFactors

Example of inhibiting factors

Personal

Empowerment

Self-confidence Self esteem Sense of agency Sense of ‘self’in

a wider context Dignity

Development of literacy skills.

Sharing of problems and support.

Being part of a group and participating in its activities

Healthproblems

‘poverty’ Lack of control over use of time. Childcare obligations

Collective Empowerment

Group identity Sense of

collective agency.

Group dignity Self

Animators from within the group.

Analysis of own context.

Non-

Dependency on key individuals. Active opposition

organisation and management.

prescriptive support from agency.

Relational Empowerment

Ability to negotiate

Ability to communicate

Ability to get support

Ability to defend self/rights

Sense of ‘self’ in relationship

Dignity

Knowledge of rights.

Sharing problems with other women.

Peer pressure/support

Cultural expectations

of women ‘internalised oppression’

Adapted from Rowlands (1997a) pp112-120

Empowerment is a concept employed within other disciplines such as

psychology and education. Key authors writing about participation and empowerment

in the psychology field include Zimmerman and Rappaport (1988). Developmental

psychologists in the west have found that self-esteem and identity are important factors

in whether a person will seek personal development and is especially important within a

period of adolescence (Scales and Leffert cited by Eccles et al 2003, p396). Caution

must be taken when using theory derived from western contexts (Chawla and Kjorholt

1996, Hart 1998 p27) However, the fact that psychology and participatory literature are

so divorced was criticised by Cooke (2001). This paper therefore draws upon the fields

of developmental psychology and learning theory with caution. Such as when reference

is made to Vygotsky’s learning theories in chapter 3.

Participation and young people

Children’s participation is relatively new on the development agenda. A ‘watershed’

was the United Nations Convention on the Rights of the Child (CRC), ratified by all but

two countries (Chawla and Johnson 2004, Chambers 1998 pxvi, Ackerman et al 2003).

The CRC contains clauses which directly relate to the right of the child to participate,

formulate and express their own opinions in a medium of their choice. These are to be

awarded due weight accordingly as suited to the age of that child. (Unicef 1989, see

articles 12,13,14 and 15). These are employed to justify most youth intervention work

both in the Global North and South.

The CRC itself has met with some criticism not least because of its overly

generalised and western perspective of childhood (Cottingham 1998; Barker and Weller

2003). However it has placed children and young people at the heart of development .

Participation was the theme of the Unicef’s report ‘The State of the World’s Children’

in 2003 (Unicef 2003). Practitioners are being called to look for new ways of engaging

these groups into processes and to allow young people to exercise their ‘voice’ (Barker

and Weller 2003, Mayo 2001). Ackerman et al (2003) explain why children’s

participation is important to community development and provide a frame work to

understand what is meant by participation in this sense. However, Mayo (2001) and

others fear that there are too many examples where young people are engaged in

dialogues in only a token sense. Hart’s ladder of participation, which builds on

Arnstein;s earlier ladder of citizen participation (see Pridmore 1998, p308 ), illustrates

the varying degrees in which youngsters might be engaged in a project and what can be

considered genuine participation.

Source: Hart 1992 from Ackermann et al 2003

In specific reference to P.V, Faulkner (1998 p88) concedes that more participation is

not necessarily better but that the optimum level can be determined by ‘three pillars:

1-Children’s interest and perceived benefits of participating

2-Adult willingness for children’s participation

3-Enabling factors- ability and feasibility’

Chambers (2006 p114) agrees stating ‘Too much participation can be a tyranny. It can

take excessive time…It can be tedious as well as exhilarating’. Yet it remains the

challenge is to ‘find ways in which children’s ideas and perceptions can be expressed in

their own terms without being blocked or misrepresented’ (Boyden and Ennew 1997 p

37)

O’kane (1998 p37) acknowledges difficulties and discusses the relationship

between adult facilitators and young participants. The main challenge is overcoming

power inbalances and ensuring ethical conduct. Ethical issues are addressed in Chapter

2.

Participatory Video

P.V is considered to have a great potential specifically for engaging young people

(Gordon 1998 p66). There is a fundamental difference between documentary making

for ‘social activism’(see Gregory et al 2005) and P.V. Johansson and De Waal (1996,

cited by Faulkner 1998 p88) makes the distinction simple:

‘P.V gives people a voice rather than a message’

One definition of P.V is supplied by Johansson et al (1999, cited in Kindon 2003)

‘A scriptless video process, directed by a group of grassroots people, moving forwarding

iterative cycles of shooting-reviewing. This process aims at creating video narratives that

communicate what those who participate in the process really want to communicate, in a way

that they think is appropriate.’

Steve Goodman working with youth in the United States says, ‘There is something

about film that captures life, reframes and positions it’ (Tolman and Pittman 2001 p67).

With this and other qualities P.V has great potential to catalyse critical awareness and

the links to Freire’s ‘conscientisation’ become apparent. Chambers (2006) identified

‘empowerment through P.V’ to be a ‘frontier opportunity and challenge’ for 2005 to

2010. What is meant by ‘empower’ remains vague. Community arts projects have long

been recognised as opportunities for disseminating messages, engaging marginalised

groups and raising awareness (see Howard and Scott-Villers 2000; Boon and Plastow

2004 ; Santos 2000). However, decreasing equipment cost in the 1990’s saw a growth

of P.V in both the ‘North’ and the ‘South’ (Gregory 2005 p xii; Cheryl McEwan 2006,

p233) Whilst offering similar benefits as other arts projects P.V has some unique

qualities, (outlined by Lunch and Lunch 2006) which include; the fact that P.V is

powerful in communicating ‘horizontally’ and ‘vertically’ , that it is exciting and

engaging and it ‘amplifies’ the ‘voice’, as the message is propagated to a wider

audience (Lunch and Lunch 2006 p12). Nor does it demand high literacy skills (Huber

1998).

The versatility of P.V is its strongest asset. It has been applied both in research

(see Kindon 2003) and in community development. P.V can be applied to processes of

public consultation and decision making, advocacy and knowledge sharing within and

between communities (Lunch and Lunch 2006 p11; Cheryl McEwan 2006, p233 )

Shaw and Robertson (1997) and Lunch and Lunch (2001) recognise, it can also play a

role in an intrinsic, therapeutic sense with mentally ill or ‘at risk’ youth groups. Kindon

(2003) recognised that participants in her research started displaying ‘feelings of

empowerment, agency and self worth’ The Self-Employed Women's Association

(SEWA) is a trade union of women working in Gujurat in India in the informal sector.

Through P.V projects women have experienced personal and group development

through the production process as well as meeting instrumental opportunities such as

providing video evidence in court and education and knowledge sharing.

(Communication for Change 2003).Varying degrees of importance are lent to the

finished product or the process depending on whether main goals are ‘transformational’

or ‘instrumental’ (Mikkelsen 1995 p63, Huber 1998). Some identified benefits of P.V

for young participants include:

The opportunity to learn new technical skills

The opportunity to develop creativity and artistic skills, communication skills and

team work skills.

It can challenge power dynamics such as through interviewing community

authorities and being behind the camera.

Fun (attracts young people)

The opportunity to develop a sense of self-esteem, pride, confidence and spirit in

presenting themselves to the outside world for the individual and the community.

A lasting product at the end which can be viewed at other points in the future and

shared with others.

(Garthwaite, 2000)

Shaw and Robertson (1997 p24-25) would add to this list that video can construct and

order ideas, if used as a ‘disciplined form of investigation’, it can ‘focus attention’ and

‘stimulate interaction between the group and their surroundings’. Garthwaite (2000)

lends importance to a high quality final product and an opportunity to screen it to an

audience. He states that this gives the video a wider significance, which can often affect

the whole community. This is especially the case if the film is made for advocacy

purposes (Gregory 2005 pxv). Although there is much positive documentation about the

application of P.V there has been little literature on the subject (Huber 1998).

There are some specific technical demands on facilitators of P.V (Shaw and

Robertson 1997 p34). The technical aspect is a fundamental difference to other

participatory methods:

“We” are not teachers or transferers of technology, but instead convenors, catalysts and

facilitators. (Chambers 2006)

Contrary to Chamber’s assertion a P.V facilitator is a ‘transferor of technology’ which

might have consequences on facilitator/participant power dynamics.

Rationale

There are a number of points and assumptions that have remained relatively unexplored

within the fields of participatory theory, empowerment and P.V. I see the potential of

P.V as a tool to reach across scales from internal to external empowerment, horizontal

and vertical communication. There is a call to find new and engaging ways to reach

marginalised groups such as women and young people in ways which are culturally

appropriate (Chawla and Johnson 2004). Both young people and gender are relatively

new considerations within the development literature. Adolescence is now identified as

important and unique stage to consider in women’s empowerment (Presser and Sen

2000 p7). Lessons learnt from the hasty proliferation of participatory practice in the

1990’s calls for practitioners to reflect critically on their work, methods, attitudes and

behaviour (Chambers 2006,Gujit and Cornwall and Fleming 1995, Koning 1995,

Kumar 1996). As Huber (1998) discovered there is a dearth of such literature relating to

P.V. Coupled with this there has been little exploration of the links in practice between

participatory processes and empowerment (Cleaver 2001 p36, Bell 2003). This research

aims to learn from previous errors and take a pragmatic view of P.V as a tool, myself as

a facilitator and empowerment as an end in itself.

Research objective

To conduct a qualitative evaluation of a P.V process conducted with young women in

Los Laureles, El Progreso, Honduras.

Research Questions

To what level is the process participatory?

What role does the facilitator play?

What are the constraints on the participatory process?

Can P.V empower participants and in what way?

Chapter 2-MethodologyThis Chapter provides an overview of the case study context and justification of the

research methododology employed for assessing participation and empowerment.

Appendix 3 provides an overview of the conducted P.V process, this methodology

shall be discussed within chapters 3 and 4.

Contextual Background

HondurasNearly two thirds of Hondurans live in poverty and nearly half are classified

extremely poor (World Bank 2006) As in most countries of Latin America, Honduras

has a strong patriarchal culture. Los Laureles is one of the poorer districts on the

outskirts of El Progreso (the third largest city in Honduras). It consists of 50-100

homes made from a mixture of cement, corrugated iron and wood. Household

incomes are mainly based on informal activities such as low scale agriculture, factory

work in the textile industry or, as in the case of most participants’ families, reliance

on remittances sent by migrant family members in the United States of America.

O.Y.E (The Organisation for Youth Empowerment)O.Y.E is a small grassroots, United States, non-profit, public charity based in El

Progreso, Honduras O.Y.E has been running since September 2004.

O.Y.E’s mission is to:

‘Give orphaned and impoverished abandoned youth, especially girls, the tools to bring them out

of poverty and to lead fulfilling, self-sufficient lives’

They seek to achieve this through a range of (empowerment) programmes, providing

both material resources and moral support. These include provision of educational

scholarships and economic support, health education and arts programs. Recently

O.Y.E conducted a photography project with children from a local orphanage. They

were looking to branch into video activities.

(O.Y.E n.d)

ParticipantsThe decision to work with a group of young women was made mainly for reasons of

access; since males tended to be, either at work or school on weekdays. I also felt it was

important to work with a relatively homogenous group by gender and age as the

diversity within these groups is too often neglected (Chawla and Johnson 2004, Mukasa

and Van der Grift-Wanyoto 1998 p279, Gordon 1998 p66). Gender power dynamics

were not directly addressed by this project nor discussed by the participants and so are

not considered in this paper although as Rowlands (1997a) shows Honduras is a

patriarchal culture in which women’s rights (see

http://www.un.org/womenwatch/daw/cedaw/) are not always exercised. For a

discussion specifically about gender and empowerment in development see Akekar

(2001).

I intended to work with a group of adolescent girls although the process of

selection meant that the group was composed of a wider age range. Before my arrival to

Honduras participants volunteered themselves by signing their name to a sign posted in

a charity funded after school study centre in Los Laureles. ‘Film making workshops for

girls’ were advertised (no specified age limit). Seven young women signed their names,

not all under 18 (therefore not all ‘children’ under the CRC) Despite a gap of sixteen

years between the youngest (13) and eldest (29), participants were an already

established friendship group; therefore I made the decision to include all seven.

The selection method meant that participants were likely to be from households

nearby the study centre and to attend school. Also the fact that participants already had

a relationship with O.Y.E suggests that they were the more motivated of the community

and those with the time to dedicate to the project. Due to time constraints however it

was not feasible to target the more marginalised members of the community.

Six of the participants attended school together at the weekend, the youngest;

Juana attended classes on weekday evenings. All recently started attending O.Y.E’s

Friday afternoon youth group but none of them had participated in any of O.Y.E’s arts

programs and so had limited exposure to workshop scenarios and the arts in general.

All had a reasonable level of literacy although some were more able and confident in

these skills than others. Further contextual detail is available in Appendix 1.

Overview of ActivitiesI met with the girls most weekdays through June 2006 for at least 2 hours. Workshops

were more structured towards the beginning of the project to allow for rapport building

and learning technical skills. Towards the end of the project there was more flexibility

on the time and location of project work. The participants gained more autonomy as

their skills and confidence grew. I equipped myself with a range of suitable activities

before entering the field yet remained flexible and inventive in the workshop plan so as

to adapt to the needs of the context. Appendix 3 provides an outline of the activities and

tasks conducted throughout the month. Lunch and Lunch (2006) and Shaw and

Robertson (1997) provide practical advice for conducting P.V workshops. Other

literature, which I referred to for technical advice were Hampe (1997) and Rabiger

(2005). A list of the technical equipment used is available in appendix 4. On

recognising that participants did not have sufficient computer skills or media literacy I

edited alone. A useful reference was Sengstack (2004). Most sessions were conducted

in a classroom or the grounds of the study centre.

Assessing Participation and Empowerment

Constraints on methodsI had hoped to conduct two focus groups, at the start and end of the process, in order to

generate further ideas and lend transparency to the research. It became apparent that

group work did not elicit much emotional reflection. Participants seemed unrehearsed

in relevant vocabulary and preferred the reassurance, encouragement and closer

guidance they received in one on one situations.

Empowerment is recognised as a difficult thing to measure and often what is

actually measured are proxies of empowerment (Narayan 2005 p15) These indicators

are context specific (See Oakley and Clayton 2000) I felt it important that indicators

were participant generated however, this proved unfeasible. I now feel that

predetermined indicators might have biased participant response. The use of open

ended indicators has been an emerging method since the late 1990’s (See Oakley and

Clayton 2000) this was the approach the research eventually took to determine change

in relation to empowerment.

Data SourcesThe evaluation was triangluated through the use of primary data sources:

Participant observations and field diary.

I attempted to keep an up to date electronic field diary, noting key aspects of our work

each day, such as:

Decisions made and how.

Dynamics within the group.

Reflection on my role within the process.

See Boyden and Ennew () for a more comprehensive list.

Notes made during the workshop scenario were minimal as I was busy facilitating and

participants were distracted by and at times mistrusting of my English scribblings. For

these reason I was mostly reliant on personal recall hours after the process to place.

The field diary was also a valuable personal emotional outlet.

Semi structured interviews

Interviews were conducted at various points during the process as shown in table 4.

Table 4. Interviews conducted within research

Stage of

Process

Who with? Intention

Beginning Every participant To understand participant background.

Middle Two of the participants To identify problems with the process and

provide some longitudinal understanding

of the project’s influence on the

participants lives.

End Every participant To reflect on the process from a participant

perspective.

Some preferred using visual techniques more than others, even if not completed these

provided useful frameworks for discussion. Initially Participants were not

comfortable with my direct questioning and seemed concerned to get the right

answer. I tested the use of discussion cards in the midway interviews, which proved

successful. See Appendix 2 for interview formats.

For an overview of these ethnographic methods see Bryman (2004 ch14 and 15).

Participatory evaluation methodologies were adopted and adapted from Boyden and

Ennew (1997), The Heritage Lottery Fund (2005) and Chambers (2002). All interviews

were recorded by digital voice recorder with consent. Interviews and workshops were

conducted in Spanish and I am responsible for all translations in this paper.

EthicsThere are specific ethical concerns to be considered when working with young people.

These are mainly issues of, informed consent, confidentiality, privacy and access,

Thomas and O’kane (1998), Punch (2002) and Ackerman et al (2003).

Table 5. How Ethical concerns were addressed in this research.

Ethical concern How addressed

Informed Consent I explained the research objectives and my motives to participants at

the beginning of the project and referred back to these throughout the

project and before each interview. They had an understanding of

university and knew that I was a student who had to write a paper. I

sought consent to use material after each participatory task and

interview. This was often freely given.

Confidentiality Participants were informed that they were not obliged to disclose any

information they did not wish to and that any information they did

disclose would remain anonymous. A couple of participants did

disclose personal information which they did not want their parents to

know about. They checked that this information could remain

confidential.

I was more concerned than participants with confidentiality within

the group. Often they would tell me personal information about each

other.

Participants chose to have their names put in the end credits of the

film, however, through the rest of this paper pseudonyms have been

used.

Privacy Privacy was difficult to achieve. When conducting interviews it was

difficult to achieve sufficient privacy. Most interviews were

conducted at a desk in an alcove of the school building, however,

there was frequently disruption from family members and younger

children

Access The project was recognised as being associated with O.Y.E. O.Y.E

had previously sought parental permission to conduct work with the

girls and so I agreed, on consultation, with the participants not to

approach their parents. Although I made it known that I was willing

to if need be and was asked to speak to Julieta’s mother on one

occasion.

Chapter 3- Participatory ProcessAn ideal participatory process must aim to be inclusive, democratic and to challenge

existing hierarchies. Reaching this ideal was constrained by obstacles which acted upon

and compromised each decision. These ranged from technical and time constraints, to

internal group dynamics. The participants’ goal, to have a completed film to show to a

public audience by the end of the month, put a further pressure on the process. This

chapter examines some the challenges we faced as individuals and as a group towards

reaching this objective; the show via participatory and hopefully empowering means.

The Group

At a preliminary informal meeting with the group I sought informed consent by openly

stating my personal aims and objectives. One participant arrived late and so I asked

another, Alma, to recount what I had said. This allowed me to check their

understanding, which seemed to be good. All participants verbally agreed that they

would like to be involved. We agreed that sessions would start at 2pm the following

Monday, which would allow participants to complete household chores beforehand. I

envisaged coming to these decisions through a participatory timetabling exercise (see

appendix 3). I am now doubtful as to the value this would have added to the decision.

All participants seemed willing to share and not to require anonymity from one another

with participants willingly jumping in with questions and comments. The task I had

considered seemed patronising and overly time consuming. Considering the age gap

between participants there was little disparity in interest and ability than one might

expect in a Western setting. Yet a hierarchy was at play which challenged the ideal of

‘equality’ within the group. Juana was younger and bright but not as integrated into the

group, who regarded her as ‘infantile’ at times. Dynamics such as these affected the

day-to-day group process. It was my responsibility to address these imbalances of

power, however this was not always within my control as I will later illustrate.

Initial interviews did not expose the nature of the relationship between Omara

(the eldest participant) and the others. I asked Lucia and Cristina about their

relationship with Omara. They smiled at her name and articulated what a good friend

she was to the group. It had been Omara that had motivated the girls to enrol in the

project. Still I was concerned; she appeared to be a dominating and strong willed

character with a disproportionate influence on decision making.

Omara arrived late but soon had the floor, her face remained serious and her questions direct

and uninhibited… I definitely sense that she is a strong force. I felt dissempowered around her!

(Field diary 2nd June 2006)

I got out the coloured pens and put them in the centre. Each had a piece of paper. Omara went

straight for the pink pen and got it! A sigh went around the table.

(Field diary 5th June 2006)

Her dominance usually went unnoticed or unchallenged by the other participants

hinting at an unspoken age hierarchy revealed at the end:

S-What role did Omara have in the group?

J-…sometimes the girls (Alma and Juana) didn’t pay her attention, Because she is older we are

supposed to pay her more attention and listen …so I told them, Omara is older than us we have

to pay her attention.

S-Do you think Omara has more power to tell people what to do, to direct because she is

older?

J-Yes

(End Interview, Julieta, 5h July 2006)

The group showed a strong desire to share an identity and chose a name for themselves;

‘Las Panchas’. All participants seemed in accordance as I made eye contact with each

in turn. I was unaware at that time that this was the nickname of Omara. They had

chosen her identity to be the group identity.

Groupthink

Throughout the month I was surprised at how much consensus and unanimity there was

within the group. I believe this was a symptom of a range of dynamics and issues at

play. One being, the fear of being shown up in front of the group, what Cooke (2001

p115) would call ‘self censorship’:

When I wanted to express myself during the project….

It was difficult; I was scared that they would laugh at me.

Did you always feel this until the end of the project?

Not so much but yes.

(Julieta, discussion card exercise, 5th July 2006)

Even through anonymous voting we found unanimous consensus. The decision for the

theme and aims of our film shaped the entire project. Having encountered inertia and

uncertainty in group brainstorming exercises I divided the group into two for this task.

Each group was invited to list important issues relating to their lives in the community.

I moved between the groups to facilitate, congratulating and prompting when required.

Lucia and Juana, in one group, generated a list of seven ideas, which included

delinquency, drug addiction and illegal logging. Omara’s group generated one idea,

poverty. My attempts encourage further thought were unproductive. Omara

emphatically argued that poverty was the only sensible option.

The group convened to discuss the pros and cons of each idea. I struggled, through

forcing eye contact and focusing on other participants, to prevent Omara from eclipsing

other suggestions. Everyone listed their top three ideas in an anonymous vote. The

result was a unanimous vote for poverty. I quizzed participants as to why they had

decided on poverty. The responses were vague and reminiscent of Omara’s argument

earlier; because poverty is everywhere, it is the most important issue in our community.

There are children without food.

Whether or not this was evidence ‘dysfunctional group consensus’ (Cooke 2001 p 112

or see chapter 1?) the decision had been made ‘democratically’ and, by the end of the

process each participant expressed ownership of the idea.

I feel… about the subject of the film.

It was a decision of mine because we took the opinion of everyone and we all said poverty To

transmit messages to other people so that they help to make things better.

(Lucia, discussion card exercise, 4th July 2006)

Perhaps although group think was at play ‘functional group consensus’ had been

achieved.

I was unable always to ensure decisions were inclusive. Ana, the director of

O.Y.E, had proposed to participants that the film be shown in El Progreso’s cultural

centre (La Casa de la Cultura). I was unable to control this outside influence nor the

process whereby participants settled on the idea. Alejandra informed me of the

decision. I looked around the room, ‘Is everyone happy with that?’ (a question

guaranteed to silence any dissenters). I was met with nods and grins. Perhaps this was a

welcome sign of autonomy, however, I could not know how inclusive the decision

making process had been. Quickly, before football practice, I threw in one last question:

‘Who do you want to see the film?’ Alejandra suggested “rich people, so they see that

there is poverty and what it is like”. Juana jumped in “Yes because they do not always

know and then they can help”. Participants did not seem willing to explore matters

further. Decisions had been quick and rushed, not what Chambers (2006) would

recommend.

Adapting to each other’s expected roles

As an experienced facilitator of informal learning settings and having taught English as

a Foreign Language I arrived, equipped with soft skills and attitudes transferable to the

demands of participatory learning. However there was a mismatch in how I presented

myself and how the participants expected me to behave. I was not to dominate, to be

transparent, and to hand over the stick as soon as possible. The participants were used

to a more autocratic structure whereby they were passive learners. Chawla and Kjorholt

(1996 p ) recognise this necessitates adjustments:

‘Both children and adults need to develop new understandings and dimensions of their

relationship with each other, as well as new skills of communication and information

processing’

It was evident that the participatory environment created a sense of uncertainty within

the participants. After the first session Cristina enquired whether I was angry with her.

She had giggled during the session and accidentally sprayed Pepsi over the table. This

is representative of an initial period in which both the participants and I were sensing

where boundaries lay. Initially they also seemed to position me apart as the expert.

Omara did not trust what she learnt from other participants:

We sat outside in a circle, I asked Omara to unpack the camera. She started hesitantly. “No! I

can’t!” Omara said, she had missed that session so I had asked Alma to show Omara how to set

up the camera… “ I don’t learn from them, I can only learn from you.”

(Field diary, 14th June 2006)

Establishing rapport and respect was crucial in aiding participants to gain confidence in

the participatory environment.

Charity Manyau (1998) conducting participatory work in Zimbabwe recognised

that it took longer for adolescents to ‘unfreeze’ or to display trust than other

participants. I experienced a similar reticence in the participants. Ice breaker games

went some way towards achieving this but I think the most simple and successful tool

of all was the ability to chat and share stories. Hair, nails and celebrities were topics of

great interest. I felt success in relating to each participant on a level which was informal

yet met their personal abilities and needs for reassurance and guidance.

Not only was I a ‘transferor of technology’ I was also an elder and an outsider

which were barriers to positioning myself as an equal. Being a non native Spanish

speaker, however, helped establish a reciprocal learning relationship. All happily

corrected my language errors. By playing right wing in their team’s first ever football

match the girls had an opportunity to see my less passive side which gained their

respect. I underestimated the significance of such social moments, which were often

what participants looked back on most fondly.

Which day was your favourite?

The day we filmed the drama because we were all together and we didn’t fight. Even eating the

jelly and looking at the magazine about nails.

(Julieta, end interview 5th July 2006)

When we were in the garden with the plate of mango, I liked that day.

(Cristina end interview, 4th July 2006)

By the end of the project I had met a happy medium; friend and teacher.

What is it like in school?

It is like this, almost the same, you told us what to do like in school and you gave us a break like

in school and we would chat for a bit before starting again like in school. But the teachers are

more strict but you are like one of our friends.

(Cristina end interview, 4th July 2006)

My relationship with Sian is…..

Good. We understand one another. I tell you a problem and you understand like on Thursday

when I couldn’t come to the Mayor you understood the problem I had. We both understood each

other.

(Lucia end interview, Discussion card exercise, 4th July 2006)

I felt that the role and position I played for the participants would shift depending on

their individual needs, the composition of participants present as well as the demands of

the task at hand. I made a concerted effort never to reprimand any of the participants

despite encountering a lack of interpersonal and communication skills that I had

expected, which illustrates how inappropriate it can be to translate expectations from

one context to another. I chose to address disruptive group behaviour by encouraging

personal reflection or via peer correction. To some this was conceived as weakness.

O-‘Sometimes we were lacking seriousness.’

S- Was there anything that you think I could have done?

O-Yes I think that you are a very lovely person but from the beginning you lacked character…

you had character but right at the end…I think that you were too tolerant with us.

(Omara, end interview,4th July 2006)

I had tried to draw upon teaching techniques such as varying the pitch of my voice and

moving around the room. At times this worked but mostly it failed. I was concerned

whether by failing to impose boundaries I had created a less safe and secure

environment. The fact that the participants themselves had been able to set their own

boundaries freed me of some of this concern.

The Pact and participant behaviour

A Pact was devised and signed by all, including myself at the beginning of the project.

This helped engender a participatory culture to which the participants were committed.

All ideas within the Pact were the participants’ own yet touched upon some critical

points considered necessary for successful participation.

The Pact created a behavioural model to which the participants were committed. It also

provided the opportunity for self reflection and correction without my playing an

authoritarian role.

“I feel that all the ideas in the Pact were ours, although sometimes we forgot what we wrote in

the Pact after we would talk about it and remember it... We aren’t perfect but we learnt a lot

from the Pact.”

(Omara end interview, 4th July 2006)

“Did you have a favourite day?”

“Every day was good because every day we learnt a new thing, like the Pact; there we learnt

how to behave together.”

(Lucia end interview, 4th July 2006)

At the beginning of the second week, having witnessed the tensions and power

dynamics within the group we revisited the Pact and reflected on our progress. At other

times the Pact was quoted by participants, such when one group failed to record any

sound, Cristina reassured the group that it was okay, that they could learn from the

mistake.

The participants were not shy of chastising one another although this seemed to

work down the hierarchical ladder, out of my view yet in my name.

Juana and Alma were often accused of fighting and disrupting the group:

Was there anything that annoyed you?

Extracts from Group Pact

Have good communication

Learn from one another

Learn from errors

Respect one another

Take decisions democratically

To work well in a group

Learn to listen

(Signatures removed)

It annoys me when the girls start to fight. At school I said to them ‘What will Sian say if you

start fighting? You are doing this because you wanted to learn, not to fight. We have to show

her what we know’ then ‘Ah yes, yes they would say’.

(Lucia, discussion card exercise, 4th July 2006)

“I spoke to her (juana) and said look Juana what’s up because Sian feels bad when you don’t do

anything we can’t say anything to you because you get angry and we feel bad too because we

are supposed to work in a group and we needed to get on well...”

(Alma, discussion card exercise, 4th July 2006)

On a couple of occasions I spoke to Omara aside from the others to try and address her

dominance over the group. I explained my reasons for posing questions that I knew the

answer to and that she might and help me elicit views from the others. To an extent this

worked, she developed the tactic of waiting for others to express opinions before

expressing hers. Towards the end of the project some older girls felt able to challenge

her dominant behaviour. Three days before the screening Cristina, Alejandra and I had

opportunistically utilised some free time to compose invitations This was a compromise

we decided worth making since time was very short. Omara did not appreciate this.

How did you feel the day of the argument.

It was really disappointing. I told Omara that it is not only her that can have good ideas and that

others have to think, not only her. She thinks that she is the only one that can have good

thoughts. Other times she got too involved…

(Cristina, end interview 4th July 2006)

Constraints and compromises

The decision for the finished film be to raise awareness of poverty in Los Laureles and

be shown to a public audience in the ‘Casa De La Cultura’ had raised expectations high.

We suddenly faced logistical and practical tasks other than just making a film. From the

participants’ perspective the process was a means to and end. Failure to meet that end, I

feared, would result in feelings of failure and be disempowering overall.

‘Lack of transparency, lack of follow up, unkept or unreasonable promises will foster

disillusionment.’ (Lunch and Lunch 2006)

Alejandra expressed this fear at her midway interview:

It worries me that….

A-Everything turns out bad.

S-What is the worst that could happen?

A-That it all goes wrong at the Cultural centre and people don’t want to support us. That they

think we are insignificant.

(Alejandra, discussion cards exercise, 4th July 2006)

For her, the end goal was what motivated her involvement in the project.

I would have been more involved in the project if…..

I think that doubt stopped me at the start. Then I heard that we were going to do a show that we

were going to have a screening I thought it was more important.

Its important because it is a reality...

(Alejandra, discussion cards exercise, 4th July 2006)

To ensure a film was made, of a standard worthy of showing a large public audience

and in which the girls would be proud required compromises on the participatory ideal.

Adjusting to ability

From the beginning of the project I found myself in a cycle of assessing participant

ability and knowledge and adjusting my role accordingly. Vygotsky’s idea of

scaffolding and zones of proximal development is useful in visualising the learning

process. In his theory, the zone of proximal development (ZPD) is the ‘the distance

between the actual development level and the potential development under adult

guidance or with more capable peers’. (Vygotsky cited in Ashman and Conway 1997

p97). ‘Scaffolding’ is the support which a more knowledgeable learning assistant

provides as the learner extends into their ZPD (Ashman and Conway 1997 p97). In the

context of learning technical skills I provided this through spoken instruction,

modelling actions and questioning to encourage reflection. Certain participants acquired

skills faster than others. These participants were then happy to instruct one another and

even take over my role when I wasn’t present in the third and fourth week.

‘we learn from each other if I see something and Julieta misses it I can teach her.’

(Lucia end interview, 4th July 2006)

Though handing over the stick and wasn’t always successful in terms of inclusivity;

S-Was it different on days when you filmed and I wasn’t there?

J-Yes

S-How?

J-They would fight over who would film.

S-Did you record?

J-No

S-If I had been there would it have been better or worse?

J-Better.

(Juana, end interview, 5th July 2006)

Juana later informed me that Alejandra had conducted most of the filming. This

surprised me; I though Alejandra to be more sharing. A degree of inclusivity and equity

had been sacrificed for the sake of engendering a sense of group ownership and power.

Schemas

To be able to visualise a finished video and the steps towards achieving this was outside

of the scope of the participants yet there were extra demands to have a finished film.

Planning, time keeping, working towards a long term goal and self organising, were all

skills that participants had never before had to practice. I would arrive for our sessions

at 2pm, participants would arrive around 3pm. Wilcox (1994) correctly states that

participants require guidance to develop confidence and skills and can not be expected

to perform complex tasks automatically. I realised that at this stage only I had the

ability to visualise the project timeline and the film itself. I tried to be transparent and

honest about every major decision I made, giving participants the opportunity to

suggest alternatives. But to make a twenty minute long ‘telenovela’ (soap opera) style

drama, as some of the participants expressly hoped, I knew was beyond our

capabilities; considering we had only one camera, limited computer memory and

limited awareness of concepts such as continuity, shots and cuts. For this reason I made

the decision to follow the film according to an interview style documentary schema.

Mayer (2000) stressed the importance of providing the guidance of a schema in her P.V

project with youth, conducted in the Mexican community of San Antonio in Texas.

This schema meant that participants could conduct a short drama, include footage of

their community and conduct interviews with community figures of their choice. I

hoped this would engage participants with wider perspectives relating to poverty.

Participants did not question my decision. It seemed to provide ‘scaffolding’ for their

imaginations to work within and to exercise new skills with less fear:

I showed Lucia a time line for the film and told her that the interviews could be the meat of the

film but that we needed bread; an introduction and conclusion. She was eagerly suggesting a

drama. One part at the beginning, one part at the end!

(Field diary 20th July 2006)

I was concerned this choice might undermine the project’s participatory status,

however, by ensuring that participants developed their own line of questioning,

storyboarded their own drama and recorded their own final messages, this schema

allowed the film to display participants’ ideas, skills and messages rather than my own.

Participant Technical Ability

As daily recipients of mass media I took it for granted that participants would know

what a cut was and were able to at least detect one. This was not the case. I had

mistakenly projected my western experience onto the context.

I went home and made a short film, without distracting noise or colour, of my

housemate making coffee using an array of cuts, angles and shot types. We made a

competition out of counting the cuts. This proved one of the most significant learning

points for participants.

“before we didn’t know about long shots and close ups and all that and now when I watch TV I

say look we now know how to do that. Because I learnt it all.”

(Lucia, end interview, 4th July 2006)

The Learning Ecosystem

Doyle and Ponder’s idea of the learning ecosystem (Ashman and Conway 1997 p97)

provides a framework in which all aspects of a learning environment, including the

learner, facilitator, space and materials, are considered holistically as providing either

successful or unsuccessful learning outcomes. The fact that the room was not

completely private, that I might have had little sleep or that the composition of

participants on any given day varied, all affected how a session might go. The diversity

of variables emphasises how vital it is that a facilitator thinks on their feet, remains

sensitive to the participants and the mood and can adapt accordingly.

The participatory environment can not be considered a vacuum. Compromises

to the learning ecosystem are not necessarily apparent. Outside issues could have a

strong influence on the process. Juana had a difficult relationship with her mother and

had been lying in order to come to the sessions (I did not realise at first):

You said you didn’t sometimes pay attention, why do you think this happened?

Because of what was happening at home and because of the problems I have.

(Juana, end interview,5th July 2006)

Discovering this justified my assertion not to reprimand participants in the way they

expected.

Due to unforeseen circumstances a preview screening for participants was not feasible

and so I feared that what was to be screened might not represent the ‘voice’ of the

participants. I feared they would feel disillusioned rather than successful and further to

this that the process had been more akin to a rushed participatory process like one

which seeks ends in ‘efficiency’ over ‘empowerment’ (Bell 2004).

There was a mismatch between my fear and participants’ perceptions:

How did you feel the day of the show?

I liked everything, everything because of what we recorded and what you had taught us,

everything was in there.

Did you think that the film had your influence?

Yes all of our influence, I was there at the beginning and at the end and also in the song, I was

there too! Even my Mum was in it!

(Cristina end interview, 4th July 2006)

At the end of the project I asked participants how influential thought I had been on the

finished product.

How much influence did I have on the film?

We chose it, we chose everything you never imposed anything we always chose everything.

You were very flexible with us very tolerant. Like a mother that says do what you want. You

never imposed.

(Omara end interview,4th July 2006)

In addition to the screening we received publicity on the local press, radio and

television. Juana herself initiated the our radio appearance by speaking to a local

reportor visiting the mayor at the same time we did. The whole process had been a

balance of technical and logistical and ideological components.

Whether the ends justified the compromised means and whether the means had intrinsic

value shall be discussed in the next chapter.

Chapter 4-Empowerment

This chapter shall examine how the project might have fuelled a process of

empowerment within participants and the group and how this may have been expressed

in actions, attitudes and aspirations. A generative, non zero-sum understanding of

power shall be employed as suggested by feminist literature (outlined in chapter 1).

Participants were not acquainted with the term ‘empowerment’ nevertheless many

changes attributed to the project may be considered indicators of empowerment

according to Rowlands’ framework (Table 3). Empowerment could be thought of most

simply as ‘positive change’ (Oakley and Clayton 2000). The participants were best

qualified to identify these changes, being those most familiar with their personal

contexts and best able to know which changes and actions might be significant. I shall

attempt to categorise the following observations according to the Rowlands’

framework.

The research method used encouraged more of a psychological analysis of

empowerment, however, the project reached political and social elements also, with

participants’ conducting interviews with the local mayor, having a community

screening and engaging with the press.

The film and screening themselves would be crude indicators of empowerment.

Such outputs could have been achieved had I dominated, made every decision myself

and rushed the process. The fact that the participants felt ownership and pride in the

finished product indicates that the process may have met the end of ‘empowering’ the

participants. Feelings of ownership are thought to be a sign that the participants felt that

the agenda was their own and feel committed to it (Wilcox 1994). Crucial also to

engendering an overall sense of personal or psychological empowerment is that the

participants’ goals were met (Diener and Diener 2005 p )This is echoed in educational

theory literature, (see Ashman and Conway 1997, p4). Indeed positive feedback from

friends and family fed into positive feelings about oneself and the group.

I never thought that I could……..

Do a film or that I could be in the newspaper! I never imagined this!

I gave everyone their copy. And everyone was really excited… To Lucia they said Wow! Lucia

is in the Prensa! (the local newspaper) People said to my Mum only stars get into the Prensa!

My Mum said “Only stars and the dead in hospital.” It made me really, really happy.

(Cristina discussion cards exercise, 4th July 2006)

Collective empowerment

Individualism was not strong in the mind set of participants. When I met the group

there was already some sense of unity and identity. Thanks to an already developed and

strengthening sense of collective agency certain participants, who may have otherwise

experienced disillusionment at being left at times, were able to a share a collective

success.

S-Did you feel very bad because you didn’t meet the Mayor?

J-Yes because I was worried! We needed his information. But you went the other day with

Juana and Alejandra, and got it so it is ok, I feel calmer now.

S-Even though you weren’t there?

J-Yes, because we needed his response.

(Julieta end interview, 5th July 2006)

This sharing nature extended to the participants willingness to teach and learn from one

another. Not all participants shared this sense of collective agency to the same degree.

Juana could feel ostracised by the unity of the others.

J-Then you feel that you were pushed out of the group?

S-Yes,

J-Until the end?

S-Yes

J-Why did this happen do you think?

S-Because of decisions, because they always wanted something different.

J-They always had the same idea?

S-Yes

(Juana end interview, 5th July 2006)

There were indications that the group itself had strengthened in some ‘core’ aspects

such as group unity, identity and collective sense of agency over the course of the

project. Maria, a teacher working in the after school centre and a member of the

community noticed that as a group there had been some notable changes in the

participants’ behaviour over the month.

“They have a light, its like a light. I have a lot of change in them, for example, now they go

about really united and they are almost, more awake too...before they would chat but only about

domestic things, now I listen to them and they are speaking about the project, they meet and talk

and make plans. They say “we can do this and we can do that”, its really lovely.” (Maria 5th

June 2006)

The participants also identified that there had been positive changes in how they related

to one another as a group.

I have learnt how to relate more with the others because in the project every day. Before we

would see each other and got on well and share homework, but it is not the same. Now I feel

that we are more stuck together. I feel that we are a really united group and we get on much

better, although before we got on well now we get on better.

(Omara end interview, 4th July 2006)

Self organisation and management

This heightened sense of unity might be attributed, in part, to skills developed through

participatory techniques which, as the project matured, I noticed the participants had

assimilated. The group took more responsibility in initiating decision making within

sessions, adopting techniques such as voting slips and brainstorming to ensure that all

had their voice:

The three of us were trying to word the invitations but couldn’t quite decide on anything. We

were going around in circles until Cristina said look, handed us each a piece of paper. ‘ Each of

us should write what we think on the paper, after we can go through them and pick out the best

bits’

(Field diary, 26th June 2006)

Coinciding with the project, the participants had formed a girls’ football team whereby

organisational skills were also likely to be rehearsed and developed. Some participants

attributed positive changes both to the project and to the new found affinity for football.

S-How do you feel now in the group?

J-Good, better because people speak to me that I didn’t speak to before we have got to know

each other.

S-And your hands are they bigger or smaller now? (Hands represented abilities)

J-Bigger, now I can play football.

S-Do you think the project had anything to do with you playing football?

J-Yes, because now I’m in a group with the others.

S-You started playing football because of the project?

J-(she lit up thinking about football) Yes!

(Juana end interview, 5th July 2006)

Personal Empowerment

Participants would tend to speak about the project outcomes in collective terms and

highlight the processes’ effect on the group rather than them as individuals. Using a

participatory techniques (see Appendix 2); I was able to channel participants into more

personal reflection. Whilst I had chosen to work with this group for its relative

homogeneity, each of the participants came to the process with their own history,

capabilities, fears and interests. From the start the ‘empowering environment’ was

unique for each participant which explains the varying paths each took as individuals

towards their own empowerment. Already, however, this group of young women had

demonstrated a certain amount of personal and group power in having motivated

themselves and one another to sign up for the project, choosing to attend school and

embracing the opportunity to attend O.Y.E’s youth group.

Shaking off fear

The following stories of personal empowerment are often reciprocally related to group

empowerment and vice versa. It was clear from the start that the group was an

important support structure for individual participants. Eccles (2001 p389) recognises

the importance of peer groups for adolescents. The phenomenon of ‘risky shift’

presented by Cooke (2001) (as outlined in chapter 1) has been portrayed predominantly

as negative. However if it was not for the collective empowerment of the group, it

could be argued that individuals would never have surmounted the inertia caused by

fear. Thus never venturing into unexplored areas of the community nor engaging with

the diversity of people included in the film. Marta Mercado (1997 cited in Townsend et

al 1999, p33) identifies overcoming barriers caused by fear as key to empowerment that

require ‘power from within’. Fear was exhibited in a range of ways within the actions

and attitudes of the participants. Initially Julieta struck me as exhibiting the most fear.

In an exercise to ascertain participant awareness of power structures acting on their

lives she identified mostly negative forces and expressed fear of the world outside the

home. No other participant spoke so readily of these outside structures; perhaps fear

was the price of having greater awareness.

S-Is there anything in the community that has an influence on your life?

J-Yes there are lots of weird suspicious people around here and there are men that rob people.

S-Is there anything in Honduras as a country that influences your life?

J-Wars, or fights between the community leaders and the people that play football here, the

hooligans…

S- And the government?

J- I don’t like thinking about the government because sometimes people turn up dead. I don’t

like the violence.

S-And how about in the world; anything that influences you?

J-Sometimes if you want to get on in life there are people that don’t want you to. And so people

put traps in front of you to trip you up.

(Julieta Initial interview 8th June)

For her, a small change in the amount she felt fear was worth noting in her end

interview.

S-You did some interviews with people, right?

J-Yes, although it was difficult for me. I’m not as scared as before but I’m still scared a little.

(Julieta end interview, 5th July 2006)

In this project I learnt …about myself

To not be so scared to do things like the film although I was at first found it difficult when it

was done I felt really happy…

(Julieta, discussion card exercise, 5th July)

Omara had a lower sense of self and group efficacy and a resulting fear of failure.

‘I asked Omara if she had filmed her message for the voice over, she shrugged. “I don’t know

how to use the camera” This is not true…I witnessed her, against my instruction, dominate use

of the camera, the day we filmed at the orillas (river banks). I tried to persuade her that perhaps

she just lacked confidence’

(Field Diary, 28th June 2006)

It is difficult to know why Omara felt this lack of confidence despite having

demonstrated her capability. Perhaps this was Omara’s character or perhaps, being

older greater forces were needed to overcome ‘internal oppression’. In an effort to

prevent Omara from dominating I had given less positive feedback than the others, had

this inhibited her personal empowerment? Self efficacy is identified by Rowlands

(1997a) as a ‘core’ precursor to further achievement in the empowerment process (see

chapter 1, table 3)

I had spent a substantial amount of time with Alejandra in the last two weeks of the

project not only in filming but also in the organisation of the screening. She had

negotiated a preliminary meeting at the Cultural Centre, whilst the others practiced

football, and had been instrumental in telephone negotiations to organise appointments

with the mayor, which she attended. For various reasons other participants were not

able to show this same level of commitment or dedicate the same amount of time. The

result was that Alejandra received proportionately more positive reinforcement by

achieving these small goals. This perhaps contributed to Alejandra making the greatest

observable leap of all participants towards shaping her future:

I was surprised to be told that Alejandra had arrived and was looking for me. I thought she was

confused and checked that she hadn’t come down here thinking the group would be here today.

‘No I was looking for a job!’ she replied. I couldn’t believe it. A job! ...As we walked to the

internet café I asked her about the job search. She said how she had thought about getting a job

for a long time but had just got the motivation to actually go through with it. I asked if the

project had helped her in doing this. ‘Yes! She giggled, totally! I was too scared to even leave

the house before.’

(Field Diary 5th June 2006)

This is more poignant when we consider that Alejandra is to be married in December

and that her husband to be does has said that he does not want Alejandra working

outside of the home once they are married. Not wanting to speculate too much, it is

hard to imagine Alejandra being as willing to accept her fiancé’s conditions from her

new stand point and with her new skills in which she showed a great deal of pride.

Creativity and ideas

One thing that most surprised me in working with this group was the difficulty we met

in trying to generate ideas from the start. Brainstorm exercises fell flat and suggestions

I might have given to stimulate thought were processed and presented back to me

unaltered as the participants’ own.

I thought that if they had done dramas in school then they must have some experience with and

creating a narrative so I gave them the title. “I want you to think of the worst things that could

happen if we went out filming. It can be funny or serious and act it out to us at the end.” Omara

came to me ten minutes later, “I don’t understand what you want.” I wasn’t sure how much

more explicit I could make my instructions so I gave and example. “What might happen out

filming that is bad? …nothing… well for example imagine you go to interview someone and

they aren’t there, or imagine the camera gets stolen, something like that” Later at Lucia and

Cristina’s I asked to see the drama…Omara seemed to direct things by moving around the room

telling people were they should be as they acted out exactly what I had suggested and no more!

(Field diary 14th June 2006)

The participants had rarely before been encouraged to generate ideas or think

creatively. Sen (1997) explains how critical consciousness raising can be linked to

explosive changes in creativity and enthusiasm. Every individual participant described

a new found ability to generate ideas and opinions thanks to the project.

S-Have you learnt anything about yourself?

A-Yes, I have learnt that I have ideas in my mind. I didn’t know this, that I spoke so much!

S-Do you have the confidence to express you ideas?

A-Yes.

S-Did you always?

A-No, not until now! (emphatic)

(Alejandra end interview, 4th July 2006)

I have more opinions than before. The first days I didn’t have many opinions I was quiet and

listened to the others but later on I said more and gave more opinions and the others listened.

In school, I don’t care if I voice an opinion or not but in the project we had to voice our opinions

all of us.

(Lucia end interview, 4th July 2006)

This suggests that the project had created safe spaces in which participants could

exercise these abilities and lose fear such as lack of confidence in the worth of one’s

ideas. Not all completely overcame this fear however.

When I wanted to express myself during the project….

J-It was difficult; I was scared that they would laugh at me.

S-Did you always feel this until the end of the project?

J-Not so much but yes.

(Julieta discussion card exercise, 5th July 2006)

This exemplifies how each individual experienced a unique personal empowerment

process. For some, outside factors were more inhibiting than enabling. Both Juana and

Julieta had dominant forces to contend with in the home. Julieta was sometimes

prevented from attending the group as a punishment from her mother. She felt less

involved in the project than the other members of the group.

Juana accredited the project with developing her artistic skills.

In this project I learnt…about myself

Many things. I learnt to draw better.

When we went to the ‘pimientera’ I looked around at the view and I was noticing more things.

(Juana discussion card exercise 5th July 2006)

Alma recognised the potential of her newly discovered artistic talent as a form of self

expression:

Are your hands bigger or smaller than before? (Hands represent abilities)

A-Bigger, Now I can use the camera and draw, now I can draw more.

S-You didn’t know how to before?

A-No, now I can draw more. I like it. I want to enter a school to learn how to do this.

S-Why do you like drawing?

A-You can put what is in your mind and your thoughts. It makes me concentrate well and if you

don’t concentrate you might do bad things

(Alma, before and after task, 5th July 2006)

I am not certain as to where in the project Juana and Alma had the opportunity to

develop their drawing skills, no participatory task relied heavily on drawing ability.

Merely providing materials and creative space seemed to have nurtured this. Alejandra

too, showed that her latent artistic abilities had been stimulated:

I visited her home one day to discover she had transformed her room.

How big are your hands?

A-Bigger, I know how to paint like my room.

S-Do you think this was something that came out of the project?

A-Yes, I didn’t know how to be creative before.

(Alejandra discussion cards exercise, 4th July 2006)

Conscientisation and Community awareness

A ‘respect for and acceptance of others as equals’ (Williams et al 1994 p233) can be

considered the result of a process of ‘conscientisation’. In an initial exploratory

discussion about poverty and what points might be made in the film I was surprised at

the disdain Omara expressed towards certain people and the judgement she cast.

O-There are these women that have so many children and they can’t keep them, they go

hungry.

S-So what do you think should happen?

O-They shouldn’t have children if they can’t afford them!

(13th June 2006)

The switch from this attitude of superiority was the greatest indication that a process of

consientisation had occurred for Omara.

O-You taught us that we are all equal and that we have to get on well always and to take notice

of any person for whatever reason.

S-How did I teach you this?

O-You showed us you didn’t have to say we just saw it and saw how your life is and how you

are.

S-Have you changed at all? Learnt about yourself?

O-When we went over to the other side (to the river bank) I learnt not to think less of other

people because I had always thought less of them but I had never spoken to them because I had

nothing to do with them… we are all equal.

(Omara end interview, 4th July 2006)

Others told a similar story and of a strengthened community awareness:

A- ‘I didn’t use to pay much attention or think that the people begging in the street were that

important but now that I have heard their stories it is horrible.’

S- How else have things changed?

A- I am closer to the girls and the community I had never gone up there to the pimientera or the

cruz [areas in the nearby hills] or ‘pro nino’ [a drug rehabilitation home for boys from the street]

from either. I liked this. I knew nothing about the women on the banks [of the river] I had no

idea how they lived. This made me happy because we have found a way in which we can help.

(Alejandra end interview, 4th July 2006)

Aspirations to help others

What was interesting was that this process of increasing awareness did not heavily

stimulate the participants necessarily to challenge conditions to make changes in their

own lives but rather through reflection to develop a feeling of appreciation for what

they had in comparison to others. Instead every participant expressed the desire to help

better the lives of others. McWhirter (1991) in her definition of empowerment predicts

such and outcome.

In this project I have learnt…..

That not everyone has the same resources, some have work, food, clothes, others don’t even

have a roof. I knew it before but now I have realised it more.

(Lucia discussion card exercise, 4th July 2006)

“I learnt that we all have ability and no one knows more than another and that we are all able.

We yes we learnt that we are poor right but yes but we can develop our ideas, we are rich in our

minds we have the power to do things and to advice other people, right, we can help other

people. Not economically but supporting their ideas, advising them. It is a richness we have,

right?”

( end interview, 4th July 2006)-move to end?

Relational

Relational empowerment was the most difficult to observe mostly because, as an

outsider, I could not determine significant changes in regard to this, neither was it an

area that the participants alluded to directly.

Ability to communicate and negotiate was identified as a core value to relational

empowerment by Rowlands (1997a p120). Here change was identified by certain

participants.

Lucia Midway interview

‘….there were things I had but only inside and I did not tell any one else. But then I learnt to have more

communication with other people and to tell them what I think and about the problems that exist.’

Maria, as an outside observer familiar with the context, noticed that relations between

the participants and their parents might have altered.

‘Its great that the girls are doing things together. I think that their parents are trusting them more now…

this is a trust that their parents choose to give.’ (Maria 5th June)

On Saturday of the show it was the participants who gathered about sixty community

members, friends and family to travel by hired bus to the Cultural centre indicating

relational empowerment at a larger scale than the group or the family.

One remarkable and unpredicted action was that participants filmed the funeral of

Cristina’s niece then shared footage with friends and family. Cristina also asked if I

could copy the footage to send to her father in the United States. Adapting the use of

technology to serve this purpose demonstrates not only a sense of mastery and

inventiveness but also the versatility of P.V to communicate and forge relations.

Conclusion.

This case study has justified positive assertions made of Participatory Video. It did

engage young people, we did generate a voice and through the process it seems that

transformational ends were met.

The project was perhaps unique in that there was no outside funding body or

agenda to satisfy. This allowed me, as the facilitator to strive towards the participatory

ideal and allowed the project to assume its own shape and direction.

I agree with Faulkner (1998 p88): there is an optimum level of participation

which is not always the top rung of Hart’s ladder (see Ackermann et al 2003). Almost

every decision made was a compromise on the participatory ideal, determined by a host

of factors impacting on the moment. Complex group dynamics, time availability and

level participant interest are just some examples. As the facilitator I felt the need to be

constantly vigilant of these factors and to guide the process to the optimal empowering

outcome. This confirms the significance of the facilitator’s role and the importance of

an underlying commitment to a fair and inclusive process (Braakman 2003). Out of

necessity I took a more directorial role than I had planned and formulated a schema for

the film. I feared that this would overly compromised participatory values. However, as

participants adjusted to participatory methodologies and developed social and technical

skills they began to ‘take the stick’. The schema provided the framework for this.

I found my role and relationship with participants changeable. I began, in their

eyes, as an expert and teacher, however, I aspired to be a friend and a guide. Through

rapport building activities within and outside of the project, I became a balance of both.

To what degree I played a friend or a teacher tended to adapt to the needs of the

moment or the particular participant. Working with adolescents and young adults had

some unique challenges in this way.

I found prescriptions emphasising the need not to dominate, rush, or impose etc

(see Chambers 2006), unhelpful. Tricks and techniques to control group dynamics in a

non confrontational were essential. The theoretical ideal of participaton needs to be

married to the practical reality. Participation also needs to be recognised as a process

which is unlikely to meet this ideal initially. A pragmatic approach needs to be

encouraged which appears to be lacking in the literature.

The fact that participants felt great ownership and pride in the finished piece suggests

that optimal participation was achieved. Engaging with external structures such as the

municipality, the press and the wider community would be observable external

outcomes (see Diener and Diener 2005). However, most impact was observed in a

transformational rather than an instrumental way. Each participant identified positive

changes within themselves and group, many of which are analogous with Rowlands

(1997a) analytical framework of empowerment and Friere’s idea of conscientisation.

Some participants experienced greater changes than others within the time frame

studied, which could be attributed to the unique context specific to each participant.

Empowerment is recognised as being a slow, fluid process which can take unexpected

journeys and set backs (Goodwill and Hulbert 1992) A longitudinal study might

identify further impacts down the line, however there have been few such studies, and

causality becomes hard to identify (). Here due to time constraints only short term

effects were recorded, still I believe that P.V has demonstrated that it has real potential

as a versatile participatory tool which deserves further investigation and documentation.

Areas to explore and tackle may include:

Ways in which participatory video might complement other mechanisms to

stimulate horizontal dialogues.

Ways to further open vertical channels of communication to engage policy

makers in a continuous dialogue process rather than a one off interaction.

How equip facilitators with skills needed for flexible and adaptable application

of P.V to unique contexts.

How to achieve sustainability in P.V projects.

Four weeks after returning from Honduras I received an email from ‘las panchas’. The

girls have entered in a local football league and revisited the municipality to solicit a

strip for the matches; Juana is said not to be angry any more and she and Alma have

stopped fighting and the group are planning their next film. Their chosen topic is the

maltreatment of the elderly in the community. I hope I can revisit these young women

in the future. I am intrigued to see what future paths they take and how much they

attribute back to making this film.

Appendix 1 Participant Background.Name Age Education Further contextJuana 13 Attends school on

weekday evenings. In a grade lower than the other participants.

Juana lived for the first two weeks of the project with her mother and sister in Los Laureles in a two room house with electricity but no running water. Juana had not told her mother about the project and was coming under false pretences. She did not want me to speak to her mother who reportedly Juana had problems with. Juana’s mother would hit Juana for fighting with her sister. Juana felt that she gets into fights a lot and would prefer it if she did not. Juana had no child care responsibilities only household chores to be completed every morning for two hours such as sweeping the floors. In the second week Juana’s mother emigrated to Mexico leaving Juana alone with her 15 year old sister. They have no contact with their father who was from El Salvador and left Juana’s mother when Juana was four.

Lucia 14 Attends school at the weekend. In the same class as all other participants.

Lucia is the eldest of three sisters, she is the cousin of Cristina and all three live in Cristina’s household with, Cristina’s sisters, nieces and Cristina’s mother. In total 9 females live in the household. Their home was often the meeting point for group gatherings. Isolde, Cristina’s mother was accommodating and supportive of the project and allowed us to use her television to review our footage when feasible. Lucia’s mother is an illegal migrant working in the United States so as to support Lucia and her sisters through their education

Alma 15 Attends school at the weekend. In the same class as all other participants.

Alma is the younger sister of Alejandra. They live in a large household with both parents and younger siblings as well as an older sister. Their father lived abroad when the girls were younger and so I am told their bond is not close. Three sources including Alejandra informed me that he ‘is delicate’ which I interpreted as him having a temper. If he is angry the girls are not allowed to leave the house. Both girls regularly attend church although this is a renewed interest for Alma. Alma has chores in the home although the bulk of the tasks fall to Alejandra.

Name Age Education Further contextJulieta 15 Attends school at Julieta and Alma are best friends. Julieta’s mother

the weekend. In the same class as all other participants.

runs a pulperia (a small shop selling snack food and other basics) out of the front of their home which is next door to Omara. She is often assigned to care for her young nephew and so missed sessions.

Cristina 17 Attends school at the weekend. In the same class as all other participants.

For the duration of the project Cristina had the responsibility of caring for her 3 year old sister and 2 year old niece most days. Another 1 year old niece was in hospital with pneumonia which meant the other women in the household spent a lot of time at the hospital. Cristina’s father lives in the United States with a new family. He had been estranged until Cristina took the initiative to contact him. Now she is in regular contact and he is regularly sends small sums of money to help with her education more recently hospital bills. Cristina also attended computing lessons twice a week over the weeks of the project and hopes to work as an administrator in the future. Sadly her niece died on the last Wednesday of June. We decided to dedicate the film in her memory.

Alejandra 19 Attends school at the weekend. In the same class as all other participants.

Alejandra is engaged to be married in December 2006. Her fiancé encouraged her to return to school to complete her education two years ago and helps to pay for her school fees. Despite this he has voiced to Alejandra that he does not want her to work outside of the home when they are married. She is involved in the church and sings in the choir. Alejandra suffered from recurring cold like health problems which at times prevented her from attending the group sessions.

Omara 29 Attends school at the weekend. In the same class as all other participants.

Omara attends school with the younger girls. She was not permitted by her mother to stay in school as a youngster and left at the age of nine. She is a mother of two girls of 11 and 9 and is determined to be an inspiring model for them to follow. Her husband drives a bus and is completely supportive of her schooling. She lives with her husband, her parents, grandmother and her sister. Also included in the family is a young boy who was ‘given’ to the family by his mother who lived nearbsy but could not afford to keep her son. She has one migrant sister who fled to the United States from a bad marriage in which she was abused. Omara misses her terribly and is concerned because

another sister is planning to marry this year. Omara does not want her sister to leave the home and is approving or trusting of the man to whom she is engaged.

Appendix 2-Interview formatsA-Initial interviewsVisioning-Imagine yourself in the future what do you hope and dexire. What could get in the way of this? Start empowerment discussion. What is preventing you from achieving these goals?.Were informed at beginning of interview that they did not have to share any information they did not feel comfortable with and could leave at any point without needing to give me a reason. At the end of the interview I asked permission to use anything that had been said in the interview anonymously in my paper.Aimed for participants to interview one another to reveal life history and personal backgrounds was not successful in gleaming much.(Sugg boyden p?) Researcher led intervies can make children feel uncomfortable. I found the opposite. More sharing in informal interview with me.Recorded on digital voice recorder.Basic biographical backgroundEveryday life- was planned however came up in initial conversation.Power in life. To guage concept of outside structures acting on lies and them in relation and understanding of power.

B-Midway InterviewsGroup concentric power circlesUsed the idea of discussion cards. (Heritage Lottery Fund 2005)Balloon wishing exercise exercise. To help identify problems within the project and identify ways to overcome these (Heritage Lottery Fund 2005)Questions picked in random order

I am happy because… I have learnt…about myself. I feel…about the subject of the film. I think it would be better if… It annoys me that… It worries me that… I would be more involved in the project if… I’m happy because…

C-End interviewsConducted two or three days after the screening. So can look more objectively back on process.Open Questions about the project and feelingsUse a project timeline to recall parts of the project. Discuss favourite days and least favourite daysGroup concentric power circles.Adapted from idea of body maps(Lunch and Lunch )

I am happy because… It worries/ied me that… I have learnt…about myself. I think the project would have been better if… I feel…about the subject of the film. I think the film is …because…

It annoyed me that… I think that my ideas were… When I wanted to express myself I felt... I never thought that I could…

D-Final Group SessionProblem Tree Exercise (REFLECT)To visualise future problems and identify ways to overcome these.

Appendix 3Planned Project Outline- before entering the field Session 1 2 3

Aim Setting up research Introducing camera Participant backgroundGain Informed consent.Express confidentialityCommunicate to participants their rights not to participate at any point.Address hopes, anxieties and expectations.Be open and honest about limits of the programme.Develop group contract. Determine time when they can participate.Rapport build.

Introduce Camera with technical instruction.Assess how comfortable participants are with camera.Build rapport.Watch everything back at the end.Decide where to store equipment.

Record life histories.Practice using camera and working in small teams.Rapport building- (a couple of games)Think of how participants might like to record thoughts and feelings about the process.

Length of session 3-4hrs 1-2hrs 2-4hrs

Methods used Start with open chat revising what was said at the informal meeting.

Record in a circle games.Play back after. (see Shaw and Robertson 1997)

Challenge-Who remembers how to set up the camera?

Question game. Answers to specific questions about my life written on paper.Participants guess questions that link to these facts. Then we swap roles.(From memory)

Participants conduct life history interviews with one another.After brainstorming suitable questions.

Hopes and fears game. Write on paper Throw in middle Pick annonomously and

discuss as groupThe Heritage Lottery Fund (2005)

Make comments box,Decide where to put it?(Own idea)

Open discussion about how we would like to be treated within the project. Split into two groups and write pacts.Discuss and sign.(From memory)

Games-disappearing game (see Lunch and Lunch p )

Session 4 5 6Aim Empowerment FG More about the camera. Create a scene on film.

Defining and providing vocabulary of participation and empowerment.(By reflecting on O.Y.E and their work and role?)

Think about the medium of film. How aware are they of the edit?Awareness of the audio?Ways of shooting with the camera and types of shot.

Build confidence talking to the camera.Work as a group.

Length of session

3-4 hrs 4hrs plus 3-4hrs (over 2 days)

Activities Group dynamic games. Watch a piece of footage identify different types of shots and angles.

Warm up-In groups gives another an emotion or mood-they must try and create on film somehow. (thinking about symbolism)(Adapted from Shaw and Robertson 1997)

Focus group using visual methods.

Make different ypes of shot.-follow someone with the camera.Following them with the tripod. Crabbing, tracking, panning. Invent funny ways of walking and stabilising the camera to get strange shots. put on music and dance,Film one another dancing from inventive angles.

Create a News report. Brainstorm ideas for the story.Asign roles: Reporter, actors, camera person, interviewees.Think of props and costumes etc.FilmEdit separate parts in two groups.(Adapted from Shaw and Robertson 1997)

Concentric circle exercise about power expressed in participant’s own life.

Game I spy with my little eye- (close up, long shot etc of….something red, someone called… (a fact we have to guess and frame))Watch back.

Brain storms in pairs or groups on some key questions to elicit the idea of power within, with and to. Feedback to whole group.

Watch back

Make a Graffiti wall of things to do with empowerment. (To be referred to later in the project) (Heritage Lottery Fund 2005)

7 8 9 10

Aims Continue Day 6 task.

Telling a story with film Continue Day 6 task.

Feelings so far. FGTopic for own film brainstorm.

Think about how shots can fit together. And introduce some rules (crossing the line, jump cuts, Composing an attractive, shooting into sun)

Addressing concerns and issues of the participants.

Gaining feedback on how the process has been so far.

Length of session

3-4hrs

Ativities In groups of two draw storyboards of 6 frames each. Film the shots.

Qs-how have decisions been made so far?Who do you feel has had most control and power over the projects? What do you feel you have learnt? (rank? Rate?)Hopes/fears, balloons,

Best and worst parts.

FG discussion cards.

Start Film Session 11 12 13

Aims Start film Divide tasks and draw timeline. Ensure safety and ethical consideration of subjects.

Start filming (I will be available in one place should they need me or with them, may send a volunteer with them)

A Deciding on topic for film. Decide on responsibilities, job and tasks.-screening invitations, sourcing sound etc.

B Reflect on their place in their community. What is community?

Think about worst case scenario. (risk, safety and ethical considerations)

C Think of what can be included in the film.

All go and film first thing together and reflect.Decide who is filming what the next day.

Length of session 4hrs All day

Suggested methods

Community walk and discussion. Take digital photos.Choose something about the community and describe it to us- we have to guess who, what it is.

Role play of worst case scenarios.

Venn diagramming of people and organisations in the community.

Brainstorm ideas for film. Discuss give positive feedback. How shall we decide on the idea we go for? They decide decision making process.Identify audience.Identify things we might include in the film.

The rest of the sessions were unplanned as were to be determined by the course of the project and the film as decided by the participants.

Session 1 2 3 4 5

Appendix 4- Technical Equipment List

Hardware

Camera-NTSC compatible (The American format not PAL)

Camera battery and recharger

Sennheiser condenser microphone

Microphone bracket

Tripod

Headphones for monitoring sound

Laptop with 20-40 Gb minimum and firewire port

Firewire to connect camera to laptop

6 Mini DV tapes

DVD-ROMS (For copies to be burnt onto)

Software

Adobie Premier pro

Divex DVD burner

What I wished I had had

External speakers for guaging sound levels.

Another set of filming equipment to allow participants to watch footage back and film

whilst I used the other to transfer footage onto the laptop.

More memory on laptop. I was creatively limited due to inability to store footage on

laptop memory.

Appendix 6

La Prensa (Local newspaper) cutting morning of the screening.

Youngsters(female) from El Progreso record short film about poverty.

Appendix 6- Translated Film Transcript

(Caminos de la Realidad – Paths of Reality)

Alejandra

We are a group of young people that have decided to make a film to understand, the

economic poverty in our community.

Cristina

Laureles is a very poor community, it is a very sad poverty because you see children

abandoned, without homes, food, clothes, shoes, nothing. Lots of families, children,

elderly people, everyone. It is something very sad, really.

Omara

What do you think of poverty?

Interviewee 1

It is something tremendous. Money is very scarce.

Omara

There are people who have nowhere to live and that is why they live on the banks of the

river.

Cristina

Who do you think is to blame for this, for your poverty?

Alma Inhabitant of the banks of the river

Well I can’t say anything because God decides your destiny.

Omara Interview with Maria Elena an inhabitant of Los Laureles.

How old are you?

I don’t know.

You don’t know?

No

And why don’t you know?

Because I wasn’t in school, When I was a child my mother didn’t put me in school.

How many children do you have?

With this one it will be seven.

Why do you have such a large family?

Well because I didn’t know I was pregnant, I was breastfeeding my son here only at

night, eventually I stopped breastfeeding him because he was getting too big, then I

became pregnant and I didn’t know it, I realized it because my clothes didn’t fit me

anymore.

Do you want an operation?

Yes, I want to get operated because I have too many kids. My husband is old, and he

likes to get drunk.

He drinks?

Yes, and that’s why I want to get the operation soon. I want to have this baby at the

hospital and have them operate on me right then. After I have the baby I am going to

my mother’s house for my rest…

You are with someone, right?

Yes,

And what is his work?

He works in the sugar cane fields, cutting sugar cane.

How do you take this, this poverty?

I put up with it. When he gets drunk he runs me out, he used to throw me out, recently

he hasn’t done it but he would get drunk and come back, kick me out and throw

everything around… well, even the kitchen he wanted to throw out. One day I told him

“ you want to throw out the kitchen, it is on you,”

yes…. “there won’t be any food”

yes, that’s what I said, “if you destroy the kitchen don’t throw out all the food, because

then our children will not eat, nor will I.”

Yes, but does he earn a lot?

Well, no, he doesn’t earn very much, enough for a little food.

Alba Benavidez-Primary School Teacher

For me poverty is ... we could say that it is because of the lack of work.

Ricardo Parsons- English teacher

The jobs here in our country are not rewarded in a just or decorative way. This is why

people risk their lives and families disintegrate to look for a better living for their

family. This is why many people decide to travel to the United States.

Alba Benavidez

The young people that say because of poverty are lazy. That they go over there, to the

United States. Of course, we all have the right to get to know other countries and these

rights are for everyone because God gave the bounty to everyone. I would like to go to

the United States don’t think I wouldn’t but I say; when I have completed my work in

the church and I finish my work as a mother with my daughter who I want to leave

knowing that she’s finished her studies and in University. I’m going to say to my

daughter. Daughter I’m retired. Let me make a journey. I’m going to go because I have

the desire.

Ricardo Parsons

Well youngsters generally get into poverty through bad company and the way they

relate with other young people which induces them into a world of drugs, which ends

up persecuting them.

Subtitle

They say that delinquency is a result of poverty.

DRAMA

Jorge Mealer- Director of Pro Nino (A rehabilitation centre and home for boys

from the street)

I work with street children, I have 73 street children. I work to help street children.

The poverty which we have in this country of ours is for various reasons. Number one

is the government which we have had that have been so corrupt. That’s number one.

Number two is that we ourselves are Honduras’s own worst enemy, why ?, because we

only speak negatively about ourselves. Number two. Number three is because we need

to work more in Honduras. We work very little. Look at the teachers always on holiday,

look at the medics always on strike. It is because of this that we are in poverty.

Julieta

What do you think one can do to overcome poverty?

Or is it possible?

Amparo-Teacher in the After study centre

To overcome poverty? Well, almost nothing, nothing.

You can’t get out of poverty. The only thing that you can do is work, work hard

because our wages aren’t very good either. You can’t get out of poverty like this, with a

minimum wage.

Domingo

Out of necessity we have to have a wage, right? Because we have to eat. A person who

has food to eat isn’t then going to kill themselves working for maybe 15 or 10 pesos

(less than a dollar) Because right now my wage is rubbish. I’m only earning 60 pesos a

day and so my solution in this case is agriculture and the harest.

Well, money doesn’t serve to be wasted nor for drinking nor for attracting women.

Rather it would be used to think about having a plantation. I have always thought about

this, not only for me but for others.

Ricardo Parsons

I think that poverty is an endemic problem that gains force through ignorance,

educationally speaking. The undervaluing of the education we have.

Domingo

Look. A few of the promises that the government makes, in about forty offered, they

might follow through with…two or three. The rest they just sweep under the carpet.

Amparo

Well here in our country, there are poorer than, the majority is poor. And what do I

think? I think that… I don’t know, I don’t know what to feel or what to think when you

can’t make it better and if those that have the power to better the poverty in this country

look to benefit their own interests not to better the economic situation in the country not

even of the most poor. And every day the poor get even poorer.

Alba Benavidez

Why is there poverty? I’ll tell you look. I have this really well understood. The soft

drinks aren’t produced by us here in this country. We don’t produce them, ask her!

They don’t produced soft drinks in our country! Coca cola, Pepsi. It comes from

somewhere else. But you know? our lemons are rotting. Lemons, oranges, oranges

(another type), grapefruits are rotting down there.

Julieta

In the centre of Progreso, here, there are many people with disabilities begging in the

streets, including some sleeping on the pavements in front of houses or in the streets.

Some people don’t pay any attention.

Interviewee 9

I beg on this street because I was fired from my work by Dona Nelly (the last Mayor) I

worked for 18 years and she fired me. And the four years that she was in position I have

been begging on this street. And yes, someone can and someone needs to help me

because I’m really ill. For example right now I need medicine and I don’t have the

money to buy it. And this bag doesn’t contain anything like the amount I need to buy a

prescription for 306 lempiras.

Alejandra

I wanted you to respond to the question, Why is there so much poverty in our country?

Alexander Lopez- Mayor of the municipality of Yoro

The situation of poverty in our country is of a high percentage. Our countries are

underdeveloped. Not only the country of Honduras but even at the level of Latin

America.

Alejandra

What do you have to say to the people that are critical of the amount of corruption that

there is?

Alexander Lopez- Mayor

It is an important matter. Us as new authorities. The president of the republic is in the

national congress to create a transparent legal system. And in this council every

important step we take we incorporate citizens of different sectors so that they will keep

an eye on the funds of El Progreso. We have to attack the subject of corruption just as

much those that are corrupt as the corrupters.

Alejandra

Why is there so much poverty in our country?

Alba Leticia Madrid-Vice Mayor

Poverty is at a global level and is the product of many things that are happening, above

all, the population explosions in these countries and the low production capacity that

we have right now. The population has been growing and production shrinking, and the

opportunity for work is also very limited which has been helping feed the rise of

poverty in these places.

Alejandra

What can we do to resolve the problem?

Alba Leticia Madrid-Vice Mayor

Right now the central government with the funds from the external debt have started a

program for poverty reduction which is managed through projects implemented by

organised groups and which are sustainable.

Alejandra

If there are such projects then why do you think that so many people immigrate to the

United States?

Alba Leticia Madrid-Vice Mayor

Well for the opportunity of work. The opportunities that exist are very limited and

professionals were immigrating to the United States because they consider the salaries

here to be low and the exchange rate isn’t steady.

Alexander Lopez- Mayor

As a result of the debt relief made by the countries of the G16 our government, under

our President ‘Manuel Zeleya Rosales’, is working with what we call the reduction of

poverty fund. On top of this the national congress of Honduras, presided over by Don

Roberto Michelitti Bain and the Honduran President have put their faith in all the

municipalities of Honduras, in the 298 male and female mayors, so that we work with

the poor, with the farmers organisations, with the house wives in the rural sectors and

densly populated communities, because poverty is a matter that we, the authority

consider a high priority and we have to tackle it directly by generating work, because

the only form in which it can be reduced is through the generation of work to better

living conditions. In conclusion it is an issue that worries us and we are working with

the different organisations in El Progreso along with the fund for the reduction of

poverty to lower poverty in our municipality.

Jorge Mealer

We can get ourselves out of poverty. We have to work harder, we have to have less

corrupt governments and we ourselves need to be more positive here in Honduras.

This is my response for fighting poverty.

Ricardo Parsons

Always when we try and find a culprit we get ourselves into a never ending chain,

right. Therefore what we have to try and do as people is find solutions. And the first

that one needs to do in my personal opinion is to see education for people for families,

to see health, rights so that in the hospitals there is medicine, that there is work for the

young people and give them the situation that they deserve as people.

Alba Benavidez

Many youngsters say because of poverty and no one is poor. We are all rich. We are

rich because we have our hands, our feet, our eyes, our mouth…

Alma

Hello

Julieta

Hello

Alma

How have you been?

Julieta

Well

Alma

What are you up to?

Julieta

Here studying to become educated.

Alma

And you how’s it going?

Julieta

I’ve graduated

Alma

Well, Im going to graduate too to be a bilingual teacher, professional !

Julieta

Well, see you. Keep studying. Isn’t it good that we changed.

Alma

Yes, thank God.

Cristina

Do you think that money is everything in life?

Alba

No

Cristina

Why not?

Alba

Because sometimes you have it other days you have nothing.

Lucia

Do you think that money is everything in life?

Ricardo Parsons

No definitely not, right, the principle thing in life is family.

Omara

Do you believe that money is everything in life?

Domingo

Never, never. Right now I could have 100,000 pesos (slang for lempira which is the

actual currency of Honduras) but for 100,000 pesos that I could have in my pocket I

could lay down my head and die but not for a crop of these (plantains). Because if

someone says to me, Mingo give me some plantains I can say cut it and buy it and take

it. Therefore this is what we want to ask the government. The prosperity for the poor.

Alejandra

A personal question, what is the greatest wealth you have in your life?

Alba Leticia Madrid-Vice Mayor

In my life? The greatest wealth I have in my life is love for my neighbour. The love that

I have for others, for my family, for my children. And love for those that, even though

they don’t love me, I love them.

Amparo

I’m rich in, economically we said ‘no’ right? Yes, in ideas, in helping others.

Alejandra

What is the greatest wealth in your life?

Mayor

First I have God in my heart, which is the strength I have. I pray to Him every day to

give me life and second that He guide me to work better within the different aspects of

the municipality of Progreso. And the greatest wealth overall after God are my friends

…… and logically my family.

Juana

Los Laureles, is a neighbourhood really in poverty. You are going to see in whatever

part of the world that there is no country which doesn’t have poverty. We admit to this

because it isn’t a lie.

Julieta

I ask young people that are lost and those that are in gangs that they please rehabilitate

and if they can look to work and don’t get involved in bad things. And I ask that you

study and that you go forward and that they don’t get lost in bad things.

Lucia

Poverty is a problem that we have economically but we know that we have a lot of

riches like ideas that we can give to other people this is a wealth that we have. We have

the environment as well ,the trees, and everything that we have of the the environment.

I think that these are various riches that we have and we can’t forget about these.

Alma

Well, in my group we share all our friendship it is lovely to share with my friends.

Cristina

Well, to people that are of high resources I ask that they help the poorer people in

whatever way they can, in a small way. And I think that the poor, us the poor would be

grateful our whole lives in this help, it doesn’t matter what it is.

End song sung by participants

This film was dedicated to the memory of little Angi.

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