PV-NET Statement on Participatory Video in Research
Having met at Walton Hall, The Open University, Milton Keynes, February 2008
To consider the relationship between participatory video and social research, where participatory video is a collaborative approach to working with a group or community in shaping and creating their own film, in order to open spaces for learning and communication and to enable positive change and transformation.
Mindful of the diverse and complex nature of research, and seeking to increase our awareness of the entailments of bringing academic, policy, practice or local forms of knowledge to the fore.
Conscious of the long history of participatory video in community development and advocacy, knowledge sharing and community arts initiatives, and an increasing interest in the subject in academia, albeit from minimal beginnings.
“ Services are failing to modernise and recognise digital dimensions of young people’s lives.
” Policies and practices that discourage professionals and volunteers from exploring the online world with young people – or restrict discussion of the Internet to giving ‘safety messages’ mean that services are unable to engage with a significant part of young people’s lives. Health practitioners, educators, youth workers, social workers and participation workers who recognise the need to integrate an awareness of online spaces into their practice find they are prevented from doing so by organisational culture and restrictions, and by a lack of support and training”
“Practitioners seeking to engage with young people online, or to explore aspects of young people’s online lives with them will frequently be asked to work through a consideration of the risks involved, or to complete a risk assessment. This generally proceeds via an identification of individual risks, and an identification of responses to each risk in turn – which can cumulatively lead either to the project being discarded entirely as the weight of restrictions that get added to what could be done become too much, or they lead to ineffective projects that become divorced from the reality of young people’s online lives by supposing that all risks can be managed or kept away from the project.”
From ‘Rethinking Responses to Children and Young People’s Online Lives’ by T. Davies, T. Dowty and S. Bhullar. EU Kids Online 2 – Final Conference, London School of Economics, 2011