Global health research typically relies on the translation of knowledge (from health professionals to the community) and the dissemination of knowledge (from research results to the wider public). However, Greenhalgh and Wieringa [2011. Is it time to drop the 'knowledge translation' metaphor? A critical literature review. Journal of the Royal Society of Medicine, 104(12), 501-509. doi: 10.1258/jrsm.2011.110285 ] suggest 'that while "translation" is a widely used metaphor in medicine, it constrains how we conceptualize and study the link between knowledge and practice' (p. 501). Often the knowledge garnered from such research projects comes from health professionals rather than reflecting the lived experiences of people and communities. Likewise, there has been a gap in 'translating' and 'disseminating' the results of participatory action research projects to policymakers and medical practitioners. This paper will look at how using participatory visual methodologies in global health research with children and youth facing global adversity incorporates the multiple functions of their lived realities so that research becomes a means of intervention. Drawing from a literature review of participatory visual methods as media, content and processes of global health research, this paper raises practical, theoretical, and ethical questions that arise from research as intervention. The paper concludes by exploring what lessons emerge when participatory visual methodologies are integrated into global health research with children and youth facing global adversity.

This year marks the tenth anniversary of the death of Jackie Kirk, a co-founder of Girlhood Studies: An Interdisciplinary Journal, and an incredibly effective member of the global education community who died at the hands of the Taliban in Afghanistan on 13 August 2008 while working on a project on girls’ education. As an activist and researcher Jackie had a great range of expertise, including that of dealing with education in emergencies, the challenges facing women teachers, and the menstruation-related needs of school-going girls, as well as a grasp of the importance of visual images in understanding the realm of girls’ education. She brought to her work an attention to critical theoretical concepts alongside the practical; she always placed girls and women (especially women teachers) at the center of her explorations, her analyses, and her recommendations for policy and practice.

Empathy, compassion and kindness are some of the virtues that often get ignored amidst the tough study schedule, through the entire professional course. This is where a medical student loses those virtues and compassion for humanity that on the first instance obligated him to join this stream of medicine, despite the odds. The medical humanities can have both instrumental and non-instrumental functions in a medical school curriculum. The instrumental functions are met through the different aspect of their curriculum but there is little room for non-instrumental functions. This article deals with the unique way of teaching learning humanities by means of an organization that was conceptualized and is being nurtured and managed by the medical students for the welfare of the patients and communities but what makes the organization unique in itself is in a sense that it is run by medical students, it teaches budding healers how to be a good human being with concern for society especially underprivileged section of society.

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