A case study from Guyana of adapting engaged research design to promote ‘fairness in knowing’

Holliman, Richard; Marino, Alessandra; Grand, Ann; Berardi, Andrea; Mistry, Jayalaxshmi; Jafferally, Deirdre; Thomas, Raquel; Roberts, G.T.; Marcus, Carol-Ann; Roopsind, Indranee; Roberts, A. J.

doi:10.14324/rfa.06.1.12

Cited by 6 publications

(3 citation statements)

References 27 publications

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“…As discussed above, these dynamics further blur the supposedly clear distinction between storytelling as a research method and as a public engagement method. At the same time, in terms of promoting fairness in knowing, that is, conducting engaged, fair investigations and equitable, accessible knowledge production with historically oppressed communities (Holliman et al, 2022), our storytellers' reflections also reaffirm the potential usefulness of research storytelling.…”

Section: Costs Of Storytellingmentioning

confidence: 64%

Bringing research alive through stories: reflecting on research storytelling as a public engagement method

et al. 2022

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Stories are vital in making sense of our lives – and research. Consequently, 12 researchers from the University of Sheffield underwent a three-month training process from September to November 2019 to learn how to shape their research experiences into accessible, ten-minute, spoken stories. This culminated in a storytelling evening as part of the Economic and Social Research Council’s Festival of Social Science, at which researchers from different disciplines discussed various nature–society dynamics in diverse field sites in the Global South. By reflecting on the training process and the performance through qualitative interviews with storytellers and audience members, our study answers the research question: What lessons emerge from an interdisciplinary group of researchers engaging with research storytelling for public engagement? Our study addresses gaps in the literature by focusing on interdisciplinary research storytelling, spoken ten-minute stories, bringing together storytellers’ and audience’s viewpoints, and providing practical recommendations for researchers and practitioners. We argue that research storytelling can have diverse benefits for both researchers and listeners by promoting learning in an accessible format, boosting self-confidence and helping (un/re)learn scholarly communication. However, professional guidance and peer support, as well as ethical sensitivity, are crucial.

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Section: Costs Of Storytellingmentioning

confidence: 64%

Bringing research alive through stories: reflecting on research storytelling as a public engagement method

et al. 2022

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“…The seven dimensions of 'engaged research design' (Figure 1; Holliman et al, 2022), combined with a principled commitment to 'fairness in knowing' (Medvecky, 2018) as a counter to forms of 'epistemic injustice' (Fricker, 2007) experienced by minoritized groups, informed the conception and proposals for 'Walking the Walk' and 'Landscape Stories'. context for engaged research, including local, regional, (inter)national, cultural and historical factors (adapted from Holliman et al, 2022).…”

Section: Methodology and Methodsmentioning

confidence: 99%

“…The process of self-and collective reflection has helped us to understand the potential for greater 'symmetry' in how we conduct engaged research in more equitable ways (MacGregor et al, 2024). We argue that, if we are to operationalise epistemic justice through engaged research (Holliman et al, 2022), contributors should reconsider every aspect of the way 'they' plan and conduct research, with a particular focus on 'they'; the People (Figure 1) who are included/excluded throughout the whole process.…”

Section: Sharing Learning From Our Meaning Makingmentioning

confidence: 99%

Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists

Holliman,

Ludhra,

Warren

et al. 2024

Preprint

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The demographics of environmental and Earth scientists are not representative of the UK’s multicultural society. We sought to widen diversity through two related engaged research projects, 'Walking the Walk' and 'Landscape Stories'. This paper offers a critically reflexive account, based on the methodology of duoethnography, of how we co-constructed a ‘third space’ for these projects. We sought to create the conditions for inclusive leadership informed by connectedness, respect, humility and intentionality. We argue that for environmental and Earth science research to be more equitable and inclusive, members of project teams should be engaged and more representative of wider society. Following this, the work to create third spaces requires: respect for diversity and different forms of expertise, knowledge starting points, power dynamics and esteem; a willingness to make connections across disciplines and sub-cultures, actively listening and learning from different (knowledge) cultures; and a commitment to be respectful of hidden and manifest difference, exploring objectives and gaps in knowledge in more holistic ways.

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Ethical considerations for analogue fieldwork in extreme environments

Marino,

Franchi,

Lebogang

et al. 2023

Nat Astron

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A case study from Guyana of adapting engaged research design to promote ‘fairness in knowing’

Cited by 6 publications

References 27 publications

Bringing research alive through stories: reflecting on research storytelling as a public engagement method

Bringing research alive through stories: reflecting on research storytelling as a public engagement method

Co-constructing ‘third spaces’ for engagement between minoritized community groups and environmental scientists

Ethical considerations for analogue fieldwork in extreme environments

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