The Central Role of Philosophy in a Study of Community Dialogues

Moses, Michele S.; Saenz, Lauren P.; Farley, Amy N.

doi:10.1007/s11217-014-9416-5

Cited by 1 publication

(3 citation statements)

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“…7 Although there is no single approach (Lavis, Boyko, & Gauvin, 2014), various researchers have sought to create open spaces for dialogue that share common characteristics. First, deliberative dialogue focuses on a problem that catalyzes the community to undertake an inquiry (Moses, Saenz, & Farley, 2015;Pfeil, 2013;Shields, 2003, p. 511, cited in Escobar, 2014. Second, a skilled facilitator who is not a stakeholder (Lavis et al, 2014;Li, 2015) facilitates discussion in a way that ensures equal opportunities to express views and perspectives (Pfeil, 2013).…”

Section: Deliberative Dialoguementioning

confidence: 99%

“…Third, ground rules are set for deliberation that encourage equal participation by all by requiring respectful, compassionate, active listening that encourages deeper understanding (Lavis et al, 2014;Moses et al, 2015, p. 197;Pfeil, 2013, p. 126). Fourth, participants from a spectrum of social locations are recruited to ensure a "variety of perspectives [and] open dialogue" (Lavis et al, 2014(Lavis et al, , p. 1291Li, 2015, p. 35;Moses et al, 2015;Pfeil, 2013). Fifth, informed discussion is facilitated by circulation of plain language background information to engender equal awareness of the issue among participants beforehand, with experts on hand to answer questions on request (Escobar, 2014, p. 482;Lavis et al, 2014;Li, 2015, p. 28).…”

Section: Deliberative Dialoguementioning

confidence: 99%

“…Fifth, informed discussion is facilitated by circulation of plain language background information to engender equal awareness of the issue among participants beforehand, with experts on hand to answer questions on request (Escobar, 2014, p. 482;Lavis et al, 2014;Li, 2015, p. 28). Sixth, discussion is facilitated to encourage sensemaking, "educative dialogue, reason giving and public information" (Moses et al, 2015, p. 197) rather than to create consensus or compel collective decision-making in order to challenge expert frames (Escobar, 2014;Lavis et al, 2014;Moses et al, 2015;Pfeil, 2013). Seventh, relevant community-based practices for creating safe spaces for discussion can be adopted (Powell, 2017).…”

Section: Deliberative Dialoguementioning

confidence: 99%

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Getting at Equality: Research Methods Informed by the Lessons of Intersectionality

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International Journal of Qualitative Methods

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This article evaluates a Participatory Action Research (PAR) approach with mixed methods including concept mapping, q-sorting and deliberative dialogue in the context of a research project on young people's experiences with digital communications technologies, and addresses some of the central insights of intersectionality theory and praxis. Our approach seeks to ensure that, insofar as possible, the gathered data provide a rich and layered window into the experiences of young people from a range of marginalized communities served by our project partners. The article revisits some key insights and contestations relating to intersectionality and addresses their relationship to our approach. We evaluate whether these methods enhance understandings of the interactions of structures of subordination with other factors identified in intersectionality scholarship, as well as the extent to which they centre the knowledge and expertise of those subordinated by matrices of domination as discussed by authors such as Crenshaw and Hill Collins. Our approach is just one of many that social science researchers interested in advancing intersectionality's key insights could deploy. While it falls short of full consistency with these insights, its mixed methods work toward our partners' social justice objectives while facilitating exploration of intersecting axes of subordination. Our approach can also help our project recapture the politic at the heart of many intersectional feminist critiques, such as those of Crenshaw and Hill Collins-that reconceptualizing knowledge requires centring the knowledge and expertise of those traditionally excluded due to interlocking systems of subordination.

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