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Hi. S is okay. We'd like to start off by acknowledging and paying our respects to the traditional owners and custodians of this land.

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Where do we get this? Plan? But they should work.

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The divisional islands and custodians of this land, the wonder people of the coronation, we pay respects to elders past present and emerging and do hope that this conference fosters meaningful discussions and insights that contribute to the advancement of social justice and inclusivity on this land.

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Together with Western Sydney and Deakin University Researchers, Center for Multicultural Youth Practitioners and young people.

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We've collaborated to create Explorer, a code research model. Explore aims to foster relationships and skills between university researchers and young people aged 16 to 25.

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25 year old from refugee and migrant backgrounds. And the goal of Explorer is to generate meaningful social research by empowering people to become co-producers of knowledge.

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We've also developed Carissa's toolkits to guide both young people and researchers in conducting code research.

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I had the privilege to be a youth researcher with the Expo program and continue my involvement in the project developing these toolkits.

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So a paper is looking at, examining the current understandings of code research and share insights from our experiences and expo over the last 4 years.

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But rather than providing a fixed definition or model of code research, we acknowledge that it's fluid and contextual in nature.

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So we highlight the central elements of the co-research process and offer practices to support youth code research.

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Although our experiences probably focus on qualitative research with young people from Refugee and Mark and Background, we do aim to provide learnings for researchers working with young people across diverse fields.

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The current conceptualization of code research is guided by principles and aspirations such as equity, shared decision-making power, capacity building.

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So this means that young people are trained as researchers and fully embedded in the process. And we witnessed this shift in the roles of young people in social science.

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They have transformed from passive participants to active partners who actively shape, challenge and contribute to knowledge production.

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Young people are taking on roles as consultants, advisors and even research leaders. They're no longer confined to the roles of informants but have become research partners engaged across multiple stages from inceptions to dissemination.

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And engaging young people at the shared owners of research is essential for enabling rights based research, particularly given that issues that climate change and postponeemic recovery disproportionately affect young people.

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Yet they are often excluded from the process of discovering solutions.

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However, we found several challenges in the current conceptualization of code research. So we know the benefits are well documented but it's really rare for young people to have a say in defining Greece's priorities or being involved throughout the entire research process.

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There are also gaps about the knowledge and resources needed to support code research. So this makes it difficult for people who want to engage in code research often leaving them frustrated and disappointed.

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The current way of thinking about code research overlooks the complex dynamics and power imbalances involved.

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It can be difficult to achieve true power sharing between young people and senior researchers. And lastly, perceiving code research as just a method or to limit his potential.

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Curve research is so much more than just gaining a young peasant's perspective.

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So to our challenges and our learnings. So through the, so through the Explorer program, we face many challenges and we learned a lot.

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We found that the co-research process is definitely a nonlinear journey and you can see here my colleagues attempted to visualize the code research process and you can see that it's depicted a really messy complex journey with lots of backs and force and ups and downs and facing obstacles as well but you can see we're

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all kind of moving young people, youth researchers and researchers on the same trajectory together. But it is a story on the same trajectory together.

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But it is a story of tensions, bumps, awkwardness and a lot of uncertainty as but we found that, yeah, I guess the nature of social research in that it is really uncertain and quite fluid has actually brought up quite a few challenges in the co-research process.

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For example sustaining youth involvement across the project if you know timelines shift or change can be really difficult.

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And if commitments of young people change as well.

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We have found that we've tensions that do occur in co-research, they often stem from young people and research is bringing different expectations to the process and bringing assumptions as well.

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Unclear roles and responsibilities and poor communication has also contributed to these tensions.

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But within this messiness, there's lots of opportunities for creative workarounds. And these challenges should really be expected and not feared.

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We've also found that if done, if if Curry search is done without time for preparation, planning.

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It can slide into reproducing inequalities. And we've experienced that and for example if Researchers are using, you know, unfamiliar acronyms or you know technical jargon that can cause young people to feel unable to fully contribute to the research process even in their research roles.

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So while these challenges have unveiled the complexities of code research, ultimately we've really learned that it's a really powerful opportunity.

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For both those involved in the process to you know learn and grow but also to reshape how knowledge is produced, shared and used.

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So where have this led us to thinking about co-research theory? So our experiences have shaped our understanding of code research.

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It's something that's much more than a method or a tool that's something that's a process that's able to unsettle the traditional power dynamics between young people and more experienced researchers that are often at play.

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It's also about developing relationships, opportunities and experiences for those involved. So as Cornwall said, we're not attempting to provide a straightforward framework for how to do co-research and I think our previous drawings attest to the difficulties of.

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Conceptualising something like co research in twod because we've really found that it's a contextual and fluid practice, you know, ultimately influenced by who is involved and what they're achieving together.

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So in our paper that we've co-authored, We are building upon the current literature because there's lots out there about co-production of knowledge with young people.

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But also our critical self-reflections on our experiences in the Explore Core Research program to draw attention to What we believe are the 4 fundamental Concepts are underpinned co-research.

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So firstly, it's actually much more about giving young people the opportunity to have their voice heard.

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But more about actively creating the spaces for shared dialogue. This shared dialogue can open up these really interesting conversations between young people and researchers that are allow us to find new pathways to co-produce knowledge together.

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Kirby research is not just about collaboration and cooperation, but it's a process that often involves navigating through confusion and confrontation.

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So these tensions. We believe they can actually be channeled in ways that can shape the process in unexpected ways that we can actually learn a lot from.

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Butly, power in co-research relationships can be navigated in ways to create opportunities rather than to create oppression.

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And those involved in co-research should not only be aware of the power differentials that are at play but actually actively rework these based on the desires of those young people involved.

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And ultimately, co-research is really a relational practice as it involves individuals connecting, forming relationships together and journeying to collectively produce knowledge.

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So in practice, what does this require? Now as I mentioned, curry research is contextual.

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So what is needed will really differ depending on the project and the young people that you're working with.

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But we found a couple of things that have really helped to sustain and support the co-research process through the Explorer program.

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So firstly, the partnerships that we had between academics, young people and youth practitioners at the Center for Multicultural Youths that we had between academics, young people, that we had between academics, young people and youth practitioners at the Centre for Multicultural Youth were

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really The youth participation values are principles in practice to the very center of the process. So working with you youth, youth practitioners at CMY.

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These people played a really crucial role in supporting academics and young people to build rapport and trust and these relationships which we know are so important for co-work and to manage you know challenges along the way and help you set expectations between collaborators involved.

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Also training a cohort of young people through capacity building workshops and also with our toolkit resources has really enabled young people to feel confident to be able to fully contribute to the research projects that they've been involved in.

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In equally important have been training researchers to build youth engagement skills as well.

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We've also found that a commitment to getting to know you for research is personally and professionally by building trust, maintaining honesty and professionally by building trust, maintaining honesty and trusting me and professionally by building trust, maintaining honesty and professionally by building trust, maintaining honesty, maintaining honesty and entrusting new researchers has helped to ensure that those power dynamics

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are challenging honesty and trusting new researchers has helped to ensure that those power dynamics are challenged and that young people feel like true collaborators.

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Also, practicing reflection and reflexivity throughout the process can really help to uncover those moments of realization that can help us move towards new ways of thinking and working.

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So it's really about critically questioning. Our ways of working and particularly what this means for the power relations and thinking through the ethics of working with others, what they can and can't bring to the process.

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And it's really about meeting others where they're at. And lastly, if I'm sure is not a surprise to a lot of you in the room who've done, a surprise to a lot of you in the room who've done, you know, Kobi.

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And it really takes invested time and resources so that young people can be involved in really meaningful ways at the start of research projects.

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But are also paid appropriately for their contributions as well.

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Beginning we've developed a suite of toolkits and resources to support young people. In you free youth researcher roles.

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So this leaves contain information, advice, case studies, training materials, and some practical tools that young people can use along their way.

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And that was co-created with with some youth researchers as well and academics.

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So those are available on our websites and we have a toolkit coming for researchers. Which will be available soon.

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And just to end. We know her research can be unsuccessful to and that's okay.

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It's just one way to involve young people meaningfully in research. Reflecting on your projects may reveal that code research was achieved in certain aspects but maybe not as much as it was initially planned.

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But just recommending the evolving method is part of the research project and do honestly reflect on what version of code research did your project use.

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And in words of young people, they just want to work with people who listen, communicate and approachable.

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The qualities that we all look for in all of our colleagues. We would also like to thank Edmie Kenny, Pip Collins, Amanda Thur, who are also co-authors on this paper but aren't up here presenting and all the young people from Explorer who helped us.

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Cradle with this. Thank you.

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We have several one person.

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Is it possible to have access to this toolkit? Yeah, yeah, it's yeah, freely accessible on the young and resilient research center website and also the Center for Reservation and Inclusive Society's website and sent it from multi-cultural use.

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So yeah, accessible online and you can download the whole toolkit and the whole toolkit or by resource as well.

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Yeah, so this is to support young people, but we do have one for researchers. To do the web.

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I can I can share the

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So we're here. Eddie Davis Ray and one win Wood.

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They just Just. The

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Okay, sorry.

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Okay.

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So just to recap, we are. We find the position that young people have all full agency and their adults need to step back to make way for them problematic as it reduces the complexity and we feel that we need to interrogate the space much more.

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So in this presentation, we are going to have a look at the roles that young people play in a youth participatory, 18 month project and at the same time examine how power operated throughout the project.

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Arguing that a much more intergenerational lens is required if we are to work with more complexity in this area.

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Just like the slides.

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So our paper draws on a very rich and emerging vein of literature since the United Nations Convention on the Rights of the Child, which authors like Martin Woodhid describe as the catalyst for much more heightened interest in youth participation.

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I particular interest was in how participation could be more meaningful and also more impactful as despite the hype many young people Participation experiences have little impact on issues and favoring and do not actually include young people for a very sustained amount of time but dump them once the project is over.

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So we wanted to examine this in particular through this one case study that Eddie's going to refer to now.

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Do that? So BGI or the Wellington Boys of Girls Institute is the name of the Youth Development Organization I worked for while completing this project.

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This serves as an important contextual factor when it came to reducing some of the barriers for young people's participation.

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The organisation runs a number of programs across what they call a continuum of need. Programmes work with young people who are in need of extra support on a day-to-day basis while others help young people lead and push boundaries.

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This project recruited young people who were part of many of these different programs and I fostered a youthweight relationship with the young people involved.

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We had about 20 culturally diverse young people as part of the wedding. Group aged between 15 and 19.

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And all of them came from suburbs around Wider Wellington City in New Zealand.

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So my research was a case study of this Wi-Fi project and data for this project were collected through autoistonography, participant interviews and reflections from both participants and myself as the researcher.

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There are number of ways this project sought to reduce barriers that young people face to participating meaningfully. Fiercely young people were recruited based on their existing relationship with the organization and were given the option to bring a friend along to participate too.

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This factor necessitated a rigorous consideration of the ethics of researching with those who might hold an existing relationship.

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And an article published earlier in the year with my colleagues. To provide a feminist, indigenous and youth development critique on traditional ethics processes that encourage distance between researcher and participant.

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We argued that the Western scientific ethics framework doesn't demonstrate the necessary ethics of care when working with participants who suffer from existing balances of power and discrimination.

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You also argue that the authenticity of data and evidence can be strengthened of the researcher holds a commitment to forming meaningful relationships with participants.

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Secondly, I tempted to reduce the impact of power imbalances that exist between adults and young people by fostering relationships that position me as a co-resitcher.

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And a holder of space. Which meant constant renegotiation of consent and roles throughout the research.

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So the Wi-Fi project itself was 18 months. That started with a recruitment phase where young people were offered the opportunity to attend an information session.

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Before deciding whether they'd like to participate. Once the group was a established, we spent a number of weeks focused on building and strengthening the relationships.

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The group then began a process of identifying issues facing young people before ranking these issues based on their importance. And the perceived impact that their project could have.

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They settled on a project around mental well-being. They developed a survey questions and disseminated the survey through their networks.

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At this stage the young people reflected on the idea that their youth was a strength in this process because they knew when, how and where to promote the survey to their peers.

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Following the data collection process, the young people took to the data with highlighters to identify codes and themes.

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Been took, then each took a section to write about and developed a report. The finding were launched at a youth led event at Parliament and shared through conferences and meetings.

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So as mentioned the key finding of this project was the impact of both peer-to-peer and used to adult relationships.

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This model aims to depict the reciprocal connection between the relationships that were held. And key outcomes.

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Such as amplified use perspectives and sustained involvement. For example, when asked what kept young people coming to meetings and participating in the project over 18 months, Many young people credited the friendships they had built with members of the group.

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Furthermore, many were reflected on the strength of these relationships that had developed over time thanks to their continual participation in the project.

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These strong trusting relationships also served as a catalyst for the amplification of their perspectives.

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One young person reflected on the sense that he would not have been able to share his perspectives quite so authentically if it wasn't for the connection he had with both his peers and adults in the group.

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Another young person spoke about the trusting relationship she had with a another member in the group said that when she wasn't able to put her thoughts into words this friend was able to help her express herself.

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Clarify her perspective. Similarly, young people suggested that seeing the impact of their voice throughout the project and adults who helped facilitate this increased their trust in connection with the adult facilitators.

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And the connection with their peers as they relish the opportunity to be part of something together.

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Finally, young people also suggested that seeing the impact of their voices kept them coming along and participating in the project and their sustained involvement meant that they were continually impacting and shaping the project.

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I've chosen a few quotes here that sort of help to highlight the importance of the relationships and an intergenerational approach to his participation.

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One is yeah definitely having like authoritative figures who weren't like I'm experienced, I know what I'm doing, that sort of relationship, like the fact that you felt cared for that was super nice.

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I think definitely having leaders like, you know, we youth Rangatai will talk about it but they don't really have a space or people to guide them and I think having that stability behind them not necessarily telling them what to do but showing them what they can do.

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Helped us make the survey.

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So I became very aware during the research that young people and adults played quite different roles. But important roles within the Wi-Fi project according to their strengths and skills and also availability of time.

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You can see in this diagram that the young people took a strong lead in developing a data collection plan for their research as I mentioned before.

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They knew where young people hung out, on what days, language that would help encourage their peers to take part in how they utilize social media.

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However, when it came to developing appropriately worded questions for the survey, young people were happy to allow adults to take the lead.

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This question development phase of the project was particularly interesting because it was like the first opportunity for me. Where I sensed young people were struggling for ideas and that progress was slowed.

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At that stage I was hesitant to sort of put my adultness into the project. But I realised that seeing the project progress was an important thing for keeping the young people interested and involved.

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And that by helping with the wording of questions it would allow the project to continue and actually increase the youth participation through the project.

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So the different roles that adults and young people played differed according to the stages of the projects. And this exemplified the flow of power that occurred.

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A key conceptualisation we developed as a result of our observation was the idea of participatory space. We developed this as a way to try and understand the roles that adults and young people were playing in Wi-Fi as well as an attempt to understand intergenerational flows of power and participation.

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We view, participatory space. As a dynamic space of interaction between adults and young people. With dynamic flows of power, responsibility and creativity.

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Rather than seeing young people or adults as holding all the power, we found in this study that adults in many ways held open space for young people to share and gain power but at times also young people asked adults to use their power and privilege to support them which actually strengthened youth participation.

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A final example of the intergenerational participatory space in Wi-Fi was when it came to planning a launch of it.

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For the research report. I asked who needed to hear their perspectives and they said they needed to take it to the top to Parliament.

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I as a youth worker thought this wasn't really a possible but their enthusiasm, their dreams meant that I had the confidence to go and make inquiries about this and a local MP agreed to host this event.

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Once the location was confirmed, the young people got to work on designing the look and feel of the event.

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They designed invites, organize a local band to play and chose the refreshments. This event was a byproduct of the research and one that nicely displays the natural flow of power between young people and adults as they utilize the respective strengths and platforms available to them.

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Of outcomes that came out of the project including the young people being invited to contribute to the wellington City Council's strategy for children and young people.

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Internally the group influenced decisions that BGI the organization made around funding and programs. The group also presented their findings at conferences and helped influence the Council's decision to invest in a youth hub in central Wellington.

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Each of these examples Each of these outcomes are examples of how youth perspectives were amplified through the project and provide further evidence for how the relational and intergenerational approach can provide a foundation for authentic youth participation.

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Our study also showed how power between adults and young people is not a 0 sum game. But in fact a much more dynamic interplay that relied heavily on strong relationships and communication.

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This this paper is a working progress so I very much invite critics and and questions. Thank you.

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Thank you so much for sharing that project. It sounds really exciting. I was just wondering what helped to sustain the young people's involvement over the 18 months because that's a really long time periods.

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Yeah, I so the but the relationships was a big factor in that they mentioned that because I asked them what yeah what kept you coming along and just having friends.

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It was a weekly thing after school. It was something that was different. And it was it was a an opportunity for them to hang out.

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And and be part of something that wasn't Sort of available in there. Normal day to day lives.

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Also, as I mentioned, the the idea of actually making change and seeing their their voice week to week, impact the project and impact kind of their their community what was actually another thing that sustained.

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So it was that idea of, yep, we're giving our voice and it's actually having an impact.

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Gave them the trust to keep coming along and and and feel like it was a worthwhile thing to do with their Wednesday afternoon really yeah Thank you.

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And now we'll give the floor to Dinner Aria from Nottingham Trent University, United Kingdom.

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Thank you. I'm going to stand here because I know you won't see me.

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It's a clock already running. Yeah. Hi everyone. My presentation is on issues of representation, problematizing is on issues of representation, problematizing is on issues of representation, problematizing is on issues of representation, problematizing is on issues of representation, problematizing participatory video media as a tool for dissemination with young

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people, problematizing participatory video media as a tool for dissemination with young people. Bit of a mouthful.

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And my presentation emerges as a tool for dissemination with young people. A bit of a mouthful.

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And my presentation emerges out of a participatory video that a mouthful. And my presentation emerges out of a participatory video that I developed with a group of young people off the back of my doctor

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So I'm going to sprint through a snapshot of my research project and then outline the participatory dissemination activity and what I really want to focus on are some of my reflections around the challenges of representation of young people in the video making project itself.

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And very briefly I'm going to give you the top-level findings of my research which informed the participatory video and it may be of little surprise to you that my research participants spoke about inequality in their climate and environmental action as intersectional and that their experiences were often shaped by ageism, classism, racism and

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spaceism. And other actions are nonlinear. They doing what they can, where they can and that's often in response to systems of domination that they understood typically as capitalism, patriarchy and colonialism.

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And I'm not going to take you through my research journey, but I will say one thing rather than dress up for my doctoral research in emperor's new clothes and say that it was fully co-produced and collaborative, there were definitely limitations to the research.

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It couldn't be as collaborative and as co-produced in all stages to all degrees that I would have liked but the reason for that was that it's doctoral research project had really clear objectives.

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But where I could, I try to incorporate as much as possible the views, the thoughts, ideas of the young people in my research.

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So they could guide not only the way I shaped the design but also the findings as well.

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So why are participatory video in the first place? Well, this came out of informal discussions throughout the course of the data collection with the young participants and they wanted the video and well because research should be as we know with and not on young people and really like what Chinapore and Altenburg tell us that adults have really boring

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ideas and consequently many research efforts go to waste. I'm not going to take you through the ins and outs of what we did in the participatory video either.

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What I want to talk to you specifically about is the recruitment of the young people for the video. And to give you a very brief overview, 20 out of the 37 young people who took part in the third phase the interview phase of my research project came back together at the end to participate in this video making project.

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They developed the overarching project. They developed the overarching scope, the aims, the goals, the video script, the aims, the goals, the video script and the aims, the goals, the video script.

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And also there were young contributors then who were invited to and also there were young contributors then who were invited to narrate the video and because of the ethical limitations of my research I couldn't have to narrate the video and because of the ethical limitations of my research I couldn't have the young people from the research themselves being the

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face

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So what did the young participants want? Well, they wanted to reach a broad and diverse range of young people.

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They didn't want this to be for activists. They themselves were a very broad-range young people.

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We had in the in the the kickoff workshop itself we had communists, conservatives, we had different political, social, economic backgrounds and ages and the purpose was not to synthesize the findings of the research as an academic output.

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They wanted to help a young audience feel like they too could be part of climate action. Dialogue and this really came out of ideas of like critical consciousness and critical dialogue as a means of action and they wanted contributors to be in the video that reflected themselves.

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And be their voice. And so the goal was to use then the video as a workshop tool that other trained up young facilitators could could use to continue climate conversations in youth spaces.

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So it's not a video that outlines my research findings, but the research findings were used and reflected on with the group as a way of starting conversations with other young people.

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And so again, like this, who's it for and why? Well, the research participants wanted to break down stereotypes of what climate action was.

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They wanted other young people to feel part of the conversation. In their words, we're not all tree huggers.

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They recognize the importance of intersectional climate environmental action, but they wanted to keep the language simple so that as many young people as possible could participate.

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They wanted to start conversation. And many of the issues that came out of the discussions with my research participants were actually really similar to the thoughts that have come out the worse work of Nissan colleagues who've done a fantastic literature review of research into young people's climate and environmental action critiquing it for often focusing on white middle

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class, high-level activists and so, excluding often more marginalized voices.

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So I'd like to reflect together, but before I do, I have to confess that I've gotten my reference wrong, it's actually Ross, Helloa and it's 2,020.

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So my apologies to that person. Yeah, I did that. And so they talk about the 10 steps to innovative dissemination and so they talk about the 10 steps to innovative dissemination and they talk about the 10 steps to innovative dissemination and they talk about in step 8 respecting diversity.

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So how do you do that? How do you do that and not say that? And I want to problematize participatory video dissemination with young people and think about how researchers can engage in these kinds of participatory and arts-based projects that have the power to address the exclusion of young people from research that can enable in the

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world's words of Aldana and Richard Shuster. The collective social analysis of the colonial racist capitalist structures that shape developmental contexts and processes to produce laboratory knowledge.

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It's a big ask and it's really not that simple.

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Oh, have I gone wrong? Oh no. Oh, I'm fine. I'm good.

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Okay, so What I want to do is talk about the video contributors and the recruitment of this diverse group of young people and some of the issues that came up and how we might hopefully after the presentation reflect together and I did in the end have a diverse group of 6 young people.

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Some had grown up in the UK and some hadn't. Some were from racially minoritized backgrounds, some experienced gender oppression, some were activists, some were not and some saw themselves as working class and some did not.

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And some interesting things happened during the process of recruitment. When I sent out the fly flyers to my youth networks, there were a lot of young people who reached out who often were activists and often recognized their social advantage and the conversation went something like this.

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They call me and say, hi Dana, this is a great project. I'd love to take part, but you know what?

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I'm white, I'm middle class, I'm already an activist. Maybe this space should be taken up by someone else who isn't me.

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And that happened a number of times and in contrast amongst the missing voices in the recruitment phase were black and brown young people and this involved me having to think through how I would reach out to those young people specifically because of their racially minoritized backgrounds and that felt really uncomfortable.

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It made me reflect on how I had been racially profiled for roles that others thought I would be great at because of their interpretation of my racialized identity and what that meant.

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And in some ways I was quite aware that I was doing exactly the same thing. And it made me think of the words of one of my young participants in the research project FARA who said I often have to be the voice of Muslim people.

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I often have to be the voice for brown people. I often have to be the voice for every other race that everyone else in the room is white.

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And so thinking this through, I was like, OK. What do I have to do? And to be honest with you, I just had to be honest.

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There was nothing else I could do so I reached out to young people who I thought would fit the profile and I said hey look Here's the project where he's thinking, oh, I love it.

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Yeah, great. I'd love to be part of it and then I had to say look there's a reason why I'm reaching out to you.

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Let's talk about it. What do you think? How do you feel about that? It's uncomfortable, let's discuss it.

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And so having had the conversation with them and having had their agreement to take part, we then had a conversation as a group about it.

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And what we decided to do was to talk about it in the video, to talk about representation, to talk about missing voices and talk about, yeah, the complexities of what that meant within the video.

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And I want to leave on some reflections around that and hopefully have some conversations afterwards. And think about this problem of the practice of using video media as a tool for dissemination.

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Participatory video is a relatively new area. There are concerns among scholars about the limited ethics of practice of working with digital participatory methodologies and we know that racial stereotypes can impact already marginalized and oppressed communities.

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So how can we ensure that our research is involved in anti racist, co-created work without inadvertently reproducing stereotypes and misrepresentations of young people.

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In particular, because power relations often overlooked in these kinds of projects, Walsh invites us to think about how if participatory video is to be a significant method within a project for social change, we must push the limits and its politics.

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How am I doing for time? I've got 2 min, great. So with 1 min I would just want to show you a clip from the video where we talk a little bit about this thing of representation.

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Instead of bringing in people who

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Have an idea about what they want to talk about or people who

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Are actually invested in an area they will bring in someone who visually has that representation. A child is a young person.

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We don't have a child sitting next to us who may have something so amazing to contribute to the conversation.

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Like, we don't have 32 I don't know how old everyone is but we don't have a 32 year old To me, that is still a young person.

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To my grandma, that is a child, you know what I mean? So I don't know.

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I think, yeah. Tokenism. It is important not to to try and bring groups based off of what they visually represent.

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And bring them into conversations or bring them into spaces. Based off of what they have inside of them, what they can contribute.

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Oh.

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So to wrap up with my own reflections for the future, I would say that anyone doing similar work first get comfortable with being uncomfortable and I know that's quite a typical thing to say.

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But don't assume, reflect on yourself, reflect on your power, reflect on your positionality, be ready to get it wrong.

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Other people have said that today, you know, it's great to hear that. Ask. And, If you're unsure, talk to your participants about it and think through together how to address these issues.

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I'm going to stop there because I'm pretty sure I'm out of time. Do you feel free to ask me anything?

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Let's stay in touch if you use the QR code you can put some comments on or write your email and I can send you the video when it's done.

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We're almost ready with our final edit. OK, thank you very much.

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I tried to run away.

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Hi, thanks for your present. So I have a question just about the last set of points as you made with regard to tokens and stereotyping people.

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How do you juxtapose that with? Intentionality about inclusion. Because often if these groups are missing you have to do something to bring them.

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Onto the table. Yeah, absolutely. I don't think there's for me anyway, I don't have a straightforward answer to that because there was a balance to be struck.

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We needed that visual. Diversity we want this video to reach out to all different kinds of young people right so Often the research participants that I spoke to would say, well, you know, I don't want to go to climate strike because that doesn't represent me as a brown woman as a black woman this doesn't represent

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me it's a space it's a white space But then if we wanted to have this video create a way for dialogue with all different kinds of young people.

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Somebody watching that needed to be able to watch it and think I see somebody that's like me there that feels like it represents me and now I'll engage.

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I'll hook in. So there's a balance to be struck. Right, around how you do representation, how you think about things like inclusion and diversity and then how you do like with your Balthazar was saying was like look What about what we think?

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What about our ideas? What about the diversity of our thoughts? How do we do that? And I think for me anyway, the answer lies in relationship building, thinking through things together and that messy process and I don't think we're going to get it right every time.

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But I think being aware, just thinking about it, talking about it, being honest about it is The best way to address it, not that you are going to have a clear-cut cookie cutter way of always getting it right.

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Don't know if that answers your question. You're welcome. Thank you. Thank you.

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So now we listen to Eve May, Imaias and Sophie Hugh from Deakin University.

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Good afternoon. This is really fantastic set of papers together. I want to acknowledge that we This is Aboriginal land always was always will be and particularly to acknowledge the emerging leaders of Seed Mob that are leading the way in young people's climate activism on these lands we call Australia now.

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We are talking about climate justice and we don't have time to go into what that means, but a few slides, a few references to look up and Sophie is going to introduce our research team.

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Oh gosh. Yep, so like Eve mentioned we're part of a broader research team. We've also got Natasha Avaya Wekarama, Neta Myiva and Dani Viophanya helping as research associates as well as Rachel Finarin as Data Manager and

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Mutchera Tahoekta as project mentor. And we'll play a video in a second that we preferred a bit earlier.

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Just all of us talking through our names, our pronouns, the country that we live and work on as well as our connections to climate justice and young people.

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Probably just.

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My name's Sophie Chu. I usually have pronouns and I live and work on Nana Walla and Nambri country.

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I'm connected to climate justice and young people as a previous school strike for Climb Australia organizer and a previous fundraiser with the Australian Youth Climate Coalition.

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Hi everyone, I'm N to my other. My parents are she and her and I live on laundry and she, in so-called northern Australia.

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And, well, how I'm connected to climate justice young people is I I'm with the Pacific Car Arias, a organization focusing around the Pacific and how it of how it is affected by climate change.

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Hi, I'm Natasha. I use sheer pronouns and I'm on Gatagaland.

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I'm connected to climate justice. Personally, I grew up in West Sydney, which is a really climate vulnerable area.

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It's also an area, which is the most diverse region. In the, on this continent, with a lot of migrant communities.

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So, there's a lot of systemic problems in terms of climate race and class. And yeah, I organized the school strikes during high school and I'm now a staff member at the Australian Youth Climate Coalition, which is a really big movement of young people under 30.

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Sort of loving for climate and justice.

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Hi, my name's Danny Villefanya. My pronouns is she and her, I live on Gadigal land and I grew up on Daryl Gland.

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I'm connected to climate justice as I grew up organising with school strike for climate in Sydney and I also worked a lot to advocate for those in Western Sydney which is a really climate affected area.

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I've also organized with sweltering cities looking at urban heat islands and how planning affects climate impacts and health impacts in Western Sydney.

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I mean, just.

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So in terms of co research we're really interested in researching with rather than on young people and there's a lot of literature regarding that in relation to climate change but it's important to recognize that within the climate justice movement with with young people there's a lot of unevenness of representation.

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So there's a lot of research literature discussing climate justice activism which is co-authored by young people but in looking at co research we're really interested in asking which young people actually get to be involved as code researchers and what are the factors that help them or hinder them to do this?

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And we've got a video here from Danny talking about a bit of her experience as a co-researcher.

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I think for me a challenge of co research was coming into the space not as someone who had done research and been in like academia before sort of understanding some of the processes around it.

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That were required to get involved. Like for example, doing the ethics quiz I had to redo it multiple times because I didn't quite understand the questions or I didn't really see how they were relevant to what we're actually doing.

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So I think that was definitely a challenge stepping into that space.

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Okay.

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And like adding or

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We are, sorry to be having to race through with the development we have to cut. So this And it's so good great to go after Dennis's paper, sorry, Zoom people, because the issues that you were describing are very much what happened at the beginning when when the short story is.

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Big research grant and my early conversations was this research team can't and with First Nations Critical Reference Group and the Stakeholder Reference Group was there are these representational issues within the climate movement and the youth climate movement such as the very problematic concept and so then the research team and I'm or you know what

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uninvited guest on these lands and you know how to yeah, I don't know.

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If I do this research as well, that just reproduces those dynamics and so how to just reproduces those dynamics and so how to you know also outnumber and do something and so how to outnumber and do something, attempt to disrupt that as much as that's possible but also be mindful of the issues So the issue of

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time came up in the very early consultation with school strike for climate. We love the idea of being a co researcher but we're doing activism we're doing school and then to also ask to be part of research. This is an issue.

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And so in a sense you have to think differently as well about how you do, who's on the research team.

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So the other thing in terms of our early processes. So Natasha was on that first meeting when we were talking with Schools Strike for Climate about co research and it was actually a kind of via Natasha and these very explicit conversations about representation that Natasha I think through a slack chat or something.

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Is that? Yeah, Instagram, yeah, sort of sent out, yeah, the sense and then also someone on the First Nations critical reference group also sent it out to her networks the call for the recruitment of research.

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Team members as part of the research. And part of our early processes have been very much inspired by Max Laborean and Clear Lab and the way that they set up research protocols as well with their teens and antipressive facilitation.

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That's particularly important for me again because of my role as not only an adult but a white middle-class researcher in in this context and co-developing our protocols that we are still ongoing in fluid.

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And reading together and trying to think beyond I suppose. Qualitative research in its how we might think about that but to read literature around decolonising as well as issues of consent and relationship and relationality and research.

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OK, I'm going to jump straight to.

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Yeah. And that is going to speak to this.

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Telling these stories but a big issue I think sometimes with research is it's becoming extractive. So What do you think?

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How would you guys define this constructive research and how do you think we avoid that when we're I mean to foreground these stories.

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I might throw it to you first Natasha this time. Yes, I think extractive research or just you know, extra, you know, exploiting, people with lived experience in general.

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It's a That's the I would say the definition is if you know you're taking someone's experience someone is making them so vulnerable and sharing their experience but they aren't getting any benefit from that and you're using that for your own purpose and your own agenda.

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And yeah, I think in terms of like balancing that like the 2 tensions are you know between like being tokenized as a person of color like versus actually being valued for your experiences and for your story.

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That benefit. So I think it's like really important. It comes down to trust and it comes out to attention.

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It also comes down to actually like valuing the experience that someone is sharing and using that for good and using that to actually like uplift and support those communities and not just to create you know a headline with a few buzz words or to, you know, generate attention towards something, but actually to like aid those communities.

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You know and promote you know promoting that strong leadership that like we need.

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100% so just to add on to what Tash was saying. It's definitely difficult to navigate that how to make sure that research isn't extracted when research is foundations are built.

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On being extracted. But I think what is like the most progressive things that you can do for this is to make sure that whoever is telling the story.

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Whoever is telling the story owns the story as well. So it's a lot harder to do that with the research research is definitely researching.

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Academia is a space in the Western world where it's deal with a lot of, oldest white settlers as well.

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And so I think to definitely aid that it would be a lot better to help those who earn the story become.

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Help them have access to these spaces. So they're able to own the stories that they're telling.

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So wouldn't be so attractive that it would be something that they have agency and have ownership over.

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So in working on this research project, our team has been holding a number of research conversations rather than interviews between us.

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So sort of discussing our experiences with climate activism and in doing so at 1 point Natasha brought up the story of the Instagram account that you can see pictured.

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It's an environmental conservation organization. Which makes memes combining Nicki Menage with climate change and in representing, discussing this account in a publication, an article that even I were working on, we found that it was quite difficult to both maintain Natasha's voice and retain, make sure that she maintained her agency over her

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story while also making sure that the story you know was clear and it flowed neatly with the rest of the work.

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So we found that reset co-research was really useful in this regard. Not only did it make sure that we were representing something that Natasha felt was true to her original account but also made sure that we weren't you know overrepresenting what was ultimately a bright pink picture of Nicki Minaj, not making a mountain

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out of a molehill.

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And I should just add with the conversations, this was an early stage where we were practicing these, these conversations and thinking what we what we can write together with them but then we are also in the second stage now of moving out and doing or having these research conversations with with others in our communities and in these activist circles and networks.

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And a big thing that we work through with the ethics process is making sure that people can be identifiable.

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Yeah, as Neda said with their stories and I'm thinking through issues of particularly indigenous cultural and intellectual property.

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Accessibility goes can speak to. Yeah, and then on that point of accessibility, the thing with academic pieces is for a young person they aren't always the most.

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I guess thing that the most interesting thing to engage with in that you know either there's a paywall and you can't access it or it's just quite long and quite daunting and so we're working on other forms of making that information accessible through Instagram infographics, capturing sentences from our articles or from

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or sentences that were left on our surveys.

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And there's just a few of the things that we're working on at the moment. I think the big thing is that I have been grappling with is thinking about the overlapping and diverging purposes of, you know, Sophie and everyone in the research team is involved in organizing and that there are different theories of

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Thinking when I say theories of change thinking of Eve Tuck's work and Wayne Yang's work on dissonant theories of change in qualitative research they're talking about but I think in thinking through movements and activist work that's also true and Eve Tacker's a recent blog talking about that as

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well. But again, I really, it struggled because it seems like it's also to quote them again.

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Tuck and yang and a different article, a kind of a rush to innocence to like is it that we're talking about this?

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Now and then that means that we can just do, yeah, I don't know as an as a person in the Ivory Tower, how does that, the entanglements of that?

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And in being entangled too with the, we're still in the university. We're still in the colonial system of knowledge production while we're trying to write together and there's still that authorial voice issue of how do we write together when we're having to be confined within a journal structure and the conventions of

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that in the peer review process and so on. But I do know that that's when we're writing together it's actually very much changing how Yes, how I am writing.

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Which I think has actually been for the better because I can be a bit turgent.

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And I'll make this last point very, very snappy, but in terms of why young people would want to co-researcher or for me as it's as simple as I enjoy reflecting on my experiences and why things are the way they are.

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And so Kobe such as very different from why things are the way they are. And so, the way they are.

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And so code research is very different from say a one off interview with a journalist or a uni, a one off interview with a journalist or a UN off interview with a journalist or a uni-only honest student because there's a bit of reciprocity.

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You get to engage with it and not only your experiences but also there's a bit of reciprocity. You get to engage with it and not only your experiences but also others.

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And there's a bit of reciprocity. You get to engage with it and not only your experiences but also others.

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And there's also an element of Thank you.

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Thank you. Wonderful presentation really interesting. You raised the issue of working with ethics committees and getting allowing young people to be identified.

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How did you handle that? I've got that as a challenge.

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I'll say I'll say something in if you want to jump on it. Yep. Sorry, I was we were just negotiating who answers and yeah.

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So one of the things actually that I was. So one of the things actually that I was very surprised, we did go obviously to high-risk ethics, so one of the things actually that I was very surprised, we did go obviously to high-risk ethics, but we had consultation meetings with our First Nations Critical Reference

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Group and our stakeholder reference group and each of those groups we had to have at 3 meetings because you know times teeing up times and the whole research team was in those meetings with those groups.

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And we documented the and so we shared them with them at that stage. Here's our preliminary design of the project and they there were some amazing you know suggestions, changes, you know, requested and we documented them rigorously and put it in a table and put it in a table and when we submitted the ethics and one of the things

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was identifiable and when we submitted the ethics and one of the things was identifiability and then one of the things was identifiability and then also opted in opt out co authorship as well for indigenous and Pacifica and young people of colour to opt in to co-authorship and to have like to be able to check how their

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quotes you know were being represented. And I was surprised because we documented it so thoroughly the whole ethics application was 254 pages, I think.

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But it got like I, there was reviews that the reviews came back and there were things to address. It was actually more about social media there, the head issues like things that we had to do with social media stuff.

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But the co-OP the ship was not questioned and that was Yeah, great. And we just quoted the national statement back at them, like, sorry, within the application and also the atsis code of ethics and really tried to stress those things.

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So I'm like kind of I think Fuku would call it hyper-obedience.

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Thank you.

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So the last presentation will be given by Harriet Rowley for Manchester Metropolitan University.

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Everyone's still awake? OK, last one. It's great to be a part of this panel.

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It's a really good session. Okay, so back in 2,016 my colleague Kate Parl at MMU in her article with David Bell claimed co production has an important role to play in rethinking and remaking the world for the better.

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Such an approach offers academics a chance to work with rather than on research subjects to further the aims of social justice.

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In our recent special issue critically exploring co-production we argue that the initial heady excitement surrounding the turn to co production needs to give way to more critical and sober reflections on its limits and I think the other presentations really testified to that.

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Some of the limitations about kind of the cramped space of co-production in neoliberal universities are quite well rehearsed.

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And the term is quite ubiquitous within various sectors to justify tokenistic forms of partition.

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But I think much less attention has been paid to the use of digital technologies for knowledge co production with vulnerable populations.

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This paper aims to contribute to the existing critical literature on participatory video research which I'll shorten to PVR from now on by exploring 2 projects which were co-produced with young people in Manchester in the United Kingdom which I led where we produced a video as one of the outputs from each.

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The first documented young people's experiences of homelessness and was part of a bigger ethnographic case study carried out for the Horizon, 2,020 project party space which I was a research member on.

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And the second was also when you'd participation, but it was a project called Party Bridges.

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It was a follow on Erasmus Plus project from Party Space. And this one was this focus for the PVR project was young people's experiences of lockdowns during the Covid-nineteen pandemic who were also members of a youth representation forum which we were partnering with at the time.

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So what is participatory video research? It's frequently used within co-produced projects for its capacity to support.

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It's frequently used within. It is frequently used within co produced projects for its capacity to support collaborative and democratic projects for its capacity to support collaborative and democratic projects for its capacity to support collaborative and democratic to support collaborative and democratic knowledge-making practices by enabling a community or group in the co-creation of their

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own collaborative and democratic knowledge making practices by enabling a community or group in the co-creation of their own films.

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It's concerned with issues such as the politics of who should be involved in research, the process of how participants become co-workers and what benefits this might bring.

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As with other participatory approaches it's celebrated for its capacity to create new moments of personal and political awareness.

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That have the potential to be part of emancipatory and democraticizing personally beneficial process of knowledge creation.

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These potentials are predicated on being able to nourish the constituents of citizenship as well as creating spaces in which young people feel able to make meaningful interventions in the public sphere.

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There is growing critical literature on PVR, some of which recognizes that such ideals are often not the case.

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And some of which recognises that such ideals are often not the case and often their approach actually puts much more power into the researcher's are often not the case and often their approach and often their approach actually puts much more power into the researchers hands whilst constraints of the time frame of the funded project are unlikely to allow such processes

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to Both the research projects where PVR was used were concerned with youth participation more broadly. In the part space study we were looking at spaces and styles of young people's participation across 8 European cities.

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Ideological and discursive understandings of recognized forms of participation were understood to have like a direct relationship with the so-called recognized forms of participation.

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So instead the research aimed to broaden out what counts as youth participation in order to recognize how young people are active, but often their struggles for recognition are misrecognized or dismissed as noise.

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The following Erasmus Plus project party bridges sought to kind of bring these findings together. 3 of the for universities which were involved in part space were involved in this one and we aim to sort of validate some of the processes and the findings.

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For the Partner Space project, we deliberately chose to study some sites of youth participation that were not kind of the usual suspects.

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And hence why I did the ethnography of the streetwork homeless project. It lasted around 9 months and we also co produced a street exhibition which demonstrated vividly young men's experiences of living on the streets.

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A series of boxes were created like the ones that you can see on the slides which depicted their lives in miniature form.

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The viewers were invited to peer in and turn on the light. They were temporarily installed on the streets of Manchester and the men performed like walking tours to the public on the self same streets they were accustomed to living.

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The process therefore was always the focus whereas the video was more of a form of documentation of the project because it was an expected output from part to space.

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A film maker was employed separately to film some of the sessions, walking tours and some of stage refractions with the men.

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He edited the film. The men were consulted in the final sign-off and gave their permission to be used for it to be used as a final output.

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The film was introduced by the men at a final sharing event that we organised to a pre-selected audience.

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However, after much deliberation, we decided not to use it in the final output from part to space.

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And it never really saw the light of day again.

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For the Party Bridges project we co-produced a PVR project with young people engaged in a formal youth representation forum.

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Similar to the previous project, the young people also saw using videos and opportunities to kind of set the record straight and give their side of the story about how young people were experiencing the COVID.

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19 pandemic. This time partly because of the aforementioned experience and also because we were confined to our own homes, we decided to put the young people more in control of the filming using their phones they narrated their experiences of the pandemic.

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The clips were edited into a 10 min video by a technician with some involvement from the young people and then the film was shown at an online youth assembly meetings as well as the European project dissemination events and shared briefly across some social media platforms.

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So in comparing both of these projects it would be easy to assert that one was a success and maybe one was largely a failure.

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But I don't think it's as simple as that. Although the video of the streetwork homeless project is kind of dared and buried, the relationships between the actors in the space as I have written about in a chapter from our recent book Shameless Plug of our reshaping youth participation Manchester in a European

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gaze. It was built on kind of fraying processes of empowerment which are familiar to those in community development work.

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Although like other youth participation projects, they had their limitations, those who took part using a Fryian term started to develop what we could might what we might want to call critical consciousness.

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This enabled them to start to not blame themselves for the situation they found themselves in but situate this within a kind of broader structural issues of inequality.

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However, I would argue this had far more to do with the type of relationships and practices maybe similar to what you were talking about before.

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That are familiar in more radical forms of community development work rather than kind of using participatory radio research. So why didn't the video really capture this?

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I think the answer lies much more in the broader findings of party space which I alluded to earlier.

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In the video from the party bridges project the young people who were part of a youth forum largely accepted as you might expect those kind of predefined rules and roles of citizenship.

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Are consistent with findings from participants, young people in the youth councils tended to adopt using a sort of Bordesian term adult citizenship habituous habitus emphasising more recognised forms of participation.

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They wanted to make themselves visible as kind of good neoliberal citizens in the making. On the video they're rarely seen to kind of divert from those scripts and they're more likely to emphasize new scripts and they are more likely to emphasise new skills, productive ways they were more likely to emphasize new skills, productive ways they were using the

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lockdown to emphasise new skills, productive ways they were using the lockdown, productive ways they were using the skills, productive ways they were using the lockdown, learn to play a new instrument, that kind of thing, even though in the conversations we were having in the sessions, we knew that they were struggling in other ways.

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In contrast in the video from the streetwork homeless project the men were shown to be kind of quite antagonistic, keen to divert any plan we had.

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Sometimes this was because they were so annoyed to the repetitive and boring endless pressures of street homelessness whilst other times they wanted to see how far they could push our patients.

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To see if we actually really cared. So I was emphasising all the stereotypical behaviours that might be associated with homelessness.

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Which is why it felt unsafe to disseminate the video much more broadly in the end after that kind of initial sharing with those connected to the organization.

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In short, the fear of reproducing those deficit narratives of those leading precarious lives or perpetuating the stigma surrounding homelessness whilst possibly kind of jeopardizing the relationships I'd worked really hard to build, felt too much of a risk.

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In the party space study we centralised the importance of recognition, distinguishing different forms of participation. That become biographically meaningful for young people, but also those which are seen as legitimate.

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Similarly, as I mean, simply although I don't have time to do justice to the theory here touching on like Nancy Fraser and Judith Butler's work.

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It is worth pointing out that the connection between these broader findings and how these manifest in the PVR projects.

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In this sense, I think the messages which seem to surface from the videos largely seem to be about young people's struggles for recognition to imply this framing briefly, individuals emerge into belonging and from normative understandings they are subjected to.

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This reading explains how recognition will always be accompanied by elements of misrecognition and non-recognition and this is dependent on the extent to which they conform to what is considered as kind of normal.

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I, in the videos, young people are seen kind of navigating their belonging in accordance to these normative or legitimised forms of participation and this kind of becomes quite plain to see.

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The young homeless men are at polar opposites to the young people in the youth forum, yet both experience recognition in different ways.

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Their struggles for recognition mean that they take on different compromises in their attempts to make their kind of participation practices meaningful and where they become visible.

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By way of conclusion, the PVR elements of these projects in terms of the final outputs tended to reinforce those kind of normative definitions of legitimised forms of participation and rather rather than creating spaces where young people feel able to make meaningful interventions in the public sphere able to make meaningful interventions in the public sphere.

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They instead reinforced particular ideals in the public sphere. They instead reinforced particular ideological and discursive understandings of how young people, they instead reinforced particular ideological and discursive understandings of how young people are expected to perform.

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About youth participation perhaps precisely because such meaning making co-production of knowledge is fleeting represents movements and moments of hope that are by their very nature prefigurative and so hard to grasp.

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Are such embodied and emotional and tacit ways of knowing and representing the world have not translated easily into the PBR project that I've been involved with to date.

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This is why in my next project I'm seeking to change the form to more kind of artistic sort of documentary filmmaking practices.

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I don't have time to go into that today, but if you'd like to hear more about that and you're still around.

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I'm doing a seminar at Deakin on Tuesday that Eve has kindly organized. Well I'll be talking more about how I'm trying to develop my practice with this work.

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Thank you.

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No questions. I'm off. Scot free.

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Going going Okay.

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Yeah.

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So we have plenty of time. For a decent conversation. Ben Bowman, who's not here.

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But he is in spirit made a very simple observation recently when he said that the relationship between researchers and young people is political.

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That's an enigmatic observation because it clearly requires us to think about what that means. And I think that there's some interesting conversations we had about how we understand the politics of the relationship between young people.

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And the researcher. As a provocation, I was just thinking about some of the explanations that people are using in their presentations here and in other sessions that we've had at this Congress.

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I was thinking about Anna Fun's account of in Starsi land. Of the remarkable moment when an entire one party system collapsed.

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Literally overnight.

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But no apparent reason Except that those who ran the East German Communist state. Said You can't keep doing this.

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And there are vivid stories in Anna Funa's remarkable book Starsyland of Security forces just walking out of the office.

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Leaving the filing cabinets there. And the system just collapsed.

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There is a tendency. I'm not suggesting anyone in this and is guilty of this. For what Graham Harmon calls reductive explanations that go up.

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Up to systems. We explain this down here by reference to colonialism. Capitalism. The structures of whatever.

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And there is a suspicion that that may not be quite all that helpful. It certainly doesn't work in the case.

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The collapse of this German system. Which reminds a genuinely magical strange and puzzling moment. The dispositions of sociology

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They're rare course, the recourse to structural explanations. Has always struck me as a non-socialologist, even though I teach it.

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As weird. Why do we do it? Well, we do it so we can have a debate about structure and agency.

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And that's never going to get resolved. And so it goes on. Using that as a Just have some conversation.

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They all run around for the and Yeah.

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Hello, my name's Lena. I've met a couple of you and none of most of you.

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I have a question that may seem, the answer may seem obvious but it wasn't made explicit across your work.

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Most of you in various ways spoke to the need or recognition or honoring young people as participants. In the work that you're doing.

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I'm wondering if that if you had the resources in your research project to pay young people for their time or if they were limitations around funding which often happens if you're a PhD student or a young person tried to design their own research project how you designed the project so that there would be some sort of benefit for young people that they

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would see as an outcome.

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You know. Yeah, so I guess in, in the, in the projects that Cornwall and I have been working on young people and involved as participants but as researchers.

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So in quite formalized research roles. And in that sense, that means that we've.

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You know, worked within our budgets which are often, you know, I mean most are tied but to actually carve out.

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Carve out that money to pay researchers for their time and that's you know in line with research assistance, university rights.

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But of course like we're in a setting where that's were able to be able to do that.

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I think I would say that you know, formally recognizing young people for their time is obviously really, really important and often that is financially.

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But of course there'll be contexts, different contacts where that's not possible. And financial remuneration even the only way to value a young person's time.

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But yeah, I think carving out that in your budget and like whatever that is or whatever that looks like is super important.

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But yeah, other methods of valuing are out there as well, like co-authorship and conference presentations.

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Asking the young people how they want to be valued or how they would like their contributions to be acknowledged.

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Is probably the first step in figuring that out.

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Pass the parcel. I just want to speak to what you said around like PhD students and and doing this kind of work because I think it's really, really difficult for PhD students.

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Real support framework for me to do this impact piece. I did it because I just felt like if

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I love my research project, okay? I want everyone to read my pieces, but the reality is that that wasn't.

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That wasn't what was going to be the most important thing for my research participants. And so to honor their voices, I felt like I had to do something that would at least speak to what was important to them, which is why it's not an output that's just these are my research findings.

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And it ends up being something quite different. And in terms of, I guess the thing that I'm frustrated by and if there's anybody who has any power around funders if you guys could do anything about that because the biggest issue that came up for me is that I ended up with 1,000 pounds for that project and what I did

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with that money was Give half of it in vouchers to the contributors and the research participants, but I had to call it a gift.

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For contribution and I had to find one of those vouchers that meant they could buy almost anything with it so it was like money but not money and I the young person who's editing the video I couldn't pay him.

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And so it was a conversation of, well, what do you need? That I can give you and it was like a particular software so where basically we had to

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Use a software, right? So that I bought the license so that he could have that and that was in a way that the payment, but that's not.

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Good enough because he's done work. They've all done work. And also there's the issue right of how much work then.

448
01:26:12.000 --> 01:26:18.000
I can only give you this much. So how much can I ask you to come back, come back, check in, check in, do more.

449
01:26:18.000 --> 01:26:31.000
There's a limit. And so co-production, and so co-production, collaborative work ends up being limited by the time and the research and yeah so for PhDs I think part of our support package let's say our stipend should actually be impact work at the end.

450
01:26:31.000 --> 01:26:36.000
So anyone's out there who's got power to do that please make it happen thank you

451
01:26:36.000 --> 01:26:46.000
I think you touched on a good point around the, yeah, that. Reciprocity not taking on necessarily financial but what yeah what can be given back to young people.

452
01:26:46.000 --> 01:26:54.000
And a big thing, although we did a lot of things around. Yeah, trips and events and food and all that sort of thing.

453
01:26:54.000 --> 01:27:07.000
A big thing for for our young people was I suppose the strong, strong commitment to making sure that every time their voice made its way into impacting something.

454
01:27:07.000 --> 01:27:16.000
That you knew about it. And so 3, 4 years later, this project still kind of impacting different spaces.

455
01:27:16.000 --> 01:27:24.000
There's groups of young people that I can message and say look here we are again and this is the value that they're finding as well.

456
01:27:24.000 --> 01:27:33.000
And being part of it and I think that commitment. Is a really important thing. For for researchers.

457
01:27:33.000 --> 01:27:52.000
And that's not just within the context of the you know the short research time but ongoing as impact happens and and makes its way into different spaces so yeah.

458
01:27:52.000 --> 01:28:00.000
The research team members are all paid research like research assistants, so we talk about the team as research assistants.

459
01:28:00.000 --> 01:28:04.000
So we talk about the team as research associates, like research assistants. So we talk about the team as research associates.

460
01:28:04.000 --> 01:28:18.000
So we talk about the team as research associates. Assistance is obviously a very deficit term. So this is obviously a very deficit term, is obviously a very deficit term so they're paid at the non PhD research assistant level a very deficit term so they're paid at the non PhD research assistant level but I want to acknowledge the privilege of that to have

461
01:28:18.000 --> 01:28:34.000
research assistant level but I want to acknowledge the privilege of that, but I want to acknowledge the privilege of that, to have research funding to do that and that's the privilege of that we to have research funding to do that and that you know before this is a Australian Research Council grant and so this model of the research team.

462
01:28:34.000 --> 01:28:56.000
It had a research assistant, 0 point 6 FTE and it was through the when the grant was awarded and very early consultations before the grant started was was when it was apparent that the research team configuration had to change as in like that was what was going to be the most productive.

463
01:28:56.000 --> 01:29:01.000
I don't know if you feel want to talk to anything over in terms of the

464
01:29:01.000 --> 01:29:17.000
Yeah, I mean, I guess in terms of the broader situation with engaging with participants, I think a big part of us making sure that it's reciprocal is making them conversations rather than interviews as you mentioned Eve because Speaking from personal experience.

465
01:29:17.000 --> 01:29:25.000
A lot of conversations or interviews about your activism containants just Tell me your life story. OK, thanks.

466
01:29:25.000 --> 01:29:37.000
Weren't follow up with you for a bit. Hope you're happy with that. And obviously it's really lovely to be able to engage with those projects but at the end of the day it can get a bit draining if you're doing it over and over.

467
01:29:37.000 --> 01:29:53.000
So if we're modeling these as conversations it ensures that it's sort of a more multi-directional conversation where they share something about their experience, we share something about ours and it feels more like a conversation where you're actually engaging with it and feeling like you've gotten something out of it other than.

468
01:29:53.000 --> 01:30:18.000
Exhausted. And but we still don't escape the bind because people who you know sign a consent form they are not necessarily you know they're not paid or they're not necessarily been receiving give outches so we're always caught up in these sort of power relations and how do we work with them and acknowledge them and attempt to try

469
01:30:18.000 --> 01:30:33.000
to do something different but we acknowledge that too.

470
01:30:33.000 --> 01:30:43.000
Hi everyone, Pep Colin from Western Sydney University. Thanks for those fantastic presentations. It's really great to hear about your work.

471
01:30:43.000 --> 01:31:02.000
My question is a bit of a follow-up to that last to where we ended there and particularly picking up I guess to where we ended there and particularly picking up I guess on Dennis observations about the workaround so I feel like what you have all shared is actually a lot of insights into the way in which

472
01:31:02.000 --> 01:31:09.000
co-research and co-production is advancing kind of research or practice and knowledge production in really important ways.

473
01:31:09.000 --> 01:31:27.000
But what I also heard was the ways in which weers, researchers. And by that I mean all of us as researchers are having to invent a lot of workarounds and to deal with the resistances from within organizations and institutions.

474
01:31:27.000 --> 01:31:41.000
So I wonder if you and this is to the whole panel. What are the prospects for co-research and co-production with young people to transform our organizations and institutions.

475
01:31:41.000 --> 01:32:00.000
Just a 2 really quick observations maybe to invite initial responses is Eddie and Bronwyn you talked about the outcomes and the ways in which local government had kind of responded to an integrated like was that a transformation in the way they do things or was that another example of translating?

476
01:32:00.000 --> 01:32:26.000
Young people's perspectives and demands into already existing. Governance practice and to Sophie and Eve in particular like what you describe around the ethics process I just think You know, is actually ridiculous and Rob when you started talking I thought maybe you were talking about the inevitable collapse of the Hrex system at least in the

477
01:32:26.000 --> 01:32:33.000
Australian context? Well they all just look at their you know like filing cabinets of 250 page ethics.

478
01:32:33.000 --> 01:32:42.000
Applications and think we can't do this anymore like it doesn't say much about the respect and the possibilities for situated ethics that researchers like you are already practicing.

479
01:32:42.000 --> 01:32:57.000
So like what is the transformative potential of this thinking beyond? Our not beyond but with our you know practices researchers.

480
01:32:57.000 --> 01:33:04.000
I think in the context of the of the council

481
01:33:04.000 --> 01:33:07.000
For our group.

482
01:33:07.000 --> 01:33:15.000
Yeah, I don't know how transformative that was in terms of the process.

483
01:33:15.000 --> 01:33:20.000
That they were taking within their council structure.

484
01:33:20.000 --> 01:33:35.000
But I think what we talk about as a group was. Role modeling an example of what what different could look like where it wasn't the council going to a group of young people.

485
01:33:35.000 --> 01:33:48.000
About a particular Issue, but actually the conversation that started from young people themselves and that was an established group that started from young people themselves and that was an established group that were having young people themselves and that was an established group that were having conversations.

486
01:33:48.000 --> 01:33:52.000
And they were then able to.

487
01:33:52.000 --> 01:34:04.000
Yeah, to shape the conversation in that way and so what Yeah, what we tried to do was talk about how they could.

488
01:34:04.000 --> 01:34:26.000
Yeah, look at funding that helps to support those conversations happening. With groups of young people on a on a regular basis which I think is a difficult thing to do in funding spaces because It doesn't necessarily look at you know the big ticket vulnerable youth kind of things that they want to fund which which was difficult.

489
01:34:26.000 --> 01:34:34.000
But Yeah, that was my experience was Yeah, was trying to provide an example of something different.

490
01:34:34.000 --> 01:34:52.000
And whether that was taken on board or not was, yeah, was up for grapes I suppose. Just to add very quickly a lot of talk about adult involvement in youth participation has been you know pejorative on the adult involvement in youth participation has been pejorative on the adult side and you need to step back and you know pejorative on the adult side and you need to step back and so one

491
01:34:52.000 --> 01:34:53.000
of the things that we were playing with the adult side and you need to step back. And so one of the things that we were playing with is that privilege isn't just something you need to step back.

492
01:34:53.000 --> 01:35:07.000
And so one of the things that we were playing with is that privilege isn't just something you need to be ashamed of, but privilege is I think one of the reasons it is project got even further than some was that he used his privilege as an adult and had context.

493
01:35:07.000 --> 01:35:19.000
To take it further than it might have. And I was reflecting of that across the studies that we're constantly trying to look for representation as well and there involves people with privilege making space.

494
01:35:19.000 --> 01:35:35.000
And that was a, I think, a potential for greater transformation when that happens.

495
01:35:35.000 --> 01:35:43.000
Thank you. Hi, I'm Refana. I'm from South Africa. I don't really have a question.

496
01:35:43.000 --> 01:35:55.000
I just want to bring in a perspective from kind of researching with young people in in South Africa and I've been doing work with or wanting to do work with urban youth.

497
01:35:55.000 --> 01:36:05.000
And I just You know, there's so much incentive to want to do participatory research and include use and develop these kind of modalities and include use and develop these kind of modalities.

498
01:36:05.000 --> 01:36:12.000
You know that go beyond like text. But it's it's again goes back to funders.

499
01:36:12.000 --> 01:36:27.000
I mean one is typically in most research projects we cannot pay people for participation. Sometimes occasionally particularly in health, it's established that you know you give a time kind of expense but it's definitely not in the social sciences.

500
01:36:27.000 --> 01:36:34.000
And then we have this tension where where people, young people, especially in urban contexts, really want to participate and really want to be involved.

501
01:36:34.000 --> 01:36:51.000
And that's largely because they're unemployed, they're not in school, they want to be doing something meaningful, but they're not necessarily hugely invested in the research or the idea or the work or climate change or sexual whatever it may be.

502
01:36:51.000 --> 01:37:04.000
You know and that tension of growing people in when you absolutely know that there's it's a kind of vulnerability that you're exploiting.

503
01:37:04.000 --> 01:37:14.000
Yeah and I mean I don't I mean like I'm saying we're asking a question it's just it's just something that I constantly grapple with myself about really whether I want to do this kind of research because it's.

504
01:37:14.000 --> 01:37:25.000
So uncomfortable and then you know the kind of goal of funders at the end of it where they don't want to pay, of funders at the end of it where they don't want to pay but then they want to know what is the outcome and what will they get out of it and you actually know.

505
01:37:25.000 --> 01:37:34.000
And you have to say up front, you know they're not going to get anything from it. It's very unlikely that any of these, give them great skills.

506
01:37:34.000 --> 01:37:42.000
But they're always going to kind of be that stipended researcher that will then be brought into the next community health program, etc.

507
01:37:42.000 --> 01:38:11.000
So yeah, I mean it's just an incredibly difficult tension and ethical space to be in and I just Just find it really difficult and I think it's possibly more so in the global south where you want its funding and to you dealing with such a vulnerable kind of population without wanting to patronize them in any way.

508
01:38:11.000 --> 01:38:15.000
Hi, I just want to respond to your comment. You just made me think of a couple of things I wanted to share.

509
01:38:15.000 --> 01:38:30.000
The first thing was I really appreciate you saying that because I'm in the very early stages of my academic career and I think hearing something like that is really useful particularly because of the limited experience I have with co-production work in an academic space.

510
01:38:30.000 --> 01:38:41.000
So thank you for that. And also you made me think about the reasons why the young people in my research took part.

511
01:38:41.000 --> 01:38:52.000
I remember when I brought the 20 young people back. To the kick off meeting. And the first thing we did was go around and just check back in and I asked them to just share.

512
01:38:52.000 --> 01:39:11.000
What made them come back? You know it had been for some of them 2 years since we'd met last and you know in a group setting and everybody said oh well because I'm friends with dinner And so there was this, and actually at the end of the project, some of them didn't even want to take the

513
01:39:11.000 --> 01:39:16.000
voucher. I had to force it upon them. I was like, no, you have to take the voucher.

514
01:39:16.000 --> 01:39:31.000
And so there was this thing around relationship and friendship and connection and authenticity of genuinely wanting to be together and spend time together doing projects that it became about that.

515
01:39:31.000 --> 01:39:43.000
Not just about that, but that was a big part of it and being respectful. And recognising that was really important for me and I understand that like you said that's not going to be the case.

516
01:39:43.000 --> 01:39:50.000
In all projects. So yeah, just some thoughts.

517
01:39:50.000 --> 01:40:01.000
Yeah, thanks Dana for raising those points. It made me think about how, I think one of the reasons why at least in the UK context.

518
01:40:01.000 --> 01:40:14.000
This type of work is important and there's a number of researchers. That some of you will know Ben's already been mentioned, Caitlyn Nunn, others from the Manchester Center for Youth Studies.

519
01:40:14.000 --> 01:40:28.000
And I think it's to do partly because of how the youth and community kind of service has been decimated in the UK and has undergone successive funding cuts.

520
01:40:28.000 --> 01:40:44.000
And at least there's a group of us who are definitely working in this space to kind of fill in the gaps of what was working in this space to kind of fill in the gaps of what was more state provision.

521
01:40:44.000 --> 01:40:53.000
And it enables a kind of valorization of knowledge of community practice. And it's important in terms of our partnerships with those community providers.

522
01:40:53.000 --> 01:40:59.000
I wasn't really able to explain in terms of our partnerships with those community providers. I wasn't really able to explain that in the presentation today.

523
01:40:59.000 --> 01:41:15.000
Those projects were really done in partnership with those organizations and much of the work was around those kind of youth and community work practices and in order to sort of support and provide space for young people.

524
01:41:15.000 --> 01:41:28.000
I think those organizations are really important. That's where research of this nature needs to be embedded within kind of pre-existing relationships.

525
01:41:28.000 --> 01:41:49.000
Rather than sort of researchers kind of dropping in and trying to expect. It needs to be part of a process and you can see that with this project as well.

526
01:41:49.000 --> 01:41:50.000
A young careless from Barcelona. Have 2 questions first. Is it possible to navigate from Barcelona?

527
01:41:50.000 --> 01:42:19.000
Have 2 questions first. Is it possible to navigate from co participation to co-authorship? Including not only young people who are students and can also write something but also for instance young people from marginalized world who tell oral stories that you transform into some narratives in my experience.

528
01:42:19.000 --> 01:42:38.000
For instance, I have published 2 books with young members who are co authors of the books. And second question, is it there are some projects that are based on film and video but on documentary film and video.

529
01:42:38.000 --> 01:42:53.000
Is it possible to include also fiction and transform our knowledge, our research into fiction because in fiction cinema and television series normally are produced by adult stereotyping young people.

530
01:42:53.000 --> 01:43:12.000
Why not you, we translate our through research into true film. Is it possible?

531
01:43:12.000 --> 01:43:22.000
For the next project I'm working with a filmmaker who leads on the filmmaking course at MMU.

532
01:43:22.000 --> 01:43:34.000
For the next project I'm working with a filmmaker who leads on the filmmaking course at MMU and that this one's with Refugee Young People in Manchester and the reason why I'm trying to start that collaboration is because I think one of the difficulties with the previous projects was a kind

533
01:43:34.000 --> 01:43:49.000
of You know, I kind of I'm a hybrid between education and sociology I suppose but I'm not you know I'm doing participatory video research but I don't have expertise in what it means to.

534
01:43:49.000 --> 01:44:05.000
So think about how you convey a story through. Through film and I think that that means that lots of PVR projects fall back on this kind of like young person on camera speaking.

535
01:44:05.000 --> 01:44:18.000
And I think we could be better at playing round with the poetics of the use of film and how we can convey meaning in more complex ways but that's not how we've been trained to think about.

536
01:44:18.000 --> 01:44:26.000
Our practice very much. So that's why I'm trying to collaborate with some new people to help with that.