Using Video in a Participatory, Multi-Method Project on Young People’s Everyday Lives in Rural East Germany: A Critical Reflection

Abstract

Visual methods are increasingly used in participatory youth research, an approach which itself is becoming more and more popular in the social sciences (Rowe and Frewer, 2004). They are seen as a valuable tool to facilitate and acknowledge young people’s agency by engaging them more actively in the research process (Allen, 2008; Thomson, 2008; Morrow, 2001; Murray, 2009; Hillman et al., 2008). Youth researchers thus have started using a wide range of visually oriented and task-centered methods such as drawings and mental maps (Blades et al., 1998; Harden et al., 2000; Hörschelmann and Schäfer, 2005), photo- or video projects (Young and Barrett, 2001; McIntyre, 2003; Holliday, 2007), diary keeping (Punch, 2001; Latham, 2003), guided walks (Ross et al., 2009; Pink, 2007a), film-elicitation interviews (Murray, 2009) and particular forms of participatory methods like participatory diagramming (Kesby, 2000; Pain and Francis, 2003). The underlying assumption is that visual methods enable young people to express themselves more fully, allowing for aesthetic, emotional and intellectual responses which provide different insights into their everyday lives than those generated by more traditional methods (James et al., 1998; Morrow, 2001; Thomson, 2008; Murray, 2009). It is further argued that visual methods help to create a less intimidating atmosphere and lessen hierarchical relationships within the research context (Punch, 2001; Bagnoli, 2004).