VSO Photovoice Facilitators Guide
VSO Photovoice Facilitators Guide
Preface
Photovoice is a community-driven participatory action research (PAR) method that brings photography and social change together. Project organisers hand over digital cameras to community members so that they can take pictures of and discuss their perspectives on issues, challenges, opportunities and impacts. Focusing on images helps involve individuals who often feel unable to share, or are uncomfortable sharing, their opinions. Community members lead this process and, by discussing their photos, build common understanding, begin to draft their own action plans, advocate for outside assistance, and assess the impact of projects. Photovoice has been used by VSO Cameroon as supported by Cuso International to engage beneficiaries in participatory monitoring and evaluation (M&E), programme-planning and decision-making processes. It has been particularly useful in environments where collaboration is needed to bring diverse stakeholders together to realise sustainable development. This Guide aims to provide guidelines and recommendations for planning, facilitating and reporting on photovoice projects. This Guide, and the learning that has fed into it, would not have been possible without the commitment of Cuso International, VSO Cameroon, and partner organisations including the African Model Forest Network (AMFN). Special acknowledgement is due to those who wrote or contributed to this Guide including Greg Spira, Aysha Johnson, Caroline Spira and the entire Inclusion Enhanced team at VSO Cameroon.
This guide has been published with the support of the Government of Canada, VSO and Cuso International gratefully acknowledge the financial support of the Government of Canada through Natural Resources Canada and the Canadian International Development Agency (CIDA). Special thanks to Greg Spira (Cuso International) for his contribution to the development of this guide.
Text: Aysha Johnson, Greg Spira, Caroline Spira and Miriam Stein Photography: VSO Cameroon photovoice project participants Cover photo 51010495/FillesCM2Region de lExtrme-Nord du Cameroun/VSO Cameroon Layout: www.revangeldesigns.co.uk
Cuso International and VSO Unless indicated otherwise, any part of this publication may be reproduced without permission for nonprofit and educational purposes on the condition that Cuso International and VSO is acknowledged. Please send Cuso International and VSO a copy of any materials in which Cuso International and VSO material has been used. For any reproduction with commercial ends, permission must first be obtained from Cuso International and VSO.
ISBN: 978-1-903697-18-4
Contents
Developing proposals with partners Project planning Outline of introductory workshop Camera return and printing Discussion workshop elements Case study Ndoo: The white diamond of the forest Case study Polluted water source Final reporting Equipment Additional notes to facilitators Frequently asked questions 4 6 7 11 12 13 14 16 17 18 19
Anticipated outputs
Facilitators should discuss and plan the following two levels of anticipated outputs with partners undertaking photovoice projects: Reporting: VSO and Cuso International require that projects be documented in a formal written report. The written report details the following: project goal and objectives participants involved process followed (including research questions) rules and responsibilities as developed by participants (including acceptable photo usage) summary of results and project learning thumbnails of photographs with participants descriptions (see Appendix 6) Internal usage: It is important to stress that unless explicitly stated otherwise, using or acting upon the information obtained through the photovoice process becomes the responsibility of the partner organisation.
Schedule of activities
A full schedule should be developed with the partner. It should consider the following: Availability of photovoice equipment
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Weather It is not recommended to hold photovoice projects during the rainy season as cameras will become more vulnerable to water damage Number of rounds of photography and discussion Depending on project objectives, one or more rounds of photography and discussion may be needed. At least two rounds of photography and discussion should be included when seeking to both assess impacts of past projects and explore new opportunities for interventions. Target participants Appropriate measures need to be taken to recruit participants from the target group. If target participants live in areas where there is no access to telephones, the project planning team will need to use local networks to contact participants. Make sure to allow time for participants to receive word of the project, confirm attendance and make necessary travel/ familial arrangements. Availability of participants for half/full day training and discussion workshops Location of workshops and camera collection This will depend on factors such as the time and cost implications
of transporting/accommodating participants. It may be more costeffective for project facilitators to travel to participants for workshops/ camera collection. Refreshments required for workshops Time needed to print photographs Past experience demonstrates that one full day should be allowed for photo printing (more in remote areas) Reporting deadlines
Project planning
It cannot be overstated that facilitating effective photovoice projects requires planning for the unique context of each country, partner organisation, beneficiary group or programming of VSO or Cuso International. No two projects will be exactly the same. Therefore, careful planning of each photovoice project should be carried out between facilitator and partner organisation. In some cases Cuso International or VSO may ask that these plans be shared in advance. In order to maintain both a rigorous research process, and to ensure consistency in the method used, a recommended project-planning template is provided in Appendix 1. This requires identification of the following photovoice project plan elements: project description project theme partner and location project goals project objectives (these should be Specific, Measurable, Achievable, Realistic, Time-bound) research question(s) and discussion questions research process, parameters and participants timeline and schedule budget. The Project Plan Template should be used when planning all projects and be shared, when relevant or required, with Cuso International and VSO.
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Introductions
Workshop facilitators introduce themselves, stating their name and the name of the organisation they represent, and ask participants to do the same.
What is photovoice?
This will be included in the project plan, but as a reminder photovoice is a method of increasing beneficiaries influence in programme development and review by sharing their insights and perspectives through pictures and discussions. Participants use cameras to answer the research question(s) and show their vision of present and future. Since 2010, VSO Cameroon as supported by Cuso International has delivered 17 photovoice projects in Cameroon including: projects on maternal health to find out local womens main maternal health challenges and solutions. The information collected has been used to inform the development of VSO Cameroons strategy in this area projects on livelihoods to assess the impact of partner organisations livelihood activities to date, and to provide recommendations of activities and measures of success for future programmes. This data has been used to inform the development of the partners activities and VSO Cameroons strategy in this area
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Project organisers purpose: Facilitators explain the project organisers interest in undertaking this project, which will probably be one or a combination of the following: to use PAR methods to engage beneficiaries in understanding development context and assessing impacts of work to undertake participatory M&E and participatory needs assessments to build skills in M&E and move the organiser towards becoming a learning organisation to provide rich qualitative material that can support advocacy efforts. How many photos will be taken? How many will be printed? Who keeps them? Facilitators explain that each participant can take as many photographs as they like but a maximum of 20 will be printed. It may also be helpful to explain that all printed photographs will need to be accompanied by a written explanation; therefore participants choosing to print all 20 photographs will have to provide twice as many explanations as those choosing to print 10. This helps focus the photography phase. Facilitators should prepare participants for next steps: during the discussion workshop they will present one or two photos or photo essays per person to the entire group. Note: The facilitator should develop plans to mitigate any literacy concerns during the written component of the discussion workshop.
Facilitators should also let participants know: how many printed photographs participants versus organisers will keep that VSO, Cuso International, project organisers and funders may keep electronic copies of photographs. These can only be used in the ways agreed later in the workshop. Note: In the past, it has proved essential to let participants know that no one is going to sell their photos or make any money from them. Participants must also be prepared to explain this to others in their communities, as well as why they are taking pictures.
obtaining (oral) permission to photograph, particularly from the parents of children rights of the photographer (copyright) facilitators should say that photographers retain full copyright but consent to allow others to use the photographs in the ways agreed (see below). Facilitators should explain that all photos will be attributed to the photographers in the following way: camera number, local organisation name, strategic partner (eg MA497/ MDDHL/VSO Cameroon) rights of the people in the pictures if not raised by the participants, facilitators should raise the issue of privacy (eg taking photos of naked people, taking photos of dead people), the right to remain anonymous and the right not to be stereotyped/othered.
If not raised by participants, facilitators could suggest uses for programme planning, impact assessment, brochures, reports, funding proposals, exhibitions, partner websites, etc. Facilitators should write these up on flip chart paper as they are agreed by participants and include these in project reporting.
When the project involves developing a vision of future changes, participants may need support in coming up with ideas of what can form the subject of their photographs. Photographing examples, existing elsewhere, of the kind of change that they want to see in their own communities is one option.
Camera training
If possible, facilitators should divide the group up into subgroups each with its own facilitator. Previous photography experience or advanced skills are not needed to participate in photovoice projects. Facilitators should hand out cameras and take participants through the following basic skills: How to use cameras wrist strap on/off zoom play/picture mode flash (automatic) taking picture pre-focus Care of camera cleaning batteries avoiding theft (reminder) weather (reminder) Basic photography technique holding camera elbows in framing your shot portrait/landscape having your back to the light source
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Camera sign-out
Facilitators should ensure that all participants complete all sections of the camera sign-out sheet (see Appendix 4). Participants should bring their official identification cards to participate in photovoice projects. If participants do not have this then it is up to the facilitator to decide whether or not to allow the participant to use a camera. If a guarantor is chosen, previous experience suggests that the person who originally recommended the participant for photovoice can be a good choice. This binds the participants care for the camera, and their active involvement in the project, to relationships with others in the community.
Administrative matters
At the end of the session, facilitators should ensure that all participants have completed the relevant attendance sheets and transport and food reimbursement sheets.
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Case study
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The photos show ndoo, a non-timber forest product near the village of Eboundja. Ada is opening the ndoo. We call it the white diamond of the forest because when we sell it we can make lots of money. Today the Bagylis no longer have easy access to collect these non-timber forest products, as there is competition from others in the village. I decided to present ndoo because it is a resource that enables us, the Bagylis, to quickly have some money to improve our lives, to send our children to school, to eat and to pay for healthcare. At this season of the year, we go into the forest to collect and open the fruits. We go back to the village to sell and people come to buy. We sell in buckets at lower prices than non-Bagylis. For example, I saw a buyer who paid 12,500 FCFA for five piles, but in our village we sell 2.5L buckets for 5,000 FCFA. For a 10L bucket the price should be 25,000 FCFA, but there it is 10,000 FCFA. They trick us with the prices. So selling is our biggest problem. We can collect a lot, but to make a lot of money, its hard. The buyers treat the Bagylis differently from the others, who can sell at higher prices. Non-Bagylis can decide to sell for 10,000 FCFA, and they can insist on this price. But when the buyer offers the Bagyli in the forest 5,000 FCFA he will sell at this price because he doesnt have another option.
Also, there are some problems with the collecting. Where the Bagylis used to have easy access they now have to compete with the Bantous. To solve these problems we, the Bagylis, need to organise, stock our products and sell in groups. This way the CAMAMF can help us to bring our products to international markets where we can make bigger profits. I sell well because Im not like my brothers, I know the real prices. So to help my brothers sell better, I need to inform them of the real prices and bring a buyer to them. Then they will trust me and gain confidence in themselves. For example, last year I sold a sac for 50,000 FCFA that they would have sold for 25,000 FCFA. So my in-laws had lots of money last year. I am a leader of the Bagyli platform, so I am in a good position to do this. To support me, the CAMAMF can build my capacities and help pay my transport costs so that I dont have to walk. The youth from the PLAJERCAM could also help the Bagylis. They live next to us and they dont know how to save for tomorrow. For the 5L bucket he will take as little as 1,000 FCFA. When we tell them to save their ndoo for tomorrow, they dont listen to us. So there needs to be a lot of awareness-raising. Perhaps the youth could buy their ndoo at the same price that you buy from the Bantous. Afterwards you can stock all the ndoo together, transform it and sell in large quantities.
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Case study
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There are problems with pollution from a large plantation that produces palm oil. There is toxic waste from their factory that is dumped directly into the water. The river is completely polluted
It is important for the facilitator to set some ground rules for the presentations, such as: time limits: Allocate an amount of time for each presentation and the questions/discussion thereafter. Ten minutes per photo is a reasonable amount of time number of photographs shared: This will depend on the amount of time allocated for presentation and discussion of each photo presentation content (ie speaking to the discussion questions) respectful contributions from other participants eg not making subjects personal, no right/wrong, focusing on issue, etc. Once participants have presented their photos, the rest of the group should be engaged in discussion. Some sample questions to engage the group can be found in Appendix 7.
In either case, the following should always be undertaken: Collect participant feedback At the end of the last discussion workshop, facilitators should ask participants to give verbal feedback on how they found the project, namely: what was positive about the project or what worked well? what was challenging about the project or didnt work well? what they would change about the training or photography and discussion process. Note: Participants are much more willing to give both positive and negative feedback when it is explained that their comments will lead to changes in the method for future projects. Collect notebooks with descriptions and administrative matters Collect all notebooks used to record participants descriptions. Ensure all participants have completed both the attendance and the transport and food reimbursement sheets (see Appendix 3 and Appendix 5). After the workshop Transcribe notes from the notebook and digital recorder as soon as possible. The idea here is to capture the main points from participants descriptions in their own words, minus duplication. Keep attendance sheets, transport/ food reimbursement sheets, camera sign-out sheets and notebooks for financial monitoring purposes, and to correct any errors in transcription/ clarify meanings that may be unclear.
Next steps
If this is the last discussion workshop, then facilitators should start the reporting process. If there is another research question for another round of photographs, then facilitators should present the new research question and get participants to undertake another session brainstorming the potential subjects of photographs. Facilitators should also discuss the timeline for next steps.
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Final reporting
The following report sections are recommended:
Description of process
Project goal and objectives Research questions Participants involved (eg numbers, gender, place of origin, etc) Coordinators and facilitators involved Review of the project plan (including general timeline description) Variations in process Number of photographs produced and other outputs
Executive summary
A brief description of the goal of the project, project location and groups involved
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Equipment
Camera equipment and photographs
Preparing cameras for lending: To prepare the cameras for lending, facilitators should do the following: restore the original camera settings format the memory card recharge cameras main and spare batteries clean the lens. Troubleshooting the cameras: If there are problems with the cameras, facilitators should refer to the camera manuals. Storage of photographs: Digital copies of all photographs taken should be kept by facilitators and by the project organisers. VSO, Cuso International or other relevant parties may request copies of the digital files for use in accordance with the usages agreed upon by participants. Whenever possible the images should be stored in multiple locations (hard drives, DVDs, servers, etc).
Portable printer
Facilitators should refer to the instructions provided in the portable printer manual. The ink and paper requirements and consumption vary based on the individual printer model. It is important to note that some printer manufacturers use region-specific ink cartridges for printers sold in their area. Please ensure the correct ink has been secured for the printer model (and region) you have. Therefore, the same printer model, when bought in Canada, the UK or on the African continent, may use different ink model numbers, and inks from another region may not work. The ink model numbers can either be found in the manual or on the printer itself.
Most photo-capable portable printers also recommend using an optional photo ink cartridge. This is highly recommended, as the quality of printed photographs will be poor if using standard colour ink cartridges. In addition, it is advisable to exclusively use the ink of the printer manufacturer as this will prevent damage to the printer caused by the poor quality of generic ink available in some locations. Generic ink is also not likely to be suitable for use as photo ink.
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Supplies
Basic supplies that may be required include: flip chart paper markers pens small notebooks projector (optional) extension cord/s laptop dictaphone memory stick.
Transport budget
Under exceptional circumstances, out-of-pocket expenses may be provided to project participants. This is at the discretion of the lead facilitator and such payment should only be used to reimburse actual transport costs as opposed to providing an incentive to attend. These costs should be included in the project budget.
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How can we ensure that we involve as many of our target beneficiaries as possible?
What if participants take bad photos? Are there any bad photos?
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ISBN 978-1-903697-18-4
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Cuso International www.cuso-international.org This guide has been published with the financial support of Cuso International and the Government of Canada through the Canadian International Development Agency (CIDA).