Walking Methodologies : usage

Training participants

Each walking methodology component requires in practice that participants be trained to participate actively in the research while taking into account the requirements of the selected methods and ethical considerations.

Researchers must consider preliminary training of participants so that they have at least a basic understanding of the foundations of participatory research and the use of data collection tools as well as the ethical constraints associated with the research.

Reflection on the research topic

Each walking methodology component requires in practice that participants contribute to formulating the initial topic before going into the field to clarify what can be photographed, filmed, or mapped.

Knowledge production

Each walking methodology component requires in practice that participants engage in critical dialogue during the group discussion or on an individual basis to produce knowledge on key issues using materials that have been collected by participants, including field notes, images, and maps.

Actions and transformations

Each walking methodology component requires in practice that participants be invited individually or in groups to produce statements on different aspects of the intervention. 
Walking methodologies promote intervention research in which participants are actors and not instruments in the change process resulting from the research.

For example, using these methods with a medical or nursing team can produce knowledge to optimize the management or prevention and control of nosocomial infections. For outpatients, these methods identify barriers or facilitating factors from the perspective of both patients and health service providers, whether related to access to health services or continuity of care. The methods therefore encourage a research process in which participants contribute to producing knowledge that can combine actions and transformations in the health system or in other fields of research.

Dissemination of results

Each walking methodology component requires in practice that participants help to analyse and decide how to interpret and disseminate the results.

Ethical issues

The main ethical issues are related to the disclosure of embarrassing information about people’s situations or simply their confidential information, the invasion of people’s privacy, the misrepresentation of people in photographs or videos, and the use of collected data such as photos, videos, or maps for financial gain.

To try to minimize these risks, the researcher should begin with a training session on the selected methodology and data collection methods, including the use of photo or video cameras and portable GPS devices or others.

A free and informed consent form should be signed by each participant and by those who have been photographed or filmed by the participants. It is also necessary to ensure a sense of emotional security for participants in the event of emotional baggage related to experiences they have had. The researcher thus has to ensure that participants understand the advantages and disadvantages of participating voluntarily in the study.

There is also the possibility of a photographed person or place being identified; that said, breaches in confidentiality may occur since it is difficult to ensure absolute anonymity when using participatory visual methods.   

Potential challenges in using the method

The potential challenges associated with the use of walking methodologies are primarily related to the mobility of participants. They must travel on foot or by other means of transport if necessary. There are also itinerary-related issues that must be negotiated in advance between the participant and the researcher.

As the participants are stakeholders in the research, they must also participate in elucidation of the data, particularly photos and maps, to give them meaning. Finally, there are ethical issues that are not necessarily related only to walking methodologies but to most action research. They can be classified under four areas: production of knowledge, management of conflicts during discussion, knowledge limitations for some participants, and data quality

Production of knowledge: The participants are stakeholders in this knowledge production. As such, the researcher should first relinquish absolute control of the study. That said, the participants are co-owners and co-constructors in the production of knowledge. This means that there must be a fundamental change before starting the study so that at least the expert participants can be co-authors in the project. Moreover, photographs, videos and maps are the property of the photographers, videographers and cartographers who produce them. In this regard, participants should be advised that it is strictly prohibited to distribute data outside the study. They must also understand that disclosure of lived experiences is prohibited as it can be embarrassing for some participants.

Managing conflicts during discussion: Discussion can become contentious within the group as sensitive issues are raised which may lead to misunderstandings between participants. Researchers should expect to have to manage conflicts and temper any emotions that may be triggered. They should remind participants of the need to embrace their differences. However, it will be important to address stigmatizing and highly sensitive issues within a community with caution, as conflicts may reappear during or after the study.

Knowledge limitations for some groups: People with low literacy, who are stigmatized and marginalized, may have limited knowledge regarding how to use certain tools, including cameras, video cameras, or portable GPS devices. However, training can address this problem.

Data quality: The quality of spatial data is the final challenge that researchers must anticipate. There are few quality control tools available to filter the content of spatial data generated by participants. It is noted that spatial data contain potential biases from different sources, including the spatial location of participants, socio-demographic context, and participants’ fundamental values and beliefs or knowledge with respect to the field under study. Although it is known that socio-demographic characteristics such as age, gender, level of education, participant residence, and knowledge of the environment influence the quality of the spatial attributes mapped, most of these potential sources of bias for spatial data are not well understood to date. 

To find out more

A video describing participatory community action research developed by Amos Health and Hope, Nicaragua.