Research design
The figure below represents the project design
Phase 1: Diagnosis
During the first three months of the project we immersed ourselves in the sites to understand the diversity and social factors in our target communities. We also To this end, the following activities were carried out:
- bibliographic and documentary research on the target audience;
- articulation and meetings with local researchers from each of the organizations who helped us organise activities with each of the communities;
- focus groups with members from each community;
- individual interviews with members from each of the community;
- application of individual questionnaires with members of each of the communities.
Below are some of the research methods used in this Phase 1:
Group conversation
Given the vulnerability of participants and the fact that this was the first time they were taking part in a research project, we decided not to conduct a focus group but rather a more informal conversation. We designed a semi-structured protocol with only five questions. We discussed the implementation as one in which we would follow the group on their conversation and re-direct only if required. We conducted this early on to allow ourselves time to follow up with other alternatives closer to focus groups if this did not work.
By having a group “conversation” rather than running the activity as a structured focus group, we engaged participants an earlier stage of the data collection in a more relaxed way. As a result, participants began to interact with each other, reacted to each other’s statements and began to question each other’s answers. This encouraged us to proceed with the design of the Conversation Circles, all part of our communicative strategy.
Images are shown for discussion in Question 5 of the Group Discussion guiding questions. The goal of these images is for the group to discuss, or to compare/contrast how different areas of the world have interpreted/ handled social distancing, used of masks, lockdown, etc.
Individual interview – semi-structured protocol
We designed a protocol to conduct individual interviews and explore demographic information plus participants’ awareness of and perceptions about the pandemic; sources of information used (to triangulate with survey as well as misinformation.
Link File 3 (Individual Interview)
Questionnaire on sources of information used
This empirically based questionnaire is designed to collect data on the sources of information used by participants. The items are based on information collected during initial interviews following a visit to each site to present the project. During the initial semi-structured interviews, the team members got to know some of the participants more by talking to them individually, they discussed how they were doing with the pandemic, etc. We asked about where they got information, advice, instructions, who they trust, how trust is assigned, why they trust a person/source. The questionnaire was completed by the researchers in a one-on-one conversation with participants. In this way participants could ask questions, clarify things, engage with us and they did not have to read or answer in writing.
By implementing the procedure described above participation increased as participants did not feel intimidated by a long questionnaire. They enjoyed the opportunity to have a conversation that made them reflect and gave them a break from their routine. For researchers this was a great opportunity to build trust, get to know the participants more and make sure participants could consider taking part in our activities. For participants the questionnaire and the chat about it gave them the opportunity to reflect and think about the questions asked. Many stated they had not thought about where they get news before in the way the questionnaire asked them to do it.
Phase 2: Communicative Strategy
From the information obtained in phase1, we developed research instruments related to the Communicative Strategy and we applied them to the three target groups. The communicative strategy developed consists of:
- assessment regarding the appropriation of knowledge by the participants through the use of a pre- and post-test;
- holding five conversation circles on critical thinking;
- playing one educational game;
- the use and distribution of informative posters for use in common spaces and for sharing with other close to our participants;
- training of local researchers (members of the institutions that work together with the target communities) to reapply the communicative strategy developed.
Below are some of the research instruments used in this Phase 2:
Facilitator Handbook
The project team developed a guide to conduct the activities or the conversation circle facilitators.
Link File 5 (Facilitator Handbook)
Pre and post-test
The empirically driven pre and post tests help us measure acquisition/change of critical thinking skills which are key to our project. Given the diversity of literacy levels and skills within our participants groups, we produced questions using everyday language. The content of the questions is informed by data collected on initial interviews. In this way we build on participants’ experiences on the issue we want to study. The information collected on initial interviews and the ethnographic observations allowed us to build trust, gain entry in the communities, which was essential to tailor questions to this specific groups needs and contexts. To acknowledge their diversity, specifically when it comes to measuring abilities or collecting data from them, we designed instruments that could either be adapted on site following a protocol (e.g., how to proceed if a person cannot read or write; if a person is sight/hearing impaired; does not feel comfortable discussing issues with others) or did not require reading/writing skills. Building a scale with faces (rather than numbers or adjectives) as well as reading aloud questions one at a time during the administration of pre and post tests allowed us to go through questions together with the participants. This assured participation and helped us continue to build trust.
While the three targeted groups (people experiencing homelessness, favela dwellers and workers at the cooperative of recyclable materials are all adults and all belong to impoverished communities, they diverse and have different needs. All groups found our activities useful, non-threatening and insightful. The impact resulting from this development is evident by participants engaging more, willingly coming to take part in our activities. They felt safe and not judged. In their words they stated, “Looking forward to next week”, “This gives me hope and takes me out of my routine”, “I can do this”, “It is not school and I can learn”.
Conversation Circles (CCs)
We conducted a series of 5 CCs in each of our sites to enable participants to reflect on assigning trust to sources of information, to distinguish facts from fake news. The sessions gradually increase in complexity. The first session focuses mainly on building rapport within the group and assigning or gaining trust. The second session discusses trustworthy figures and reasons to trust someone, encouraging participants to draw on their own experiences and explain their reasoning and decisions. The third session introduces Bloom’s Taxonomy by first asking participants to analyse a story, and then framing their responses in taxonomic terms. In the fourth session, participants work with a World health Organization (WHO) text on the spread of COVID-19 and are encouraged to use this source of information to challenge myths such as the idea that wearing a mask can cause illness. The fifth and final conversation circle combines the material from the previous two, demonstrating how participants can use the steps outlined in Bloom’s Taxonomy to engage with the WHO material and take action on the basis of the decisions they make.
GAME
After the five Conversation Circles a serious game was presented to participants to consolidate skills and strategies developed during the CCs. The importance of this activity is highlighted in the behaviours observed. Sixty nine participants played the serious games in groups of 4/6. They focussed on the game and discussed alternatives before making decisions. From their discussions it was evident that they remembered to apply the PEE (point-evaluation-evidence) strategy to analyze the suggestions of peers. Before making decisions they asked questions, compared and contrasted possibilities. The testimonials gathered from participants in the sites we worked show the project has taken off and continued once the team left the sites. Participants continue to use the strategies discussed in our workshops. Through the durationnof the project we have gathered evidence on howtheir ways of analysing/assigning trust to information has changed.
Link File 9 (Facilitator Handbook)
Informational Posters
The project team created informative posters that could be used during meetings with the participants, and at the same time, be used for the participants to take with them and share such information at home, or with people close to them. These informative posters were intended to help keep participants thinking about the issues addressed at the meetings, as well as to help with dissemination.
Link File 13 (Communicative Strategy)
Phase 3: Dissemination
Events are organized to share the results and lessons learned from the project. The idea of dissemination is for the exchange of knowledge between academics, exchange of experiences with entities that work together with the communities, for potential replications of the communicative strategy developed in this project.
Among the activities carried out, the following stand out:
- EmpoderaMente Seminary (04/11/2021)
This 2-hour presentation brought together the whole team as members from HWU joined remotely the UFG colleagues for a bilingual presentation (English/Portuguese) interpreted by professional conference interpreters from String and Can, one of our collaborators.
The presentation time was shared among all team members. This means that the stage was shared among UFG doctoral and MSc students who worked with us in the project, together with organisation volunteers and community leaders (local researchers).
Video in original languages (English/Portuguese) – https://youtu.be/NB703trgkF4
Video in Portuguese – https://www.youtube.com/watch?v=3fGjMLmMVqI
Video in English – https://youtu.be/PFSBBcNSuwQ
- EBIC Seminar (24/05/2022)
The Centre for Translation and Interpreting Studies in Scotland is pleased to invite you to a bilingual presentation on the results of project EBIC: Empowering Brazilian Impoverished Communities through Critical Thinking.
To register for this event, please follow the link below:
This presentation reports on an interdisciplinary project funded by United Kingdom Research and Innovation AHRC/GCRF, bringing together language, culture, intercultural communication, development studies, gamification, and healthcare. It reports on empirical work conducted with 3 vulnerable groups: people experiencing homelessness, Favelas [shanty town] dwellers and a cooperative of recyclable materials allocated in deprived metropolitan areas in Goiânia, capital of the state of Goiás, Brazil.