Examining pedagogy, activism, values and ethics in participatory arts: opening critical collaborative space in Northern Ireland context

Abstract

This practice-based research tests the possibilities of using theory situated within a thematic framework to collectively examine and understand participatory arts practice in Northern Irish contexts. In Northern Ireland official cultural projects are typically styled as benign forms of civic participation despite commonly existing within top down frameworks and thinking, combined with the added complication of post-conflict provisos not yet revoked.

In order to open up critical space to develop collaborative knowledge capable of recognising the limits and potential of local participatory practice this research project has focused on examining the ideological bases underpinning community and socially engaged arts which are rarely collectively discussed or engaged with locally within participatory projects. By developing dialogic mapping techniques as a way to accommodate dissensus and agonism via the shared insights of a small cross section of those involved in local participation, this practice-based research has reflected both the current ‘stuckness’ and latent agency within such practices. The themes of Pedagogy, Activism, Value, and Ethics have allowed the researcher also acting as co-participant, to break down and explore theories, models, and practice examples so they can be contextualised and understood through the lived experiences of others, demonstrating a ‘strength and depth’ to this practice-based research in its generation of further questions and reflections which can be used to interrogate and remake participatory practices as part of its contribution to knowledge.

Essentially the research has sought to formulate a unique and original methodology which uses facilitated dialogical participatory processes centred on critical pedagogy and forms of utopian thinking to produce collaborative knowledge that centres its research participants’ lived experiences. In its use of a participatory process to examine processes of participation framed as research, in essence ‘problem posing’ itself, this practice-based research has highlighted and explored tensions between horizontalism and hierarchies, complicity and agency, and responsibilities and relationality within participatory structures and approaches. Ultimately such tensions have produced generative questions about what and who cultural participation is for, and how engaging with contextualised, participative critiques can be used to inform its future both locally and further afield.

Date of Award	Feb 2025
Original language	English
Supervisor	Karen Fleming (Supervisor), Daniel Shipsides (Supervisor) & Cherie Driver (Supervisor)