Community Interaction through Research:

1. Community Interaction through Research: Developing a Community Based Participative Research Approach Tony Naidoo, Basil May, Sandy Lazarus, Grant Demas, and Deidre Sauls1 & Fiona Filander,Reagan Kamfer, Annuska Klaasin, Searle Korasie, Jamie-Lee Martin and Lorenza Williams2 Presentation at the Stellenbosch University Community Interaction Symposium 2 September 2010

2. Acknowledgement This presentation is a collective endeavour of the Railton Research Team. We would like to acknowledge the Railton Foundation, the Project Advisory Committee and Stellenbosch University for the equity and support in the developmentand implementation of this collaborative initiative. We also acknowledge the residents of Railton and people from the service sectors who participated in the activities of the project.

3. Overview • Introduction (Tony Naidoo) • CBPR approach • Origins of the Railton CAP (Basil May) • Research design & methodology (Sandy Lazarus) • Research Process (Grant Demas) • Benefits for the research team (Deidre Sauls) • Lesson Learned (Tony Naidoo)

5. Community Based Participatory Research CBPR in the health field is “a collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings. CBPR begins with a research topic of importance to the community with the aim of combining knowledge and action for social change to improve community health and eliminate health disparities” Kellogg Foundation’s Community Scholars Programme(p.2).

6. Community-based Participatory Research Key principles of this approach: • Balance between research and action • Research that is relevant to the community • Partnership between University and community members • Learning and growing together • Build on strengths and resources of the community • Findings and knowledge are shared with all concerned

7. ORIGINS OF THE RAILTON COMMUNITY ASSESSMENT PROJECT In 2006 Dutch benefactor formed the Railton Foundation (Netherlands) to fundraise for the Railton community The Railton Foundation Board was established in Swellendam to manage the funds from the Netherlands At local level Railton Steering Committee (5 people) was established to advise on local funding priorities Two projects were initially identified and funded: a Christmas band to develop instrumental music skills in Railton, and an audio-visual project to train individuals in the making of videos and DVDs As original arrangement did not work effectively, the funder sought assistance from SU to assess and advise on how to determine funding priorities.

8. A new structure called the Railton Foundation Advisory Committee was subsequently formed. • The university responded positively and a partnership with a MOU was established between the Railton Foundation and SU to form the Railton Community Assessment Project. • Funding was obtained from the Railton Foundation (80%) and SU. • In setting up the basis for the interaction between the community and SU, CAP established two structures: The CAP Advisory Committee and the CAP Research Team. • Local students receiving bursaries from the Railton Foundation were recruited to participate in the CAP • Personal reflections as a community participant in the research process

9. CAP Research Design The development of the research design was informed by the research approach: Community-Based Participatory Research (CBPR). The design was therefore developed within an academic-community research team collaborative process. It was also informed by the focus of the research: A community assessment, including the identification of community assets, priority needs and actions. The research design, comprised ten phases: 1. Preparation (Ethics processes, research training, marketing, and initial interviews) 2. Historical & Current Contextual Analysis (Documents, school essays, ‘Elders’ workshop) 3. Community Asset Mapping Workshops (Youth, Adults, Elders, Services)

10. 4. Survey Questionnaire (Youth/adults from 200 households, from 8 zones of Railton) 5. Key Informant Interviews (Structured interviews with about 20 additional stakeholders) 6. Photo-Story-telling (Historical sites/events and community assets) 7. GIS Mapping of Community Assets (GPS location of key sites and community assets) 8. Triangulation Analysis of Data (Pulling it all together around the four research objectives) 9. Presentation of Findings and Recommendations (Community Meeting: 24 September 2010) 10. Outputs (Community Report, Funder Report, Community Handbook)

11. The CAP Journey

12. THE PEOPLE THE PROCESS

13. WHO ARE THESE PEOPLE? • They include “ALL” the stakeholders, namely: • Members of the Railton Community • The Railton Foundation • The University of Stellenbosch • The Research Advisory Committee • The Research team

14. THE TEAMS 1)THE ADVISORY COMMITTEE 2) THE 11 RESEARCHERS

15. THE PHASES OF THE PROCESS • Personal narratives • Understanding the research context • Learning the research methods (theoretical and practical aspects) • Logistical Planning how the actual research process would unfold (what, who, how, when ,where?) • Preparation and implementation of tasks • Recording and Processing of data • Reflecting and refining of processes • Triangulation • ...

16. THE RESEARCHERS’ JOURNEY Personal Narratives

17. THE RESEARCH CONTEXT THE ELDERS’ WORKSHOP THE CHILDREN’S ESSAY Huis Bloemfontein • Huis Bloemfontein is 85 years old and the oldest building in Railton. It was erected in 1925 (Shayne Jansen,7B), from clay, dung and sandbags. It has a thatch roof and bamboo ceilings. It is located at number 42 Sieglaar Street. The original owners were Jack and Anna Bloemfontein. They are deceased. Dorothy Bloemfontein, who was born there, is now 60 years old. Patrick Bloemfontein was the owner of the house since 1985. He died on the 21st of February 2001. The house has been declared a monument and was rebuilt with cement and bricks in 1979 by Dr Thompson and the Swellendam Trust (Michael Rossouw,7A).

18. THE TEAM IN ACTION • RESEARCH METHODS TRAINING SESSION PLANNING SESSION

19. THE PROCESS UNFOLDING IMPLEMENTATION AND CO-FACILITATION • RECORDING AND PROCESSING OF DATA

20. THE BEGIINING OF THE END DRAWING THE DATA TOGETHER During the weeks that lie ahead the research team will pull the data together around the research aims and attempt to address any weaknesses or biases, whilst validating the findings and broadening their own understanding.

21. The best way to find yourself is to lose yourself in service to others.-Mohandas K. Gandhi • Personal Reflection

22. Reflections from the CAP Research Team Learnings and benefits from the CAP research identified by the research team members: • Developing confidence, particularly in public speaking and public education (e.g. running workshops) • Learning to work within a team … giving of one’s best for the sake of the team - developing accountability and responsibility … and realising the value of drawing on a group’s talents and distributing roles and responsibilities effectively • Discovering that ‘Plans of Action’ help us to plan properly and be accountable • Developing various skills relevant to our academic programmes • Learning to do research, particularly within a ‘community-based participatory research’ (CBPR) approach

23. Reflections from the CAP Research Team • Learning research methodologies that are relevant to community development … and discovering how effective and ‘fun’ it is to do data analysis together! • Becoming aware of the value of community action research as an effective strategy for promoting social change and community development • Learning to be flexible, “making the most of what we have” (e.g. working with a small group, or in a difficult environment) • Learning to work with the local community … learning to listen and be patient – through conducting interviews and questionnaires in the community • Valuing inclusion and collaboration, and keeping the community as the focus • Becoming aware of the many needs in our local community, and becoming grateful for ‘what I have’

24. Lessons learned • Basil: • Sandy: • Grant: • Deidre: • Tony:

29. Lessons learned • Basil: Putting the proper processes and structures in place • Sandy: CBPR benefits • Grant: Enabling empowerment in people for both researchers and the community members • Deidre: multiple gains for the researchers beyond merely gaining research skills • Tony: history and CBPR, hope