Research as care

Practice-Based Knowledge Translation as Transformative Learning Through Video-Reflexive Ethnography

Bibliographic Data

ID3665402
AuthorsSu-Yin Hor (0000-0002-6498-9722, School of Public Health, Faculty of Health, University of Technology Sydney, Broadway, Australia, corresponding author), Ann Dadich (0000-0001-5767-1794, Western Sydney University), Michael R Gionfriddo (0000-0003-1391-7072, Duquesne University), Charlotte Noble (0000-0001-8763-234X, The University of Queensland), Mary Wyer (0000-0002-1215-8089, Sydney Institute for Infectious Diseases, The University of Sydney, Westmead, Australia), Jessica Mesman (0000-0001-6721-2719, Maastricht University)
Year2023
Volume32
Issue1
Pages60-74
Publication date2023-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueHealth Sociology Review (JOURNAL)
Journal identifiersISSN: 1446-1242 • E-ISSN: 1839-3551
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14461242.2022.2161406
PMID36647579
OpenAlexW4316672497
LanguageEN
Citations received5
References cited36

Collaborative approaches to knowledge translation seek to make research useful and applicable, by centring the perspectives and concerns of healthcare actors (rather than researchers) in problem formulation and solving. Such research thus involves multiple actors, in interaction with pre-existing ecologies of knowledge and expertise. Although collaboration is emphasised, conflict, dissonance, and other tensions, may arise from the multiplicity of perspectives and power dynamics involved. Our article examines knowledge translation in this space, as both empirical focus and research methodology. Drawing from practice theory and critical pedagogy, we describe knowledge translation as a situated and social process of transformative learning, enabled by reflexive dialogue about practice, and supported by care. With examples from five studies across two countries, we show that practice-based knowledge translation can be mediated by researchers, using video-reflexive ethnography. We describe the importance (and features) of practices of care in these studies, that created psychological safety for transformative learning. We argue that attempts to transform and improve healthcare must account for sustained and reciprocal care, both for, and between, those made vulnerable in the process, and that knowledge translation can, and should, be a process of capacity strengthening, with care as a core principle and practice

Community of practice · Ethnography · Knowledge management · Knowledge translation · Media studies · Pedagogy · Political science · Project commissioning · Publishing · Reflexivity · Social science · Sociology · Transformative learning · Adult and Continuing Education Topics · Anthropology · Computer Science · Higher Education Learning Practices · Innovative Education and Learning Practices

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