Structured ethical reflection as a tool to recognise and address power: a participatory action research study with separated young people in France

Figures & data

Table 1. An overview of the PAR process and the study’s data.

Data Collection Method	Other Methods Incorporated	Who Led the Process	Phases of Data analysis process	Forms of Data Collected	Number of Participants
Participatory Group Project: 3 Discussion workshops	Non-formal education activities including art- based and creative methods; participatory rapid appraisal methods.	Researcher- led	Phase 1 – Exploring emergent dilemmas and themes	3 Audio recordings of the workshops; flipcharts and post-it notes (mapping and brainstorming); drawings; written observations; journal entries; WhatsApp messages1.	7
Participatory Group Project: 16 Informal group meetings	Informal education activities and discussions, including cooking and eating together and ‘hanging out’.	Co-management	Phase 2 – Initial theory building	Written observations; journal entries; written drafts of brainstorming and plans; photographs2.	9
Participatory Group Project: 3 Social actions	Presentation at local festival; w orkshop and participation in an international policy conference; creation of a short film.	Participant-led		PowerPoint presentations; written observations; journal entries 3 audio recordings (2 peer interviews and 1 recording of workshop at policy conference) (all transcribed); 3 short stories; 1 short film (audio of film transcribed).	7
24 Informal one-to-one meetings	‘Hanging out’; t elephone conversations and conversations over social media.	Participant-led		Journal entries; written observations. (Dataforbackground information only collected).	12
12 In-depth interviews	Social network mapping; music choice dixit card evaluation.	Researcher- led	Phase 3 – Advancing theory	10 audio recordings (transcribed); 2 written interviews; 5 social network maps; 4 songs and 7 Dixit card images	12
Exiting the field	1 final event to say goodbye; 1 European youth event; individual informal meetings.	Researcher/ partner-led		WhatsApp messages; written observations; journal entries; photographs of outputs (flipcharts, etc.). (Data for background information only collected).	10
Follow up	1 informal meeting and dinner; 1 youth and migration conference.	Co-management/ partner-led		Written observations; journal entries hotographs of outputs (flipcharts, etc.). (Dataforbackground information only collected).	8
Member check	Individual meetings.	Researcher-led	Phase 4 – Confirming theory	Written observations; journal entries; photographs of outputs (drawings, written answers to survey questions, etc.).	11

¹Data from the WhatsApp images were only used for background information.

²Photographs were used for background information only.

Image 1. A participant’s ‘Blob tree’ at the evaluation in workshop 1 (Wilson and Long 2005).

Table 2. The seven core ethical principles guiding the research process.

Mutual Respect	Respect the beliefs, viewpoints, and limitations of the other without judgment, embracing the differences and similarities between us. Give each person the liberty and space to express themselves. Respect the other people and stakeholders involved in the research process and expect to be respected in return.
Solidarity and trust	Support and stay loyal to each other. Aim to ensure that everyone has the space to be themselves in the process. Build trust and keep confidentiality of all parties involved in the research. Work together as a team throughout a safe research process which values community spirit and fairness.
Love	Focus on being human, kind and caring for each other. Be compassionate and empathetic throughout the research process. Focus on actively listening to each other’s needs. Find ways to ensure that each individual is supported.
Authenticity and transparency	Focus on being upfront and real with each other. Be transparent about oneself and the different aspects of the research process. Stay true to oneself and one’s values during the study. In other words, maintain integrity while ensuring not to undermine or oppress another person or their values.
Rigour and conscientiousness	Work to uphold the highest level of quality throughout the research process. Be prudent and careful to ensure that the research process, and data gathered, is in line with the overall aims of the study.
Inclusiveness	Develop a democratic, inclusive and participant-centred research process which promotes self-determination and equality. The entire research process will aim to promote meaningful participation and engagement among all those implicated. The research process will be flexible and adapted to meet the needs of all involved.
Social justice	Work together to fight against social injustice through critical thinking and reflection, collaboration, and action. Begin to fight for social justice within the research process and within ourselves, then look outward towards what we can do to fight social injustice.

Wilson, P., and I Long. 2005. “Blob Tree.” Accessed 16 September 2021. www.blobtree.com

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