Regular Article International Journal of Qualitative Methods Volume 21: 1–8 Migration Studies: How Should We © The Author(s) 2022 DOI: 10.1177/16094069221144504 Approach Them? Learning Through journals.sagepub.com/home/ijq Participatory Practices. The So-Close Case Study Chiara Gunella1  and Javier Rodrigo2 Abstract Community members such as migrants are involved to collect data but not included in the actual research process, for example, in developing research guidelines or in using research tools such as data analysis. Participatory methodology enables investigating a specific issue while including the community involved. In the So-Close project, we applied this approach to investigate how we study migration and the role of the cultural heritage of forced migration through four multi-stakeholders participatory focus groups (FGs) in Spain (involving Refugees, NGO and Cultural Institutions representatives, Academics and Policy-Makers). From the FGs, emerged the need to investigate complex issues from various angles and contexts to create sustainable, community- approved, and shared solutions. Keywords co-creation, focus groups, migrants, participatory methodology, community-based approach, multi-stakeholders approach, H2020 For Communities, Without such as migrants across the research process continuum (Israel the Communities et al., 2005). In academic research, migrants have traditionally been seen as knowledge beneficiaries (Turin et al., 2021). Researchers Co-creation and Participatory Practices instead are always portrayed as knowledge creators, knowl- With Communities edge users or knowledge mobilisers who aim to create social Research involving participatory approaches was developed or economic impact that benefits communities and society and designed by Kurt Lewin, a German psychologist in the (Anderson & McLachlan, 2016). Despite all knowledge being early 1900. Lewin’s idea was to transform research from a elaborated for the community’s sake, communities generally simple analysis and transcription of data to a participatory have been seen as the place to conduct research or as the data practice aiming to foster social change. His new method source rather than treating them as co-researchers and partners in the programme of research (Robertson, 2000). Community- based participatory research embraces a different approach. It 1 Departament d’ Història i Història de l’Art, University of Girona, Spain promotes investigation for the community, in the community, 2 Departament d’Història Moderna i Contemporània, Universitat Autònoma and with the community fostering the presence of transcul- de Barcelona, Spain tural, transgenerational and multi-stakeholders solutions and Corresponding Author: viewpoints while analysing and selecting data. Participatory Chiara Gunella, Departament d’ Història i Història de l’Art, University of research is a people-centred approach to conducting research Girona, Plaça de Sant Domènec, 3, Girona 17004, Spain. that fosters the concept of involving community members Email: chiara.gunella94@gmail.com Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). 2 International Journal of Qualitative Methods started to influence several academics, among them Paul documentary, a story map and a participatory virtual exhi- Freire, a Brazilian pedagogist whose book Pedagogy of the bition. All the tools were co-created with the team of par- oppressed inspired by Lewin introduced the idea of con- ticipants, tested by them, and then re-evaluated by them. The structing an active and dual dialogue between students and digital tools can now be used by all participants in their own educators, able to decrease power relations and power dis- communities. courses. From that moment, several researchers, and scholars, There is no standardized way to define “who is a migrant”. inspired by the new concepts of democratization and de- For the purpose of the So-Close project, and this paper, we centralization of research power, started to approach consider as migrant ‘any person who is moving or has moved Participatory research. Macdonald, for example, defined across an international border or within a State away from his/ participatory methodology as a participatory practice where her/their habitual place of residence, regardless of the person’s participants in the study are embodied in the design, execu- legal status, whether the movement is voluntary or involun- tion, and dissemination of the result (Macdonald, 2012). In tary, what the causes for the movement are and what the length participatory methodologies, both participants and researchers of the stay is’ (IOM, 2019). take part in the process of decision-making. As Hall Hall (1978) underlines in Breaking the Monopoly of Knowledge: Research Methods, Participation, and Development “the re- The Participatory Methodology in So-Close searched” and the researcher should be both included actively As briefly mentioned above, from the 200 interviews arising in the formulation, development, discussion, analysis, and emerged the need to create digital and artistic tools to foster interpretation of the findings to guarantee co-creation as Van awareness about similarities between migration of the past, in Praag (2021), underlines in Co-creation in Migration Studies: the case of Spain “the migration of Spaniards in France during The Use of Co-creative Methods to Study Migrant Integration 193900 and migration of our days, so that citizens could Across European Societies. Co-creation for the author hap- identify commonalities and communal aspects of migration pens “where participants are also the protagonist of the and understand better the newcomers. The interviews also identification and resolution of a specific challenge and not stressed the importance of deconstructing migration research. just passive participants”. This guarantees a deeper under- After the interviews, four participatory workshops were standing of a specific phenomenon, a prioritization of research conducted in Spain aiming to explore the needs emerged in the themes and fosters what Arjun Appadurai (2006) calls “de- interviews in detail, and to create together: (a) a possible mocratization of the research process” making results, data structure for the digital tools; (b) and a co-created guidelines collection and analysis accessible to everyone who is inside, for conducting new migration research. The digital tools are and, outside the academic and educational context. The So- aimed to be used by the team of participants in their own Close project embraces this approach. communities. The co-created template will be used for future research on migration involving our team of participants, or other groups. This study will concentrate on the findings SO-CLOSE and Co-Creation related to this co-created research guidelines. So Close embraces the participatory methodology outlook The Project (Wakeford et al., 2016) in each part of the project by: (1) being The 3-year So-Close Horizon 2020 project, through a par- careful not to monopolize the research with researchers’ ticipatory methodology, has the ambition to contribute to knowledge or practices; (2) respecting and combining skills social cohesion and fight refugee marginalization or exclusion and expertise with participants, considering them as co- by facilitating the encounters between similar life stories, researchers; (3) not using exclusively researchers’ own cul- through the mediation of innovative digital and artistic tools. ture to interpret facts but adopting cultural relativism to Based on theories of cultural heritage-making, exposing the evaluate events and data; (4) being open to local values, commonalities of past and present experiences, listening to the manners and beliefs in discussion and creation of knowledge; target groups’ needs and the developing a methodology and finally communicating research results, not only in a template of co-creative design of replicable digital tools and scientific complex style but using also alternative more ac- cultural products, So-Close aims to improve social cohesion cessible channels. Participants in So-Close are not seen just as and promote mutual understanding between refugees and their “knowledge receivers” but as co-researchers, involved in the local communities. investigation. To do so the research teams of the So-Close consortium Four Multi stakeholders’ participatory focus groups have conducted 200 interviews and 16 focus groups on migrant been conducted in Spain after the first phase of interviews. integration strategies and needs, co-creation and cultural Multi-stakeholder participatory focus group bring together heritage, in Greece, Italy, Poland and Spain involving a representatives from different areas such as, civil society, multistakeholder team of participants. The results guided the NGOs or policymakers to collaborate on the development and technological partners of the project to co-create three edu- implementation of a research project. Focus groups allow cational and digital tools based on personal memories: a web researchers to evaluate four aspects: (1) have a wide range of Gunella and Rodrigo 3 responses (diversity aspect); (2) observe conflict lines, soli- - Object storytelling, the practice of using objects to tell darity, and hierarchies (interaction aspect); (3) detect the limits a story, was used to describe elements of migrant cul- of what goes said and discuss in a group/detect sensitive topics tural heritage migrants would like to share/should share (normative aspect); (4) produce data or ideas that might not in the country of arrival and possible tools for co- have been uncovered in individual interviews simulated by the creation. Participants filled the suitcase positioned in group dimension (synergetic aspect), (Grønkjær et al., 2011). the middle of the room with sentences representing In So-Close, Focus Group discussion was chosen as a qual- elements about their cultural heritage they want to share itative research tool to guarantee co-creation, no hierarchies in the country of arrival. This practice sparked a dis- among roles but horizontal relationships and a bottom-up cussion about the elements that could be included in a approach. digital tool to raise awareness about forced migration among two generations. - Image storytelling, the practice of telling a story using Target Groups and Structure images, was used to describe migrants’ actual condition In the research conducted in Spain, data were collected in the country or arrival. During this discussion, the through four focus groups. This article will focus on the results conversation moved around representation of migrants that emerged in the four focus groups. In order to ensure a in research, and the need of including intercultural deeper understanding of the cultural heritage of forced mi- competences to interpret data. gration and a critical analysis of migration studies, the par- ticipants in the focus groups were: (1) different stakeholders Data Analysis involved in the field of migration, (2) and migrants. Partici- pants joined voluntarily the Focus Groups. Emails, flyers, and A qualitative approach enables a deeper understanding of images were shared on social media, and in several organi- various phenomena (Straubert & Carpenter, 2010). Content zations to invite participants (Table 1). analysis allows researchers to study meanings and matters constructed by text (Potter & Levine-Donnerstein, 1999) and facilitates the use of systematic grouping and categorization to Storytelling as a Dialogue Facilitator research a subject, to subscribe to data and topic of interest in a Arts, in cultural and linguistic heterogeneous contexts, are condensed form (Flick, 2014). For this reasons, qualitative emotionally and politically evocative, can overpass language content analysis was used to explore the perceptions of barriers and reduce power imbalance (Barone & Eisner, 2011; stakeholders involved in So-Close. Foster, 2012; Leavy, 2018). In So-Close, the artistic practice of Qualitative content analysis has five main steps. First, the storytelling was used in the four focus groups to facilitate data to be analyzed is chosen and the researcher seeks a dialogue and mediate the discussions: holistic understanding of the data. Next, the data is reduced by listing relevant particles, for example, quotations from tran- - Body mapping, the practice of telling a personal story scriptions, which forms the base for the next step: grouping. using the shape of a body, was used to investigate the After grouping, the researcher makes interpretations based on main challenges refugees face during their journey to the groupings. Lastly, the researcher evaluates the reliability of Europe and their integration needs. In the focus groups the research (Titscher et al., 2000) To reach a holistic and conducted, this practice facilitated the opening of the comprehensive picture of the target group’s experiences, dialogue. Kinnunen and Simon (2012) emphasize the importance of choosing participants who represent the wide diversity of the target group, in our case stakeholders with different roles Table 1. Focus Groups. inside the project. Focus Group 1 4 Migrants: 2 from Syria, 2 from Afghanistan Participatory Observation 2 women, 2 men Focus group 2 3 Academics and 2 policymakers: As Atkinson suggested in his book Thinking Ethnographically All from Spain participatory observation allows researchers to investigate the 3 women, 2 men told and the untold and the explicit and implicit amongst Focus group 3 4 representatives from NGOs, groups (Atkinson, 2017). Participatory observation is a 2 representatives of cultural institutions method in which the researcher takes part in the activities, All from Spain interactions, and events of a group of people as one of the 3 women, 3 men means of learning the explicit and tacit aspects of their rou- Focus group 4 4 Migrants tines, ideals, and goals (Musante & DeWalt, 2010). Boccagni 4 from Syria 2 women, 2 men & Schrooten (2018) invite researchers to use participant observation following five fundamental steps during their 4 International Journal of Qualitative Methods fieldwork: (1) preparation before the field work, (2) accessing researchers, it is essential to contextualize research concepts the field, (3) being in the field time, (4) getting out of the field and questions. and (5) the writing process (from fieldwork to text work). Integration was another concept under analysis. During a In our case: (1) the preparation before the field was ded- discussion about his personal experience in Spain, one co- icated to tuning and discussing personal perceptions around researcher said: migration, and structuring the activities within the research team; (2) the access to the field was facilitated by the Focus “I feel we should start talking about interaction, instead of in- Group facilitator that introduces the main stakeholders in- tegration. Why do I have to integrate? Why don’t we say inter- volved in the project: (3) the fieldwork was characterized by action? I interact with your culture, and you interact with mine. listening to the various stakeholders’ testimonies, by moments Integration for me is interaction.” of informal dialogue, always looking at knowledge distri- bution, power, prestige and social relations; (4) the “getting (Migrant representative_1) out from the field” and the (5) text work process started si- multaneously, with the elaboration of a field diary with quotes, A term such as “integration”, which may sound general and reflections and inputs emerged during the focus groups. commonly understood, can lead to several meanings depending on personal experiences. For this, as Chin et al., (1997) stated in Findings and Discussion Participatory Analysis: Shared Development of Requirements from Scenarios it is essential to co-create a common and shared European and Western Terminology and Ideologies terminology in research that our participants share with us, to be Under Analysis: Empowerment and Integration able to fully analyse and understand a phenomenon, in this case, integration. Ethnocentrism, the tendency to use our “cultural One aspect stressed by co-researchers who joined the multi- lens” to evaluate an action or to communicate, should be stakeholders So-Close focus groups was to start analysing and avoided while structuring research (Hammond & Axelrod, deconstructing the European and western terminology often 2006). In short, researchers should study the socio/cultural used by researchers. Research questions and activities pro- contexts of the people that will be involved in the research posed by academics often reproduce the researchers’ ideol- to reduce as much possible cultural misunderstanding or any ogies and cultural backgrounds, underestimating the meaning situation of involuntary disrespect and be open to eventual of certain words in other cultural contexts. misuncomprehension or suggestions by the co-researchers Co-researchers underlined that the idea of empowerment during the investigation. may differ depending on culture and personal experiences. In several academic studies, migrant empowerment is seen as the ability of a migrant to re-create a new life in an environment, Stereotyped Images Can Interfere in the Research: transforming sufferance into resilience, but “empowerment” Victimization. has different shapes and meanings. One of the participants that works with migrants underlines what had been discussed by All the migrants involved in the research complained about several migrant women as empowerment: how often in research and different studies they are seen and portrayed “just as victims”. In this regard, one of the par- “I think it is also important to be careful with the terms we use. For ticipants stressed: example, when I was working at Gururu I was joining a group for the empowerment of women. They were introducing women to “You know, we are not just victims of the system, I think it is really the risks they may encounter in Europe such as human trafficking important that we don’t generalize. We are also activists, writers, […] one of the women told me that she decided to travel with a let’s show all the aspects” man for the entire journey, which abused her all the time. She said that her empowerment was based on the fact that she was abused (Migrant representative_2) just by the same man, and not every day by a different one. I just want to say that we need to use relativism […] there is not just a These stereotyped images can influence the design of re- way to think about things” search and promote a victim-centred and colonial perspective (Mohanty, 2013; Puwar, 2004) that does not allow seeing (NGO representative_1) agency and resilience in migrants. To overcome the vision of migrants just as victims, oppressed, and just made of their Through this quote it is possible to see that if we look at traumas is needed a shift from victims to survivors, and So- empowerment from a different perspective, we may not see it Close co-researchers made this aspect clear during all the focus from our position of privilege, and the meaning changes. The groups discussions. Including members of communities in- idea of empowerment that a researcher has while developing a volved in a study in the creation and evaluation of research can research question, may completely differ from the idea that a be a solution. This approach acknowledges that survivors are migrant, who personally experienced migration has. As not just their experienced of abuse and exploitation, as they are Gunella and Rodrigo 5 experts of their own experiences: active agents (Andrijasevic, This aspect was underlined by several co-researchers. In 2010). This perception embraces the non-Eurocentric research fact, one of them stated: method (Ozkazanc-Pan, 2012) and promotes change. If members of a target group are included in the research de- “I think we have the right to be imperfect. Sometimes people velopment, eventual stereotyped images can be discovered, expect us to be perfect, to be on top of things every time, but it’s analysed and deconstructed. hard, you know? I want to have the possibility to make mistakes. As one of the representatives of academics underlines: Emotionally and mentally is quite heavy to keep all these pres- sures on me. We are human beings, not perfect” “We need to be careful with the risk of assistencialism and victimization generated by our stereotyped images when we think (Representatives of migrants_3) about migrants. We can’t just see migrants as vulnerable. This When studying integration or migrant inclusion it is important stigma can influence their lives, it can just contribute to see them to ask ourselves “Do we expect migrant to be perfect?”, “Do we just as victims, fragile […] like the common quote ‘first babies and see their integration as linear, with no changes or contradictions?”, women’” “How are we portraying them?”, “And their personal experi- ences?”. These questions will allow us to see our positionality and (Representatives of Academics_1) expectations and tune them to recognize the eventual repro- Held (2019) suggests that an essential requirement to pre- duction of power dynamics in writing and conducting research. vent Western-centric knowledge production and stereotypes, As one of the co-researchers emphasized: such as victimization, is for paradigms to be co-created jointly between the communities . Cross-cultural collaboration, where “It’s essential to check our privilege and how we use it at any time the community studied is involved in the knowledge analysis, while conducting research involving migrants.” production and selection may facilitate a deconstruction of stereotypes (Yacob-Haliso, 2016) and a process of “rethinking (Representatives of Policy makers_1) thinking,” “unthinking,” and “learning to unlearn in order to Often our position of power and privilege guide us in the relearn” (Hoppers & Richards, 2012; Tlostanova, 2017). Re- creation of research, the analysis of data and in research searchers need to tune personal or societal stereotypes because dissemination, continuing an involuntary or voluntary re- they may influence the answers of co-researchers and the entire production of the image of migrants as a passive collective research process. This practice needs to be put at the first stage with no voice. For instance, an academic said: of research, before entering the field. “I think that one important thing is to amplify their voices, and I am not saying giving them a voice […] I think is essential to From the Perfect Migrant to the Human Being amplify their voices, for example in cultural and academic spaces. Another aspect that as researchers we need to consider when I mean we should include them in our academic environment conducting research and projects involving migrants is the which are quite Eurocentric, and heteropatriarchal” process of “othering”: a tendency to see migrants as part of distinct and distant categories: others (Grove & Zwi, 2006). (Representative from academics_2) Table 2. Guidelines. Actions Description Check personal bias and own positionality Before conducting research and during the entire research process, discussing personal bias and stereotypes with an intercultural team may avoid interpretations conditioned by personal own culture, position and experiences. Intercultural research team When conducting research about migration the presence of people with a migrant background from the specific area of study can support the research consortium in better understanding a context and can promote transcultural awareness. Transcultural awareness can guide the process of writing research questions and methodology, avoiding using just a Eurocentric library of concepts and ideologies. Define your positionality: Co-researcher While defining the structure of the research is fundamental to delineating the way the research or participants? team approaches the target group. Are we seeing the members of the target group as co- researchers, co-mobilisers of knowledge, or as passive participants? Eurocentric terminology While defining the research questions, methodology and theoretical framework, the research team needs to evaluate the terminology with an intercultural team to try to not cause cultural misunderstanding, although it is hard to completely eliminate the risk. 6 International Journal of Qualitative Methods “How do we perceive and portray migrants?”, “As people generate debate on the concept of participation. Other limi- who have a voice or as people without a voice?”, “Do we see tations in this study include the limited number of participants and recognize their agency or do we portray our research as the in focus groups, so future studies should involve a greater tool that will give migrants a voice?” These are questions, number of stakeholders. Despite this, the FGs allowed for the stimulated by the co-researcher’s quote that can allow re- development of guidelines containing a variety of perspectives searchers to see if they are reproducing what in the anthro- and reflections about how migration studies should be ap- pological field is called the “White Saviour Syndrome” proached by researchers. In addition, it is interesting to note (Willuweit, 2020), the colonial tendency to see “us Euro- that migration is a complex phenomenon, and while migrants peans” as the saviour, as the people with the power to change are frequently portrayed as a fixed and compact group, the the condition of a certain group, without interpellating their reasons for migration are as diverse as each individual’s ex- willingness or positionality. perience of integration. This study aims to provide recom- As Bishop underlines, researchers should go forward the mendations to migration researchers while keeping in mind “giving them voice” or “empowering them” approach, that that migration is a fluid and diverse phenomenon that must may imply that communities are unable to achieve on their always be contextualized. Finally, it is crucial to emphasize own what researchers are able to study or provide (Bishop, that there is a margin for error influenced by the researcher’s 1998). Promoting a change of paradigm where participants are bias as participants’ responses can be influenced by the re- co-researchers, and where their self-determination is recog- searchers’ origin, manners, gender, sexual orientation, and nized can avoid the risk of what Fine (1994) refers to as “a own positionality. This aspect has been considered in data contradiction-filled, colonizing discourse of the Other.” evaluation, with the goal of contextualizing answers and As researchers, we have the responsibility to constantly perception as much as possible. evaluate our positionality. Working in a cross-disciplinary team To summarize, this research shows the importance of of researchers from several socio-cultural backgrounds can exercising critical reflexivity while structuring, conduct- help the entire research group in deconstructing eventual power ing and analysing research, and the importance of em- dynamics and attitudes that induce involuntarily discrimina- bracing others’ ways of knowing and interpreting. This tion. This approach leads to the process of decolonizing re- can be done through: (a) constant analysis and observation search methodologies by focusing on respectful collaboration, of researchers’ positionality, privilege and socio-cultural dynamic storytelling, and reciprocity throughout the research state in the investigation; (b) using a non-ethnocentric process. approach and; (c) promoting intercultural research teams where terminologies, ideologies, and interpretations can be discussed and re-evaluated. Conclusions This approach of re-considering participants as co- Altogether, our multistakeholder participatory FGs auto- researchers, especially in the field of migration, is recog- generated and co-created guidelines for migration re- nized by several scholars as a process of decolonizing searchers. With this paper, we report a case study of the use of methodology, but in line with Zavala (2013), we see decol- participatory practices in the field of migration studies. This onization not a methodical checklist nor a defined endpoint; resulted in a set of guidelines that are not just the reflections of but a life-long procedure that actively works to dismantle and a researcher involved in migration studies, but also integrate reformulate within and outside academia. the observations and impressions of the migrants and the other Finally, cross-cultural research can be conducted ethically stakeholders involved in the study. “only when done in collaboration and partnership with The co-created guidelines can be summarized in the chart members of the cultural communities being studied” (Tapp below: (Table 2) et al., 1974, p. 233) and this can be done through unlearning This study demonstrates the value of a participatory action and re-imagining how we construct, produce, and value research model in shaping community responses to research. knowledge. As the researcher Davis (1998) said “In a racist Interdisciplinary, multi-stakeholder and intercultural research society, it is not enough to be non-racist, we must be anti- can foster meaningful interaction for a solution-oriented ap- racist.” Aligned with this viewpoint, investigators must proach through a process of mutual and interactive learning. consciously take part in reflexive engagement of their as- Researchers are not just the ones holding the power and sumptions and interpretations, in the pursuit to work from a privilege to conduct an investigation, but they are also lis- decolonial perspective, and further research should focus on teners and active learners. Participants are not only passive methodologies and strategies to propose this approach. listeners, but co-researchers and co-mobilizers of knowledge. Notwithstanding, it is important to recognize that it can be Acknowledgments difficult to fully define participatory research since the concept I would like to thank Ana Pérez-Muelas and Maximiliano Fuentes of participation varies by culture, language, and academic Codera from the University of Girona for their contribution and hard setting. Therefore, this participatory research, structured on work in collecting and analysing data. My gratitude also goes to the basis of participatory research in the social sciences, may Javier Rodrigo Sánchez from the Autonomous University of Gunella and Rodrigo 7 Barcelona who support me write the article. A special thanks go to the Grønkjær, M., Curtis, T., de Crespigny, C., & Delmar, C. (2011). focus group participants and to the entire consortium team for their Analysing group interaction in focus group research: Impact on hard work and participation. Without their contribution, this article content and the role of the moderator. 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