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Within multi-national research collaborations, power dynamics often shape who is involved in which parts of the research process. The analysis phase of research has historically been framed as requiring expert perspective, excluding national or local researchers whose role is often limited to collecting data and transferring it to others to analyze. In this paper, we describe and reflect on the process of collaborative coding across a multi-national team based in Lebanon and the United Kingdom, as part of a broader approach to co-production. We explore the value and benefit of collaborative coding, reflecting on how coding together enabled greater inclusion, teamwork, improved analysis as well as improved future data collection. We also discuss the technical and logistical challenges we faced in coding within a team and using internet-based software, including the complications involved in navigating power dynamics between researchers and coming to final decisions about codes. Over time, we found collaborative coding became a smoother process, however working in this way is not straight-forward. Our paper contributes a reflexive analysis on the power dynamics and decision-making complexities involved in collaborative coding. It emphasizes the importance of investing in interpersonal relationships over time and prioritizing less-centralized decision-making within research collaborations. [ABSTRACT FROM AUTHOR]

This paper draws on my experience of organising a photovoice project with asylum seekers to outline the ethical dilemmas and rewards of planning and facilitating a participatory, creative research project with a hard-to-reach, potentially vulnerable population. It offers lessons learnt and useful insights for others considering a similar approach to data collection. The photo project was utilised to explore the impact of involvement with community-based social protection on the self-reported wellbeing of asylum seekers in the United Kingdom. It was also designed to test the efficacy of the photovoice research methodology to produce simple, impactful findings useful for researcher, research participant and policymaker, empowering those who have often had little voice in community development to inform policy discussions. The paper is written from the author's perspective, adopting a layered approach that utilises fieldnotes, quotes from project participants, and exhibition attendee feedback to provide a rounded description of the project. It pays particular attention to ethical dilemmas concerning project access, recruitment and communication and the complexity of juggling academic ethical rigour with a community-led approach across cultural and linguistic borders. It highlights how power dynamics can be experienced in the research environment entangled with issues of co-researcher dignity, ownership, and vulnerability. It also details the positive outcomes of the photovoice project in relation to collaborative knowledge creation, empathetic understanding, and advocacy opportunities. The author concludes by offering a summary of the key lessons learnt through the project and their implications for future research. [ABSTRACT FROM AUTHOR]

As a UK-based group of female postgraduate researchers, the authors explored their experiences during COVID-19 pandemic through multivocal inquiry via a feminist collaborative autoethnographic project. In this paper, we use the Listening Guide as a tool to revisit and (re)analyse data from the aforementioned project, displaying findings in the form of voice poems. In utilising the Listening Guide, we discovered that listening is less of an exercise and more an art form. While the structured approach of the LG helped to enhance our understandings of wider individual experiences of disability and womanhood, identities that all authors inhabit, we were surprised to find that despite our established mutual trust and superficially similar experiences, we were unable to find emotional resonance through data that wasn't our own voice. We also found that the traditional stepped process of the LG that incorporates four listens to the data left our interpretations feeling flat. Through reflexivity and the novel collaborative approach we undertook in this analysis, we identified and implemented an augmentation of the Listening Guide process. In this paper, we propose an additional fifth listen, focusing on emotion, to facilitate a more holistic analysis of voice data. We explore how the fifth listen assisted the (re)construction of individual and collective identities, helping us to reshape our understandings. Finally, we elucidate the positives and pitfalls we experienced in the Listening Guide as a data analysis tool, recommending to other researchers the adoption of an iterative, flexible and reflexive approach in using it during collaborative research. [ABSTRACT FROM AUTHOR]

As a UK-based group of female postgraduate researchers, the authors explored their experiences during COVID-19 pandemic through multivocal inquiry via a feminist collaborative autoethnographic project. In this paper, we use the Listening Guide as a tool to revisit and (re)analyse data from the aforementioned project, displaying findings in the form of voice poems. In utilising the Listening Guide, we discovered that listening is less of an exercise and more an art form. While the structured approach of the LG helped to enhance our understandings of wider individual experiences of disability and womanhood, identities that all authors inhabit, we were surprised to find that despite our established mutual trust and superficially similar experiences, we were unable to find emotional resonance through data that wasn't our own voice. We also found that the traditional stepped process of the LG that incorporates four listens to the data left our interpretations feeling flat. Through reflexivity and the novel collaborative approach we undertook in this analysis, we identified and implemented an augmentation of the Listening Guide process. In this paper, we propose an additional fifth listen, focusing on emotion, to facilitate a more holistic analysis of voice data. We explore how the fifth listen assisted the (re)construction of individual and collective identities, helping us to reshape our understandings. Finally, we elucidate the positives and pitfalls we experienced in the Listening Guide as a data analysis tool, recommending to other researchers the adoption of an iterative, flexible and reflexive approach in using it during collaborative research. [ABSTRACT FROM AUTHOR]

In its classical form, ballroom dancing constitutes heterosexual dance couples enacting conservative forms of masculinity and femininity. A normative focus, both in scholarship and in practice, on the classical form in competitive ballroom dancing (also known as Dancesport) excludes the lived narratives of LGBT + dancers practicing the sport outside of the mainstream. Equality Dancesport is one such example, with dancers performing in diverse partnership typologies and adopting less gender-segregated dance roles and movements. Drawing on the photo-elicitation exercise, embedded within in-depth interviews, conducted as part of a broader ethnographic study on the equality Dancesport scene in the United Kingdom, I demonstrate how the strategy informed a ground-up emergence of a queer theoretical framework for understanding masculinities and femininities across the sex, gender and sexuality categorical divides. Four key opportunities afforded by photo elicitation are identified, namely (1) invoking new queer knowledge which blurs the binary divide in how concepts of masculinities and femininities are investigated in existing dance scholarship, (2) facilitating the development of more egalitarian researcher/participant relationships, (3) enabling affective, detailed and fluid narrations of lived experiences of dancing, and (4) positioning interviewees as dance spectators and inspiring reflections on the community. The paper concludes with three recommendations for negotiating the pitfalls of using a photo elicitation technique in dance studies. First, researchers need to recognise the limits of inclusivity offered by photo elicitation and practice sensitivity towards participants. Second, integrating photographs with other visual methods such as videos can enable researchers to leverage the strengths of different visual tools to inspire talk about broader topics. Third, before using the method, researchers need to develop mental strength for coping with negative talk, to achieve more holistic understanding of participants' sentiments and motivations and as a duty of accountability towards them. [ABSTRACT FROM AUTHOR]

Trauma-informed (T-I) approaches to working with vulnerable people have gained popularity in practice but are rarely used in academic research and little is known about the challenges of conducting a T-I approach to participatory research. This paper reflects on our experiences of a participatory peer research project involving unaccompanied young people seeking asylum (16–25 years) during the Covid-19 pandemic. Whilst the project adhered to a robust ethical framework, it became apparent at an early stage in the empirical phase that our methods needed to acknowledge and accommodate the trauma of those involved in the project much more thoughtfully and effectively than our ethical framework suggested. With this in mind, we set about identifying the key elements of a T-I approach to research and how these might add value to research with vulnerable and marginalised populations. Our model of a T-I approach to peer research is framed around five core principles: working reflectively with those with lived experience; contextualising trauma; nurturing trust; showing care; and empowering those involved in and affected by the research. [ABSTRACT FROM AUTHOR]

In its classical form, ballroom dancing constitutes heterosexual dance couples enacting conservative forms of masculinity and femininity. A normative focus, both in scholarship and in practice, on the classical form in competitive ballroom dancing (also known as Dancesport) excludes the lived narratives of LGBT + dancers practicing the sport outside of the mainstream. Equality Dancesport is one such example, with dancers performing in diverse partnership typologies and adopting less gendersegregated dance roles and movements. Drawing on the photo-elicitation exercise, embedded within in-depth interviews, conducted as part of a broader ethnographic study on the equality Dancesport scene in the United Kingdom, I demonstrate how the strategy informed a ground-up emergence of a queer theoretical framework for understanding masculinities and femininities across the sex, gender and sexuality categorical divides. Four key opportunities afforded by photo elicitation are identified, namely (1) invoking new queer knowledge which blurs the binary divide in how concepts of masculinities and femininities are investigated in existing dance scholarship, (2) facilitating the development of more egalitarian researcher/participant relationships, (3) enabling affective, detailed and fluid narrations of lived experiences of dancing, and (4) positioning interviewees as dance spectators and inspiring reflections on the community. The paper concludes with three recommendations for negotiating the pitfalls of using a photo elicitation technique in dance studies. First, researchers need to recognise the limits of inclusivity offered by photo elicitation and practice sensitivity towards participants. Second, integrating photographs with other visual methods such as videos can enable researchers to leverage the strengths of different visual tools to inspire talk about broader topics. Third, before using the method, researchers need to develop mental strength for coping with negative talk, to achieve more holistic understanding of participants' sentiments and motivations and as a duty of accountability towards them. [ABSTRACT FROM AUTHOR]

Freebirth occurs when women intentionally give birth to their baby without midwives or doctors present in countries and eras in which there are maternity services available to assist them. This paper forms part of a wider project on women's freebirthing experiences in the United Kingdom. Verbatim transcripts created from face-to-face narrative interviews with 16 freebirthing women were analyzed using the Voice Centered Relational Method (VCRM). VCRM is a feminist methodology that consists of four readings of an interview transcript: reading for the plot and the researcher's response to it; reading for the I; reading for relationships; and placing people within cultural and social contexts. This paper focuses on the second reading and in particular the creation of I-poems from the data, which require the researcher to focus on sentences made by the interviewee that include the word "I," and without changing the order of those sentences, to present them in poetic stanzas. While there is literature on this form of data presentation, there is a paucity of information on how to evolve the data from transcript to I-poem and the alternative ways researchers can construct I-poetry. The aims of this paper are to demonstrate the theoretical background to I-poems, the variations in their form, explain the steps taken to create I-poems from interview transcripts from freebirthing women and to highlight poetry as a novel way of disseminating research results beyond an academic audience. [ABSTRACT FROM AUTHOR]

This protocol outlines a mixed-methods study to explore the dynamics of intimacy on dating apps before, during and after the crisis years of COVID-19 in the UK; how these influenced/were influenced by different gendered and sexual cultures of relating; and their impact on personal resilience, viral risk, and wellbeing. The project examines diverse gendered and sexual cultures, examining the experiences of heterosexuals and LGBT+ communities. Through a two-stage approach involving a UK-wide quantitative survey and in-depth qualitative interviews, the study explores how dating app practices influence resilience, viral risk, and intimate norms. The project aims to generate knowledge about how app-based services can be harnessed to support the social and emotional needs of diverse gendered and sexual groups during and after COVID-19 providing valuable insights into strategies for personal resilience in the face of viral risk and social during periods of social distancing. [ABSTRACT FROM AUTHOR]

Participatory research approaches hold potential to better understand society through valuing lived experience. Formula feeding babies is routinely stigmatised in the UK, despite inadequate support to facilitate breastfeeding. Our community science project investigated the safety of powdered infant formula preparation in the home through the completion of an at-home experiment and a research diary with closed and open questions (n = 151). To add validity to the interpretation of open text data in research diaries, a community analysis group of five formula-feeding mothers was established. The community analysts undertook inductive thematic analysis through a series of analysis group meetings focused around data extracts, contributed to the study's empirical outputs and this methodological output, meeting 23 times over a nine-month period. Detailed notes were taken during meetings and the methodological elements of these were thematically analysed with the community analysts to produce this article, with extracts from the academic researchers' field notes added where relevant. The overarching themes, presenting both positive experiences and areas for improvement, focused on: (i) clarity of expectations and the impact this had on community analysts' confidence, (ii) the stigmatising topic area and how this was managed by the facilitators, and (iii) feeling valued, in relation to honoraria, inclusion in outputs and community analysts coming to recognise their own expertise. Furthermore, the community analysts co-produced recommendations for including community analysts in future research. It provides guidance on how this can be appropriately costed for and supported by funding bodies and research teams, as well as providing guidance on recruitment and chairing meetings. We hope that this article can provide valuable input into how to involve the community more inclusively as research partners in qualitative analysis related to stigmatised topics. [ABSTRACT FROM AUTHOR]

We are three psychotherapists, also trainers at different universities in the United Kingdom, who came together to explore the application of duoethnography as a research method in the context of counselling and psychotherapy. The focus of our dialogues was on privilege and power as experienced between client and therapist in the therapeutic relationship, mirroring the social worlds we each come from and return to. The article presented here is written largely in the form of 'speaking turns,' reflecting the dialogical nature through which data were generated. We met periodically through Microsoft Teams to record our dialogues and furthered our exchange via email communications and other text messages. We came together explicitly mindful of and valuing our differences – one woman and two men; our ethnocultural heritages being Greek, African, and English, with different trajectories towards our professional positions; and we highlight differentials in privilege emerging along lines of gender, race, and class. Emergent themes include: 'the visible – invisible spectrum of privilege,' 'the historic present,' and 'power with versus power over.' As an ongoing, highly relational form of encounter, this project highlighted the benefits this approach can bring in the ongoing development of therapists. Participation facilitated the revelation of more unconscious or unarticulated material. We found the duoethnography depended upon our mutual negotiation of trust and preparedness to be vulnerable in the encounter. Recognising that each dialogue brings unique configurations of similarity and difference, we thus argue for greater uptake of duoethnography methods in counselling and psychotherapy training and research. [ABSTRACT FROM AUTHOR]

This article discusses the development of two short plays based on qualitative data from separate research studies related to dementia, both of which were performed in the UK in 2022. The first drama (Voices from the front line) is a relatively standard piece of verbatim theatre, based on interview data and written accounts from a research study about the experiences of the dementia workforce during the COVID-19 pandemic of 2020–22. The second (The Other Side of the Wall) is based on ethnographic data from a research study carried out with people with dementia living in long-term care, and it introduces elements of invention and absurdism. In both pieces, non-professional actors co-developed the performances, drawing on the spoken words of the original research participants. Using extracts and examples from the script development process, the article attempts to chart the developmental process for a novice ethnodramatist (although experienced dementia researcher) in meeting ethical, aesthetic and methodological challenges. [ABSTRACT FROM AUTHOR]

People affected by rarer forms of dementia often have a long and difficult experience obtaining a diagnosis and appropriate support, impacting family, employment and social relationships, quality of life and wellbeing. For this population progressive cognitive symptoms affect skills other than memory and disproportionately occur under the age of 65 years, often resulting in misdiagnosis and lack of appropriate care pathways. The objective of this study will be to better understand the subjective experience of the time period from first noticing symptoms to obtaining a formal diagnosis, through to accessing support, and onward to the present time. Through the concurrent use of line drawings and video-recorded interviews we will collect the stories of people living with different rarer dementias and/or family members who are care partners in Canada and the United Kingdom. Narrative and visual analysis will be used in parallel to methodologically explore how line drawing and verbal discourse interact and inform each other to construct knowledge, and how the use of drawing lines might enrich research interviews and increase accessibility of research participation. This novel research approach may also have implications for clinical interviewing, support services, and public engagement. To the best of our knowledge, this is the first study to retrospectively explore over time the experiences of people affected by rarer forms of dementia from initial symptoms—to diagnosis—to accessing support—to the present, using visual and verbal methodologies. [ABSTRACT FROM AUTHOR]

The voices of autistic children and their families are routinely underestimated and overlooked in research and practice. Research is challenged methodologically in accessing the views of autistic people who, by definition, are characterised by social and communication difficulties. Consequently, many voices remain unheard and experiences undocumented. This has important implications for the validity of research that is interested in improving the life experiences of marginalised groups since the representation of those experiences is partial and dominated by research perspectives that prioritise particular kinds of evidence. This situation matters because there remains a substantial gap between research and practice such that the longer-term outcomes for autistic people across social, educational and economic indices remain poor. We argue that research can only make an impact on practice if there is a genuine commitment to gathering and understanding these different sources of evidence in ways that connect research and practice from the start. This protocol describes a methodological project funded by the Economic and Social Research Council in the UK. The 'Our Stories' project applies and extends a participatory Digital Stories methodology to explore the research challenge of gathering a range of views from autistic children, families, and practice in authentic ways and at points of transition. Digital Stories is an accessible and inclusive methodology that supports the sharing of views and experiences in visual, video form. We describe the rationale for, and design, of the project across four pilot studies in different contexts as well as our approach to analysis and ethics. While our project focuses on autism, the knowledge we gain is applicable to research and practice much more widely and to any voices or groups who are marginalised from the traditional ways of doing research and to any contexts of practice. [ABSTRACT FROM AUTHOR]

This article explores how reading focus group data 'against the grain' offers new insights into publics', and especially marginalised groups', negotiation of dominant discourses. Using data from a study with members of the UN Foundation's Girl Up campaign in the UK, US and Malawi, I demonstrate that reading against the grain both across and within groups enabled me to explore the girls' complex negotiations of girl power discourses in international development. I argue that reading focus group data against the grain involves paying attention both to wider social power relations, as is crucial to a poststructuralist discourse analysis, and to interactions between group members, a form of analysis more commonly associated with Conversation Analysis. This methodological strategy enabled me to explore the topic of girl power discourses in international development from a new perspective, moving beyond the abundance of critiques in the literature of dominant discourses emerging from powerful institutions. By focusing on the girls' instances of resistance to, and critical engagement with, dominant discourses, I suggest that reading focus group data against the grain opens up the possibility of a rich new area of research for scholars and practitioners alike: one which goes beyond simplistic victim/agency binaries and explores the complexities of audiences' readings of texts. [ABSTRACT FROM AUTHOR]

Evidence suggests that mental health interventions are more effective when they consider the whole context of schools; addressing the needs of all students, their families, and staff; otherwise known as a whole-school approach (WSA). The UK Government is piloting WSAs to transform mental health and wellbeing by locating educational mental health practitioners in educational settings across England. This study aims to develop a 'bottom-up' understanding of the contextual factors and mechanisms that underlie WSAs in Trailblazer schools in the North East and North Cumbria, to gain insight into the facilitators and barriers of delivering a WSA, and optimal evaluation methods. To undertake a realist evaluation, we included the generation of initial programme theories from existing academic literature and policy documents; 'theory gleaning' interviews with NHS/local authority stakeholders, Trailblazer staff and school senior leaders; refining and development of theories; and individual interviews and focus groups with pupils, parent/carers and school staff. The findings will enable Trailblazer partners to better understand how their WSAs to mental health contain the essential components for transformation in schools in the region. This will contribute to the embedding of continuous evaluation into regional Trailblazers' practice for participating schools, for subsequent annual waves and producing relevant findings for non-Trailblazer schools. Complementing the national evaluation of all 25 Wave 1 Trailblazer pilot sites, this study will generate an explanatory theoretical account of how to optimally design, implement and evaluate WSAs by exploring the contextual factors associated with implementation of WSAs. [ABSTRACT FROM AUTHOR]

Emotions and the emotional labour of researchers have been increasingly recognised in social science disciplines, with many researchers providing personal and reflexive accounts. Such debates are less well recognised in health-related disciplines, particularly public health, who remain at earlier stages of valuing and understanding qualitative research. Drawing on personal experiences and methodological reflections gathered from a qualitative study, undertaken with young people over the course of 16 months during the COVID-19 pandemic in England, UK, the aim of this article is to offer further insight into the impact of researcher emotion, by specifically focussing on longitudinal, diary-based methods. My reflections are framed as three overlapping and intersecting themes. First, that qualitative longitudinal methods (and diary studies in particular) have enormous potential to curate rich emotional narratives. Second, that despite these positives, there are tensions or conflicting dynamics in using a method which helps to explore young people's emotions but also involves emotional labour for the researcher. Third, that greater attention should be paid to ensuring ethical care for researchers, particularly those engaging with qualitative longitudinal and/or creative methods. Such strategies should not solely rely on self-care and must be considered at institutional or funding body level. To this end, my personal experiences and reflections, as well as those from previous offerings, are used here to underpin a framework for researchers or research teams embarking upon novel qualitative longitudinal methods: 1. Do not underestimate emotional burden. 2. Ensure meaningful debriefing is available. 3. Establish boundaries. 4. Make space for emotion throughout fieldwork as well as during analysis and writing ('entering and exiting the field'). [ABSTRACT FROM AUTHOR]

Background : Young people spend a large proportion of their time in school, which presents both risk and protective factors for their mental health. A supportive school culture can promote and protect good mental health by creating experiences of safety and belonging amongst staff and students. In this qualitative study, we seek to explore whether a participatory action research (PAR) approach is an effective way to promote and improve student mental health. Methods : Participatory action research is an approach in which people collaboratively research their own experience: the researched communities become co-researchers of their own experiences in a specific context. We will work with four secondary schools in the UK to develop PAR projects. In each school, a group of 2–4 staff and 6–8 students will work together to develop a shared understanding of their school culture and to introduce activities or changes to make the culture more supportive of student mental health. We will evaluate the effectiveness of the PAR approach through i) a review of school documents pertaining to mental health (e.g., policies and Ofsted reports), ii) interviews with staff members (n = 40), parents (n = 8) and students (n = 24–40) before and after the PAR intervention, iii) observations and reports of the PAR group meetings and iv) interviews with members of the PAR groups after the PAR intervention. Discussion : We anticipate that our research findings will advance knowledge on effective methods to develop a positive school culture that will contribute to the improvement of young people's mental health and well-being. We will seek to identify the mechanisms through which school culture can have a positive impact on mental health and develop a logic model and a school culture toolkit that can be utilised as a resource to inform public health interventions to promote mental health in a range of educational settings. [ABSTRACT FROM AUTHOR]

In a UK context, encouraging the uptake of energy efficiency measures at the household level is an ongoing challenge of ever-increasing importance. A combination of economic and psychological factors influence green investment decisions and so this study aims to determine whether online focus groups are a viable means of interacting and evaluating the effectiveness of personality tailored marketing strategies. Here, we present the learnings from over 70 synchronous online focus groups undertaken with a UK energy provider's household customers (N = 143) to test the effectiveness of two energy product propositions (smart thermostat and hybrid heat pump) through two channels of communication: video and discussion. The researchers examined and analysed the online engagement and focus group method, focusing on the customer feedback, appropriateness of the approach and how it works in practice, providing key learnings for further research. The approach allowed for greater interaction with a geographically and demographically diverse pool of participants, many of whom are time poor and would ordinarily be unwilling or unable to participate. In this article, we report the differences between implementing online focus groups and face-to-face focus groups and examine the difficulties and uncertainties, in particular relating to entry to sessions and drop-out rates. Online focus groups were found to be a viable, flexible and convenient method for engaging with an energy company's current customer base in the comfort of their own home. [ABSTRACT FROM AUTHOR]

Transnational education has increased over the past decade for multiple reasons. Higher education institutions driven by a need to increase non-governmental funding and the concept of higher education as a commodity, have combined to cause many institutions to extend their activities into the field of transnational education partnerships. To ensure the survival of these strategic alliances, teaching faculty are required to service the commodity being exported from the UK. This unique study uses this context to evaluate the application of Heideggerian phenomenology and IPA as a means of analyzing the lived experiences of academic practitioners and the effects on their being. The study concludes that Heideggerian philosophical thought provides an insightful lens when combined with IPA, by providing access to an individual's personal perception of events as opposed to other methodologies that simply attempt to produce an objective account of the event itself. Two vignettes from the data exemplify how the approach can help us understand participant lived experiences in a given context, as well as documenting the wider benefits of applying this approach in other studies that concern the lived experiences of individuals. [ABSTRACT FROM AUTHOR]

Rates of childhood overweight and obesity continue to rise in England, along with a growing gap in obesity prevalence between children in the most and least deprived areas. To address child obesity, the UK government is increasingly considering how to intervene in the (food) environments that shape people's purchases, rather than focusing solely on individual health behaviors. With the COVID-19 pandemic and subsequent lockdowns having rapidly reconfigured life in the UK, it is important to understand how these changes may have impacted food practices and engagement with food environments. This remote, longitudinal qualitative study seeks to explore how the COVID-19 pandemic and its impacts are shaping families relationships with the food and the food environment. A sample of 60–80 parents/carers of school or nursery-aged children will be recruited from across three case study sites in England to take part in semi-structured interviews and set of flexible creative activities at three time points over the course of a year. Findings will provide practical policy insights for England's obesity prevention strategy as well as methodological insights in terms of conducting research into lived experience remotely. [ABSTRACT FROM AUTHOR]

This article reflects on methodological decisions, strategies, and challenges from a recent interdisciplinary project on the relationship between "British values" and Islam. The project employed digital storytelling to access "everyday" conceptions and constructions of this contentious relationship. The research was undertaken by participant researchers recruited from Muslim communities in the UK's East Anglia region, working with academics from media studies and political science. In this article, we offer a detailed account of key moments relating especially to recruitment, retention, and the production of digital content. It offers two contributions. First, methodological guidance for researchers interested in combining participatory research with digital storytelling. And second, rationale for so doing given the methodology's scope for producing rich visual content with capacity (i) to deepen and disrupt established knowledge and (ii) to change the views, ideas, and aspirations of those involved in the content's creation. [ABSTRACT FROM AUTHOR]