The Implementation of Arts-Based Methods in Participatory Approaches: Conflicts Versus Engagement

As a childhood researcher, I have been using arts-based principles even without knowing that these methods specifically existed in the field. As academic fields become increasingly strict and focused within narrow frameworks, similar approaches in different disciplines or scientific areas are, unfortunately, often disregarded. However, applying a verified method or strategy to a new area, where you might not be sufficiently familiar as a researcher or practitioner, can be very fruitful.

In this paper, I will exemplify my recent research practices in attempting to bridge two different fields: ageing and childhood, through participatory approaches with an intergenerational focus. The emerging challenges have led me to reconsider the limitations and potentials of arts-based approaches. Specifically, regardless of which methods we use or intend to use, the participants, as the true contributors to the research, may not be interested in the suggested methods.

Within a participatory methodological framework, is it possible to implement arts-based methods in the field? How can we navigate conflicts arising from individual expectations and differences among participants, and build new solidarities to encourage their full engagement in the proposed activities? This paper explores these questions, providing examples from ethnographic and participatory research experiences conducted with individuals of various ages and social backgrounds.