Table 6 Meaningful engagement by MSUs
Research activities by MSUs | Impact/effec on MSUs |
|---|---|
MSUs attended and participated in intensive language-concordant, culture-congruent PLA research fieldwork with SUPERs: 1 session, 7 hours face-to-face | • MSUs were empowered as active participants in fieldwork; affirmed as ‘local experts’ whose opinions and experiential knowledge were essential to the study (RS) (QC) (PH) (FDB) (CH) |
MSUs engaged in, contributed to, and completed a complex sequence of mixed visual/verbal PLA techniques | • Visual/verbal PLA techniques ameliorated literacy challenges and enhanced inclusion of mixed-literacy-ability migrant groups in research processes; completion of complex charts generated satisfaction among MSU participants (CH) (QC) (FDB) (PH) |
MSUs produced a set of ranked communication strategies including ‘ideal scenarios’ for effective cross-cultural communication | • Sharing and enhancing knowledge allowed MSUs’ implicit knowledge to became explicit; ‘ideal scenarios’ included new strategies not currently in use ‘on the ground’; created energy and excitement during fieldwork (RS) (PH) (CH) (FDB) |
MSUs actively engaged in on-the-spot co- analysis of results that emerged from their charts and maps | • MSUs’ analytical insights about emerging results affirmed the centrality of their expertise to the broader research endeavour; demonstrated the value and necessity of their continued participation at this stage of the research cycle – they ‘saw’ what others might not; emphasised uniqueness of their perspectives (CH) (FDB) • On-the-spot co-analysis by MSUs and SUPERs enhanced collegiality (FDB) |
MSUs participated in post-research evaluation | • This inclusive collegial process signalled that migrants’ experiences of engaging in the research process were important to the community–university team (PE) (RS) (QC) |