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Civic and Public Engagement
  1. Queen Mary University of London
  2. Civic and Public Engagement
  3. Funding
  4. Previous Funding Programmes
  5. Participatory Research Fund
  6. 2022/23

2022/23

11 Projects were funded as part of the 2022/2023 Participatory Research Fund. Read more about the projects below.

A Photo is Worth a Thousand Words: A photovoice study exploring determinants of mental health among adolescents

Dr Victoria Bird and Madison Stephens (Wolfson Institute of Population Health)

‘A Photo is Worth a Thousand Words’b used the Photovoice methodology to explore how social determinants influence the mental health of adolescents aged 16 to 19 living in East London. Working in partnership with Future Leaders, eight young people were involved throughout the research process, from study design to analysis and dissemination. Participants captured photographs of places and experiences that affected their wellbeing, discussed them in focus groups, and helped identify key themes for the final outputs. The project generated rich qualitative data, including 81 photographs, 81 captions and a 1.5-hour focus group transcript, providing valuable insights into young people's lived experiences. The project demonstrated the potential of participatory approaches to engage adolescents in mental health research, strengthen the relevance of research findings, and build trusting relationships between young people and researchers.

Breaking down the barriers to accessing mental health care experienced by neurodivergent young people: a participatory approach

Giorgia Michelini and Shiqi Lu (School of Biological and Behavioural Sciences), and Jennifer Lau, Georgina Hosang and Danilo Di Emidio (Wolfson Institute of Population Health).
This project worked with a Young People Advisory Group (YPAG) of eight neurodivergent young people aged 18 to 25 to explore barriers to accessing mental health support and identify priorities for future research. In partnership with The McPin Foundation, the project brought together neurodivergent young people, mental health professionals, educators and carers through a series of advisory group meetings and focus groups. Participants co-produced research priorities, funding applications and dissemination activities aimed at improving the recognition and support of mental health challenges among neurodivergent young people. The project attracted strong interest, receiving 83 applications to join the YPAG, and highlighted the value of involving people with lived experience in shaping research. Outcomes included the submission of a new grant application, plans for further funding bids, and the co-development of public engagement activities, including a webinar, seminar and infographic to share project findings more widely.

 

Crowdsourcing Development of Inclusive Health Reporting

Dr Robin Lerner, Dr Shwetha Ramachandrappa (Blizard Institute) and Saadia Rahman (UCL)

This project explored how people from South Asian communities describe and understand their health and quality of life, with the aim of making health research and reporting more inclusive. The project recruited over 120 volunteers, of whom 20 were trained as Community Researchers in qualitative research and interview techniques. These researchers then conducted interviews within their own communities, generating more than 30 hours of recordings across multiple languages and cultural contexts. By drawing on the knowledge, trust and lived experience of community members, the project reached groups that are often underrepresented in research and generated rich insights into how health and wellbeing are understood and discussed. The findings will inform future patient-reported outcome measures, support more inclusive health research, and contribute to academic publications and wider methodological learning about participatory approaches.

 

Diabolical Architectures of Colonialism

Dr Kerry Holden, Professor Kathryn Yusoff (School of Geography), Dr Casper Laing Ebbensgaard (University of East Anglia), Michael Salu (House of Thought)

The Planetary Portals collective was established in 2021 as a participatory research collaboration involving artists, academics, architects and curators from across the world. The collective uses archival research and artistic practices to develop the portal as a speculative methodology for mapping spatial and temporal patterns that sustain the planetary through on-going colonial infrastructures. In dialogue with art, architecture, design and earth sciences we reimagine the shape of the planetary through portals, showcasing through publication and performance the racialised geopolitics of changing states of materiality in the calculative orders of human, non-human and inhuman geographies. 

In this project, the Planetary Portals collective explored how the ‘diabolical architectures of colonialism’ continue to hold open Africa as a continent for extraction. This project explored the afterlives of colonialism through collaborative and creative research. The project used participatory methods including learning exchanges, workshops, lectures, networking, writing and consultation activities with cultural institutions in the Netherlands and at the Venice Biennale of Architecture. These activities helped develop new partnerships, support discussions around decolonisation in museums, and strengthen connections between academic, artistic and cultural communities. Key outputs included the film Diabolical Architectures of Colonialism, a feature article in FOAM magazine, and a book proposal for Planetary Portals, all of which have expanded the project's reach and created opportunities for future international collaborations and public engagement activities.

 

Engaging communities in the monitoring of sharks in Cabo Verde

Professor Christophe Eizaguirre, Dr James Gilbert (School of Biological and Behavioural Sciences) and Berta Renom (Project Biodiversity)

This participatory research project, led in partnership with Project Biodiversity in Cabo Verde, worked with local communities to expand shark conservation and monitoring around the island of Sal. Building on the success of community-led sea turtle conservation, the project co-developed a standardised shark monitoring protocol, trained local authorities and community leaders in drone monitoring and video analysis, and supported the collection of data on shark occurrence and distribution. Through workshops and hands-on training, 60 community members were engaged and five new drone pilots were trained, helping to build local capacity for marine conservation. The project strengthened community ownership of biodiversity monitoring, generated valuable data on shark species using coastal waters, and demonstrated how citizen science and emerging technologies can support both conservation goals and local participation in environmental stewardship.

 

Evaluation of the “Water only Schools” Programme in Greater London

Professor Huda Yusuf, Professor Manu Mathur, Dr Ali Golkari, Anjali Gareja and Maria Josefina (Institute of Dentistry)

This project evaluated the implementation of the Greater London Authority’s “Water Only Schools” programme, which aims to reduce children’s consumption of sugary drinks and support healthier school environments. Around two in five London children are overweight or obese by Year 6, and a quarter of five-year-olds experience tooth decay, making interventions to promote water consumption an important public health priority. The project worked with schools, children, young people, parents, local authorities and the Greater London Authority to assess the adoption of Water Only School policies across London. Using surveys and interviews, the research explored the barriers and facilitators to implementation, stakeholder experiences, and the perceived impact on drinking behaviours. The findings helped raise awareness of the programme and identified a need for greater support and promotion of the available toolkits, while informing recommendations for the wider rollout of the initiative across London and beyond.

 

Peopleless Houses for Houseless People: Community Reconsiderations and Reimagining of Housing as a Public Benefit

Dr Elsa Noterman (School of Geography) and Cheri Honkala (Poor People’s Economic Human Rights Campaign)

This participatory research project, led by Dr Elsa Noterman in partnership with the Poor People’s Economic Human Rights Campaign (PPEHRC), explored the successes and limitations of Title V of the U.S. McKinney-Vento Homeless Assistance Act, which enables surplus federal properties to be transferred for use in addressing homelessness. Through participatory workshops held in Philadelphia, Newark and Chicago, people with lived experience of homelessness, housing insecurity and community organising worked alongside researchers to analyse the policy, identify barriers to access, and develop recommendations for improving its effectiveness. The project placed the knowledge and experiences of those most affected by housing insecurity at the centre of discussions about housing policy, helping to address a significant information gap around Title V. Key outcomes included the co-development of an educational infographic, plans for additional public learning resources, and the collaborative drafting of a policy paper to support housing advocates and policymakers in making better use of surplus public assets to meet housing needs.

 

Putting method into practice: participatory co-created film practice research integrating the creativity of neurodivergent collaborators

Professor Steven Eastwood (School of Languages, Linguistics and Film) and Chloe White (Whalebone Films)

This project led by Professor Steven Eastwood as part of the Wellcome Trust-funded Autism Through Cinema programme, explored how neurodivergent perspectives can transform filmmaking through a co-creation approach. Working closely with The Neurocultures Collective, a group of autistic artists, alongside partners including Project Art Works, Dr Damian Milton, Chloe White and Maggi Hurt, the project developed and tested an innovative participatory film practice that enabled autistic collaborators to take on directing, creative and apprenticeship roles within a feature film production. The project embedded accessibility, tailored support and flexible communication methods throughout the filmmaking process, creating opportunities for skill development, creative leadership and meaningful collaboration. Feedback from participants and advisors demonstrated that the approach increased confidence, professional experience and inclusion, while generating a model of best practice that can be adopted by autism-focused charities, cultural organisations and researchers seeking more inclusive and collaborative ways of working.

 

The artists’ perspective on MotionPerfection: working with end users to refine an app for digital support of dancers, dance teachers and choreographers

Elisabetta Versace (School of Biological and Behavioural Sciences) and Raymond Chai (Dance teacher and choreographer)

This project worked with dancers, choreographers, ballet masters and dance teachers to co-design and refine MotionPerfection, a web app developed to support dance assessment, feedback and skill development. Through an iterative process involving stakeholder workshops, interviews, observations and app testing, participants helped identify the most important features, evaluate the app’s strengths and weaknesses, and shape future development. Working closely with partners including leading dance teacher Raymond Chai, dance companies and web developers, the project combined specialist expertise with users’ lived experience to create a more effective and accessible tool for dance training. The collaboration not only improved the functionality and reliability of the app, but also empowered participants to engage with the research process, build new skills and contribute directly to innovation in dance education and practice.

 

The Peoples Stories: Assessing the Replicability of Place-based Filmmaking as a Participatory Research tool for Global Development

Dr Jessica Jacobs (School of Geography), Hadeer Saeed Dahab (Megawra|BEC ), Josef Palis (University of the Philippines), Vitor Hugo Costa (Metafilmes)

This participatory research project, led by Jessica Jacobs in collaboration with partners from the University of the Philippines, Metafilmes and Megawra Built Environment Collective, explored the potential of place-based community-led filmmaking as a tool for participatory research and global development. Building on a decade of previous filmmaking initiatives, the project worked with an Indigenous community in South Cotabato, Philippines, to test how filmmaking and storytelling can support community participation, skills development and local ownership of research outputs. Through a three-day filmmaking workshop, participants developed, filmed and produced their own short film about Project Helper, a community literacy initiative, gaining new digital storytelling and media production skills while retaining ownership of the finished film. The project demonstrated how community-led filmmaking can amplify local voices, support reflection on issues of land, heritage and development, and provide a scalable participatory research method that empowers communities to tell their own stories and engage wider audiences on locally driven solutions to global challenges.

 

The Hear/Say Project: Co-producing creative analysis to community safety with young people

Heather McMullen (Wolfson Institute of Population Health), Aoife Monks (School of English and Drama) and Emma Chapman, Poppy Green (Poplar HARCA / Spotlight)

This participatory research project, led by Heather McMullen in partnership with Spotlight Creative Youth Service, engaged young people aged 16 to 25 in analysing and interpreting findings from the HEAL (Health Engagement to Avoid Interpersonal Violent Injury in Young Londoners) study on safety and violence affecting young people in East London. Through a ten-week programme of creative workshops, discussions, podcasting activities and an intensive week with guest artists, participants explored emerging research themes and helped shape how findings would be communicated to wider audiences. The project used creative and youth-led approaches to centre young people’s perspectives, strengthen community ownership of the research, and support personal and professional development. By contributing to the interpretation of findings and co-designing dissemination strategies, young people provided valuable insights that enriched the HEAL study while building confidence and skills in research, public health, and community engagement.

 

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