EL SEGUNDO SEÑUELO: LA MOCHILA DE LA COMISARÍA DE VALLECAS

Figure 10. Learning.

A theme that came across in all participant interviews was one of learning in relation to the project. For example, DK says: ‘just being here, you know, its learning something else’ (page 10, line 209).

The subordinate themes which emerged (represented in Figure 10) suggested that learning took place through the following:

• A developing understanding of the project • Understanding of participation

Learning

A developing

understanding of

the project

Understanding

of participation

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4.7.1 A developing understanding of the project. Just as some participants seemed to find different meanings from participating in the project (section 4.5.1), they also had different ways in which they made sense of the project and this theme looks at the developing understandings of the project. Also present in most participant

interviews was the sense that understanding of the project was ongoing, developing for participants over time.

DK appears to be comfortable with not really understanding the project:

I’m still kind of baffled what the whole point is, but I’m slowly getting my head round it. And it’s like I still don’t get why it’s called the V-whatever it’s called-I can’t even pronounce it! I still have no idea what that word even means! But, it, it’s a new experience you know… (page 10, line 205)

The word ‘baffled’ feels gentle, almost comical, suggesting that not knowing the point of the project might be part of the fun. According to Merriam-Webster’s dictionary, the word ‘baffled’ may be derived from the Scots word ‘bawchillen’ to ‘discredit publicly’ or the French ‘beffer’ to ‘mock, deceive’ (“baffled”, n.d.). Although it is likely that links to these meanings were not on DK’s mind when he chose the word and ‘baffled’ for him was a way of expressing confusion, the notions of mocking and deception shed a different light on the idea of young people are involved in a project they don’t necessarily understand. Is he wondering why he is on the project? This idea will be explored further within the subtheme of authenticity (section 4.7.4). DK says he’s ‘slowly getting his head round it’ which alludes to an evolving process of

understanding. He then goes on to say that he can’t even pronounce the word Verbatim, but this is fine as he qualifies, ‘but, it, it’s a new experience’.

Yusef also seems to understand the project in different ways. When first asked what he thinks of the project, he says ‘Umm, I think the project is, was useful cos it gives us information about University and yeh…yeh…’ and this trails off into an unintelligible mumble. By picking the most obvious aspect of the project first suggests this was perhaps the part of the project most easy to understand, however the way he trails off could be an indication of feeling uncomfortable answering this question. Later, Yusef talks more about the different activities and other people involved with the project which seems to suggest that he understands the project in other ways than just learning about University. Certain things throughout Yusef’s interview however, such as asking

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to skip a question (page 6, line 135) and sometimes seeming to give up on his ideas (‘so, yeh, I don’t even know, the activities are alright, let’s just say it’s ok… ‘ (page 8, line 175)) suggests he hadn’t yet reached a fully developed understanding of the project.

Tim also focused on the University-based aspects of the project, he said ‘it was also eye-opening to find out more about the University and what you can do…’ (page 1, line 11). As well as saying this, Tim described how he found the University tour ‘eye- opening’ and it may be that his own age and position as taking a place at the University next term had meant this was a more important part of how he understood the project.

Jacomo’s understanding of the project seems to develop solely through the purpose she finds in the project. She says, ‘At first…I don’t feel like, it was something important’ (page 15, line 323) but later seems to understand the project to be all about making a change, something she does want to be part of ‘to help the next generation that comes into care’ (page 16, line 356).

The theme of a developing understanding of the project is less present for Jay. She does say about the project, ‘Erm, it just like taught me how to be … confident within myself and around others’ (page 19, line 418). The use of the word ‘taught’ suggests she may feel she has learned from the project, but this is not explored further within the interview.

Each participant approaches (or does not approach) the way they understand the project differently, some focusing on aspects that may be more important or

straightforward to them, others showing they are comfortable not knowing, or their understanding changing over time. These varying approaches show that perhaps the project is not something easily understood, which could link to the fact that explicit attempts for the group to form shared understandings about the project weren’t made at any point across the two days.

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4.7.2 Understanding of participation. The second theme related to learning was that all participants seemed to come to their own understanding of participation. This theme is saturated because most participants spoke about their understanding, but its importance and the ease with which participants discussed their ideas differed. The perspective of each participant will now be considered in turn.

For DK, there seems to be a ‘right way’ to do participation: ‘if you do it right, the people that you bring onto the project will engage if you do it right’ (page 13, line 281). Although DK doesn’t explain immediately what this ‘right’ way is, his

understanding of participation seems to be rooted around learning from others. He seems to see participation as non-directive:

you keep your views to yourself – I’m more than happy to hear ‘em out – just don’t expect me to follow them…I just like hearing the other side of the

argument, the other side of the coin, to try and balance out, to try and come to a more informed decision’ (page 11, line 245)

and the Verbatim exercises as key: ‘when we done the recording and that repeating back exercise, I wouldn’t of thought of any of what was said’ (page 11, line 239). This seems to tap into DK’s earlier comments that the project really was a new experience for him, very different to his everyday life otherwise. DK says ‘...it’s a learning curve that I enjoy, I want to learn new things’ (page 12, line 266) and we might interpret the way DK embraces learning from others through participation - which allows him

freedom and direction over how it is done - as linking to one of his drivers or motivators in life.

Yusef’s understanding of participation seems to be that it can work at different levels. For example, on one level where people can get together and learn together, such as about University. The other level on which Yusef seems to understand participation is rooted in his comment discussed earlier, ‘…like, trying make everyone know each other so they can work … I don’t know… work together innit?’ (page 5, line 104). He seems to understand participation as people ‘knowing each other’ to ‘work together’, which is on a more active level. The way Yusef expresses this idea however, including ‘I don’t know’ and phrasing it as a question suggests that he might not be completely certain, or his idea not fully formed at this point.

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Jay also shows signs that she finds it difficult to articulate her understanding of participation, when talking about it she shows some hesitation – ‘where you, means like, where you’ – and uncertainty with the repeated ‘erm’ (page 19, line 425). The way she seems to understand participation however is about joining in with others and ‘being there’ (page 19, line 426), being present and in a space that is designated to

participation.

Tim seems to understand participation in terms of change. He uses phrases such as ‘…you can only like, come out of your comfort zone to move forward…’ (page 3, line 49) and ‘I think a lot of people came out of their skin on the project…’ (page 1, line 23). These phrases suggest his understanding of participation is about people developing, growing and change as a result.

Similarly, Jacomo seems to understand participation as being about change,

specifically in the care system. Jacomo’s understanding of participation also seems to be a personal one, that it is something you need to be invested in for it to work, she says: ‘To me it’s like being part of something and like, putting in effort and, doing everything with your heart…’ (page 17, line 373). The way Jacomo has spoken about participation here and in comments previously discussed shows her deep connection with the

meaning she sees in the project.

The theme of understanding participation has shown that participants have

understood the phenomena in a range of ways, including being about change, being part of something and joining in, working together, being together and learning from others.

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