Learning Together: A Guide For Feminist Practice In .
Learning Together: A Guidefor Feminist Practice inViolence Against Women andGirls Research CollaborationsPrevention of and response to violence against women and girls(VAWG) has become more prioritized at the global level in thepast decade, with recognition of the pressing need to create saferenvironments for women and girls around the world. This is awelcome development, building on years of feminist activism andresearch in the Global South.As a result of the increasing emphasis on evidence-based violence against womenprogramming and policy, activist-researcher partnerships are becoming more common.The evidence base is strengthened when rigorous research methodologies are broughttogether with a deep understanding of program and context.1 These collaborations bringboth opportunities and challenges.“Hierarchies of knowledge mean that practitionerknowledge and perspectives, together with deepunderstanding of socio-political context, are not alwaysvalued as compared to traditional academic researchknowledge . . . Co-production of knowledge is a conceptthat is central to many research partnerships. Yet inreality there is often a disconnect between providingspace for marginalized Southern voices, and theperception (in academia) of what constitutes rigorous,credible evidence.“2- Christian Aid & Rethinking ResearchWhile evidence is important, there is need to discuss and critique what is considered“rigorous” or "good" evidence and how best to ensure that all research generated anddisseminated is grounded in experience and ethical practice. For example: Reflecting on hierarchies of knowledge —what evidence is considered “robust”and who decides this? Preventing unethical research practices around partnerships, whereby partnerships between organizations based in HICs (highincome countries) and LMICs (low- and middle-income countries) canlead to the exploitation of people and resources in LMICs.3
Exploring how evidence is documented, who has access to it (due to language, format,costs, or other variables), and how the evidence is used to benefit a program and the broaderfield. 4, 5 Actualizing mutual knowledge transfer to ensure skills are instilled —activists candeeply engage in research, while researchers can broaden analysis to include practice-basedknowledge, and better appreciate how comprehensive understanding of programming canstrengthen research methods, skills, knowledge production and research uptake. Ensuring a shared opportunity and responsibility for both activists and researchers tocontribute actively and meaningfully to analysis through writing, speaking, presentations and/orother forms of participation.Many existing guidelines on how to break down these questions come from research organizationsbased in HICs which may perpetuate power inequalities and very few discuss how thesecollaborations work in practice. We believe that activist-led guidance can support the interests ofactivist organizations and the development of mutually beneficial and equitable collaborationsbetween researchers and activists.6Who is this guide for?This guidance note is designed primarily to support activist and feminist civil society organizations inLMICs to navigate and build meaningful, long lasting collaborations in VAWG research. This guidancecan also support research organizations and donors to foster more equitable power dynamics withinthese partnerships. It is our hope that both activist organizations and researchers can grow throughresearching and learning together in a way that recognizes and values diverse forms of knowledgeand experiences, and mutually upholds partners’ agency throughout the process.The “Why,” “When,” and “Who” of Research PartnershipsWhy Collaborate?Activist-researcher partnerships can generate learning, build credibility, prompt action, andmaximize impact of programs and policies.7 The combination of practice-based knowledge withresearch know-how elicits a meaningful knowledge8 exchange where the ultimate impact in VAWGprogramming and evaluation is better than could have been achieved by either partner alone. Allpartners can benefit from emerging insights, new skills in research, and develop more effectiveand informed VAWG policies and programming. Partnerships can also expand the visibility ofactivist organizations’ work in new spaces and to new audiences in wider VAWG sector andprovide researchers’ insight and skills in understanding and managing on the ground realities ofprogramming.Box 1. Is partnering with a researchinstitute in the best interest of anactivist organization?Many questions emerge in VAWG programmes and there are different wayslearning can happen. A formal partnership with a researcher or researchorganization is not always appropriate or needed; not every question can or shouldbe answered through a research partnership. Some questions are best exploredthrough internal program monitoring whereas other questions may benefit frommore systematic explorations where technical expertise in research and analysis iscritical.92Learning Together: A Guide for Feminist Practice in Violence Against Women and Girls Research Collaborations
When to Collaborate?As a first step, it is helpful for activist organizations to define their learning objectives and considerwhether a research partnership is advantageous to fill specific needs. For example, by discussing:zWhat do you hope to learn? What are the increased risks of violence against womenduring COVID-19? How many disabled or LGBTI survivors are you reaching? Why is backlashhappening? Is the program reducing incidence of violence?zWhy is this important? Is it to respond to concerns from community members? Does it relateto your organizational mandate? Does it respond to donor’s requirements?zWho will be most interested in the findings? ( e.g., communities, donors, or otherpractitioners)zHow will you use the learning to strengthen your work on VAWG? Can activities bebetter aligned with community experiences? Will the study strengthen the broader VAWG field?Does it address gaps in existing knowledge on VAWG?zWhere are you in your program cycle? Can your learning questions be addressedretrospectively, or do you need to begin prior to any programming? Do you want to add aresearch component on an existing program or begin a new initiative?In addition to clarifying organizational learning objectives, it is also helpful to consider whether (or not)you have dedicated staff and systems in place in place to provide direction and manage a researchpartnership itself. Most importantly, consider repercussions of including a research component onthe communities with whom you work—research may alter activities, require community membersto volunteer time, or limit programming geographically. While there is no simple formula for whether(or not) to move forward, discussing these questions within a “do no harm” framework can clarify thepositive contributions and potential drawbacks to make an informed decision.Box 2. When donor-driven demands conflictwith realities on the groundA non-profit organization based in WestAfrica began implementing a VAW preventionmethodology. The project’s donor directed theNGO to conduct a randomized controlled trial(RCT) after activities had already started. As aresult, the NGO had to separate communitiesinto control and intervention arms, with thecontrol communities immediately ceasingactivities already underway. Not only did thiscompromise the validity of the RCT itself, butmore importantly, was unethical and potentiallyharmful to the women and other members ofthe “control” community. Ideally, the conditionsof a research should be determined prior tothe beginning of programming. If the researchbegins after programming has commenced,it is critical to identify a methodology that canmaintain the “do no harm” principle, such as aretrospective analysis.Who is a good research partner?In research partnerships, process follows need; allow your strategic objectives to inform the type ofpartner needed. There is no “one size fits all” to identifying a research partner. Some collaborationsmay be pre-existing, while others may result from a selection process initiated by a donor ora call from the activist organization or research institute, involving Terms of Reference, formalsubmissions, and/or interviews.3Learning Together: A Guide for Feminist Practice in Violence Against Women and Girls Research Collaborations
Clarity on your organization’s learning needs will inform the research consultants and/or groupsyou approach for potential partnership. Approach partners through pathways such as conferences,internet searches or network recommendations, and then further clarify the objectives of theresearch together once a partnership has been established.Consider these questions (and any others) as you deliberate moving forward. Ask for prior researchpapers and other learning outputs and references of former partners to better understand thecapacities, expertise, and approach of potential partners.Box 3. Qualities of a research partner to considerTechnical Expertise: Content. Has the research partner engaged inVAWG prevention research before? Research methods. What are the strengthsof the research organizations in different kindsof research methods? For example, are theyapplying/conducting mixed-method studiesI(e.g., combining quantitative and qualitativedata), qualitative research, participatorymethods and/or randomized designs? Linguistic. Does the research partner havecapacity and/or experience in the primarylanguage where the research is taking place, orare there resources for translation?Geographic. Is the research organizationfamiliar with the social, political, economic, andcultural context? What might the challengesand possible solutions be for working with aninstitution that is geographically far away?Values-alignment: Partnerships flourish whenthey are based on respect and nurtured through acommitment to relationship building, recognitionand respect for the skill and expertise of eachpartner, open communication, equity, and kindness.A shared commitment to feminist principles willhelp ensure high-quality research that prioritizeswomen’s safety and needs throughout andhighlights gender inequalities at the root of violence.Consider reviewing the organization’s written valuesI(if available) and having an open conversation abouthow these commitments will be brought to lifeduring the proposed partnership.10Reputation: Does the research organization havea well-regarded reputation in how they approachpartnerships in LMICs? This might be assessedthrough consultations with former/currentcommunity organization partners with questionssuch as: Was the community organization satisfied with the research partnership and process? To what extent did the partnership meetexpectations? To what extent was power balanced (or not)during the partnership? Was there a process to ensure thattechnical knowledge was shared and left withinthe activist organization? (Where a researchorganization invests time to ensure thecapacity to engage in research and knowledgegeneration is strengthened within the activistorganization.)Access to Funding: Is there secured funding orconcrete possibilities for fundraising? Will theresearch organization commit to co-fundraising?Will the community organization’s involvement (e.g.staff, resources, space) in the research adequatelyfunded?Quantitative data are usually collected from questionnaires or surveys where respondents’ answers are converted to numericvalues; questions and responses are limited to a pre-defined set of options. Qualitative data are usually collected through oneon-one or group discussions or free form written responses where the questions/inquiries are more flexible and can follow therespondent’s lead and responses are completely open.4Learning Together: A Guide for Feminist Practice in Violence Against Women and Girls Research Collaborations
Defining Partnership PrinciplesOnce you have defined learning objectives, established viability of the research project, and reflectedwith your teams around key considerations, you can establish a solid foundation for a fruitfulcollaboration by jointly developing your partnership principles.Defining shared principles to guide thecollaboration can help reduce frustrationand strengthen solidarity and respect fordifferences. Partnerships thrive when there isdeliberate attention to address, unpack, andbalance power dynamics, just as we aim todo in our VAWG programming. Achieving thisbalance takes active work from all partnersand a willingness to unearth, own and workthrough explicit and implicit bias. For instance,discussing ‘equity’ will necessarily highlightareas of privilege and power. Building skills andcomfort in discussing how inequalities maymanifest in the partnership itself—such as payscales, access to funding, opportunities fortravel or authorship, leadership roles, Englishlanguage biases, etc.—will pave the way formore transparent conversations throughoutthe partnership, especially when difficult andsensitive issues emerge.Box 4. Operationalizingshared principlesunder SVRI’s SouthSouth capacity buildingcollaborationSVRI’s mentoring and technical assistanceprogram in East Africa ensured that cocreation was streamlined within all aspects ofthe capacity building project. By integratingongoing assessments and mentoring,partners had space to meaningfullygrow, realistically adapt VAW preventionprogramming, and strengthen professionaldevelopment through the publication andshowcasing of knowledge products.Partnership principles create an explicitcommitment to a shared set of values andethics that can shape decisions and supportaccountability. This process is distinct from defining research-related roles and responsibilities(discussed in Section V below). You may choose to draw on existing guidance or develop your ownBox 5. Putting partnership principles into practice:Examples from the field Rethinking Research Collaborative outlines eight principles for developing ‘fair and equitable’research partnerships: put poverty first; critically engage with context; challenge assumptionsabout evidence; adapt and respond; respect diversity; commit to transparency; invest in therelationship; and keep learning.11 Building and sustaining fruitful partnerships between activists and researchersdiscusses several principles underlying successful partnerships, such as to “name (and value) thecomplementary skills each partner brings and understand what is important about projectprocesses and outcomes to each partner” and to avoid “creating a skills hierarchy within thepartnership, where research skills are assumed to be more critical than programming expertise,community relationships, and the practical know-how of implementing interventions.”12 Developing a framework for successful research partnerships in global health defines sevendesirable attributes, that may also be relevant for VAW research partnerships: common focus;shared values; equity (recognition and respect for different capacities, sharing resources,inclusion); reciprocal/mutual benefits; transparent and consistent communications; leadership(clear delegation of roles and responsibilities); conflict resolution mechanisms.135Learning Together: A Guide for Feminist Practice in Violence Against Women and Girls Research Collaborations
(see Box 5 for ideas). The discussion itself can be a helpful first step in applying these principles inpractice, as well as creating time and space for regular reflection of how principles are/are not beingimplemented throughout the partnership.For VAWG research, grounding the collaboration in feminist principles is essential— focus onensuring equality, inclusion, and participation, transforming patriarchy, and amplifying the voices ofwomen and girls to eradicate all forms of discrimination and violence.14Ultimately, any strong partnership requires accountability, honest communication, flexibility, andan openness to mutual learning—with each other and the communities where we work. It may alsobe helpful to view relationship building as a valuable output of the partnership.15 An investment indeveloping shared principles reflects a commitment to relationship building, the process (ratherthan just outcomes), and can support amicable resolution when tensions and disputes (inevitably)emerge.Carrying out the research processWith partnership principles established, you can focus attention on finalizing the research objectives,terms of engagement, deliverables, timescales, allocation of funds and resources—as well as howdetermining how the research and programming will interact. These decisions depend on yourlearning questions (e.g., the type of knowledge and evidence you expect the research to generate),research methods, and available time and interest for collaboration.Developing a Formal AgreementIt is important to discuss and document the roles and responsibilities of all partners as well as anyother key agreements related to the work. Ideally, these commitments can be documented in aformal agreement. Two main types of agreements include (but are not limited to):1. Contract. A contract is legally enforceable agreement between two or more parties thatcreates an obligation to engage or not engage in a specific act or action. Before signingany type of contract, teams should understand principles of fair research contracting andcommissioning.II2. Memorandum of Understanding (MoU). An MoU outlines the roles and responsibilities ofeach party involved in the research along with areas of shared responsibility.Whether or not you decide to pursue a contract, it is critical to develop an MoU. A well-developedMoU will enable the partnership to be resilient in navigating complex issues that may arise duringthe collaboration.When drafting an MoU, it can be helpful to start with the principles and key learning questions to beaddressed through the research (as discussed above).III, 16 In addition, consider language around:1. Goals. What is the purpose of the research? This may be quite different for each partnerand needs to be explicit from the outset. For an activist organization, a primary goal may beto have data that informs programming on VAW prevention; for a research institute, a goalmay be to contribute to the academic literature and increasing a group’s publications in peerreviewed journals. These are not mutually exclusive but clarity on the goal will shape thepartnership, resource allocation and outputs, and how the partnership can support and amplifycomplementary goals and at time, make difficult decisions.6IITo learn more about fair research contracting and commissioning refer to: Commission for Research Partnershipswith Developing Countries (KFPE); COHRED’s Research Fairness Initiative, and the Canadian Coalition for Global HealthResearch Partnership Assessment Toolkit.IIIResearch funding is limited and winning a research bid can be a highly competitive process. Large international agenciesare generally better resourced to bid and win research funds. Sustainable use and fair distribution of limited researchresources requires acknowledgement of the power differential inherent in getting research funds and a contractingprocess.Learning Together: A Guide for Feminist Practice in Violence Against Women and Girls Research Collaborations
2. Governance and leadership. What formal governance structure is in place to providedirection, manage the partnership and resolve conflicts? The designation Principal Investigator(“PI”) indicates the person at the helm of a research project, who holds decision-makingpower throughout the process. Organizations are encouraged to consider a co-PI model thatformally establishes joint leadership of the project for both research institutions and activistorganizations. This is a demonstration of equity.3. Conflict resolution. How will conflicts beidentified, man
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