Within the framework of FEJUST courses, we executed a participatory action research (PAR) initiative, utilizing it as a teaching, assessment, and research methodology. Students were evaluated based on their participation in art-based projects, contributing to 25% of their total grades. This PAR research encompassed two variants: "participatory video," which involved collaborative production of 3–5-minute videos, or the creation of 3-5 photographs by student groups, addressing gender inequality issues that they had identified as the most pertinent in their respective communities. The primary objectives of both of these PAR methods were to:
· Establish a secure, democratic, and deliberative platform for discussing gender-related matters.
· Enhance students' political competencies.
· Amplify the voices of students in regard to gender equality concerns and bring these concerns to the attention of the public through the presentation of their videography or photography.
· Equip students with the skills, values, and knowledge required to instigate change or initiatives conducive to a gender-equitable society.
Consequently, the research predominantly focused on extending students' capabilities, addressing structural inequalities leading to epistemic injustice. The intent was not solely to comprehend how PAR contributes to participation, deliberation, and the enhancement of youth capabilities but also to investigate PAR's role in epistemic functioning.
The objective behind these participatory videos and photovoice artefacts was to empower students as researchers, offering them the opportunity to reflect on their experiences and beliefs regarding gender equality as knowledge producers. This approach facilitated an epistemically inclusive process, contributing to the expansion of their capabilities and functionings, as well as the development of their political competencies.
For a deeper exploration of PAR, please refer to Cin, F. M., & Süleymanoğlu-Kürüm, R. (2020), where the use of participatory video as a means to cultivate political and feminist capabilities of women in Turkey is discussed in greater detail. This research can be found in "Participatory Research, Capabilities, and Epistemic Justice: A Transformative Agenda for Higher Education" (pp. 165-188).
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