Academic literature on the topic 'Photovoice Narrative'
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Journal articles on the topic "Photovoice Narrative"
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Simmonds, Shan, Cornelia Roux, and Ina ter Avest. "Blurring the Boundaries between Photovoice and Narrative Inquiry: A Narrative-Photovoice Methodology for Gender-Based Research." International Journal of Qualitative Methods 14, no. 3 (July 2015): 33–49. http://dx.doi.org/10.1177/160940691501400303.
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TSANG, Kwok Kuen. "Photovoice Data Analysis: Critical Approach, Phenomenological Approach, and Beyond." Beijing International Review of Education 2, no. 1 (April 3, 2020): 136–52. http://dx.doi.org/10.1163/25902539-00201009.
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Photovoice is a visual method that has attracted the attention of researchers in the field of education and social sciences in general. However, there are a number of methodological challenges in photovoice research and one of the challenges facing the researchers is the data analysis procedure. This article proposes a strategy for researchers to handle photovoice data analysis which consists of four stages, including a photograph analysis based on the researcher’s interpretations, a photograph analysis based on the participants’ interpretations, a cross-comparison, and theorization. According to the strategy, researchers should analyze both visual data (participants’ voice) and narrative data (interview data) based on their perspectives as well as those of participants in attempt to generate a more credible visual and narrative explanation and theorization of the phenomenon.
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Sarti, Asia, Inge Schalkers, Joske FG Bunders, and Christine Dedding. "Around the table with policymakers: Giving voice to children in contexts of poverty and deprivation." Action Research 16, no. 4 (April 12, 2017): 396–413. http://dx.doi.org/10.1177/1476750317695412.
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Increasingly, children are seen as social actors who are knowledgeable about issues that concern their lives, both in research and policymaking. However, this approach is not without challenges, particularly in relation to sensitive topics like poverty. One key challenge relates to how to involve children effectively so that their stories are actually listened to and acted upon by policymakers. This article reflects on the potential of photovoice as a method to make explicit children’s narratives about their lives and to inform policymakers of children’s perspectives. We involved two groups of children living in contexts of poverty and deprivation in urban areas of the Netherlands, supporting them to refine their narrative and presentation through photography. The children were brought into contact with policymakers after they had gained experience as photographers and experiential experts. The policymakers found their narratives compelling, and there is evidence that the children’s perspectives were taken on board in local government. Exhibition of the photographs using a specially designed table was also found to be an effective addition to the photovoice method. We conclude that photovoice can be successfully used to facilitate dialogue between children and policymakers, but that its use requires time, creativity and reflexivity.
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Cheney, Ann M., and Danielle Cravalho. "Students Voicing Collegiate Recovery." Journal of Recovery Science 1, no. 2 (September 22, 2018): 4. http://dx.doi.org/10.31886/jors.12.2018.16.
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Young adults increasingly enter college with substance use addiction. Some may achieve recovery before setting their foot on a college campus whereas others during their college years. These students often struggle to maintain sobriety as they act out their daily lives because they find themselves in abstinence-hostile environments (Bugbee et al., 2016; Harris et al., 2008). This presentation will discuss students’ collegiate recovery experiences and will report on a photovoice project documenting students’ recovery experience and recovery management and support needs. Photovoice is a participatory social action method that uses photography to answer research questions (Wang, 2006); a photovoice exhibit, involving a gallery of participants’ photographs and linked narrative text to explicate the photos’ meaning, disseminates the findings. The presentation will focus on the narratives of students in recovery and attendees will obtain an in-depth understanding of recovery students’ experiences of stigma, shame and isolation, and marginalized social positions, which are intimately tied to their addiction histories. Students in recovery represent an invisible student group that struggles to access resources and needed healthcare services. The photovoice method can act as a powerful tool to empower marginalized students to share their recovery experiences and articulate their needs; ultimately providing a vehicle for structural-level and systemic change.
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Niepage, Mark, Georgi Georgievski, Wendy Shama, and Sonia Lucchetta. "Exploring Adolescents' Cancer Journey Through Photovoice: A Narrative Synthesis." Journal of Adolescent and Young Adult Oncology 7, no. 1 (February 2018): 15–21. http://dx.doi.org/10.1089/jayao.2017.0073.
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Shumba, Tonderai Washington, Desderius Haufiku, and Kabwebwe Honoré Mitonga. "The evolution of community-based rehabilitation (CBR) programmes: a call for mixed evaluation methodologies." Journal of Health Research 34, no. 6 (April 11, 2020): 505–14. http://dx.doi.org/10.1108/jhr-08-2019-0183.
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PurposeFor the past four decades, there is no evidence of a consensus on the suitable community-based rehabilitation (CBR) evaluation methodologies. To this end, the purpose of this study is to provide a narrative review on CBR evaluations and the potential of photovoice method when used alone and when used in combination with quality of life assessment tools as CBR evaluation methodologies.Design/methodology/approachA narrative review was undertaken, but including some aspects of scoping review methodology.FindingsThirty-three full-text articles were included for review. Three key findings were an overview of the evolution of CBR evaluation; the use of photovoice method in CBR evaluation and the use of photovoice method in combination with quality of life assessment tools in CBR evaluation.Research limitations/implicationsPhotovoice methodology was found to be participatory in nature and as has the potential to elicit the experiences of persons with disabilities. However, photovoice falls short of measuring the quality of life of persons with disabilities, thus will need to be collaborated with another assessment tool. A combination of photovoice and World Health Organization Quality of Life (WHOQOL)-BREF and WHOQOL-Dis assessment has a potential to give an adequate representation of the voices of persons with disabilities and their quality of life.Originality/valueThere is need for changes in CBR evaluation methodologies in response to the evolution of disability models from medical model to human rights model. Thus CBR evaluation methodologies should embrace the diversity among persons with disabilities in interpreting life experiences and quality of life.
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Wang, Qingchun, and Karin Hannes. "Toward a More Comprehensive Type of Analysis in Photovoice Research: The Development and Illustration of Supportive Question Matrices for Research Teams." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692091471. http://dx.doi.org/10.1177/1609406920914712.
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In this article, we present a comprehensive approach to analysis to assist researchers in conducting and analyzing photovoice studies. A screening of primary studies in four systematic reviews focusing on photovoice research revealed that the focus of analysis of researchers is the narrative provided with the photos from the participants, which undermines the potential of the photos themselves to provide meaning. In addition, the analytical effort of photovoice researchers is often limited to the interpretive phase in their projects. The question matrices we developed facilitate photovoice researchers who aim to give more weight to photos as an interpretive medium and wish to extend their analytical lens to different phases of a research cycle. They focus our analytical attention on three different sites—site of production, site of photo, and site of audiencing, and three different modalities—technological modality, compositional modality, and social modality. The matrices are designed to present an overview of the important dimensions that researchers might need to take into account when conducting photovoice research studies. We provide relevant examples to illustrate the potential risks and benefits of the analytical choices we make. Photovoice researchers should increase their awareness of the impact of our choices on the analytical process and avoid the analytical strategies that may disempower participants and reproduce existing power relationships.
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Husnun, Amirah, Aprilia Wulandari, Atika Munawwaroh, and Nur Arifah Drajati. "Photovoice: A Tool of Reflective Learning to Enhance Students' Speaking Ability." Register Journal 11, no. 1 (June 21, 2018): 59. http://dx.doi.org/10.18326/rgt.v11i1.59-78.
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Students tend to do the same mistakes when performing an oral speaking test. Due to the lack of students' skill in performing speaking, it triggers the researchers to raise this issue so the problem of students in performing speaking could be solved by using reflective learning based on reflective learning strengths. Narrative inquiry is used in this research to elaborate the method, in order to find and analyze the data, photovoice in which more practical is needed by collaborating with SHOWeD analysis. The participants of this study are 15 students who join speaking class of English Education Department. This article provides the findings of the use of reflective learning in the classroom to gain students' speaking ability for college students. In conclusion, the use of reflective learning from lectures to enhance students' speaking ability could be achieved through a certain treatment during the learning and teaching process.Keywords: Reflective Learning; Speaking Ability; Narrative Inquiry; Photovoice.
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Jennings, Mark, Aoife Guilfoyle, James Green, Yvonne Cleary, and Rosemary Joan Gowran. "Octopus Watch Fosters Family Resilience by Enhancing Occupational Engagement for Children with Spina Bifida and/or Hydrocephalus: Pilot Study." International Journal of Environmental Research and Public Health 17, no. 22 (November 10, 2020): 8316. http://dx.doi.org/10.3390/ijerph17228316.
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Background: Children with spina bifida and/or hydrocephalus (SB&/H) often experience difficulties with activities of daily living (ADLs) due to impaired executive functioning, increasing sedentary behaviours. The HeyJoy Octopus watch, a child-friendly icon-based smartwatch could be used as an enabler to promote purposeful ADLs (i.e., goal-orientated ADLs). Objective: to investigate the effectiveness of the Octopus watch in promoting purposeful ADLs for children living with SB&/H (<8 years). Methods: Mixed-methods engaging parents and children in four phases: (1) Administered demographic questionnaire, semi-structured interview, childhood executive functioning inventory (CHEXI) and the Canadian occupational performance measure (COPM); focus group one introducing the study, information pack using smartwatch and photovoice data collection methods. (2) Measured baseline movement for four days with smartwatch without using functions. (3) Measured activity for 16-days while using the smartwatch. (4) Re-administered assessments and conducted a second focus group based on photovoice narratives. Results: movement data recorded for four participants, three of four showed mean activity increase (36%). N-of-1 analyses found one participant showed clear improvement (p = 0.021, r2 = 0.28). Mean inhibition decreased by 16.4%, and mean change in COPM performance and satisfaction scores were 2.1 and 2.4, respectively. The photovoice narrative focus group supports findings evidenced with improved daily routines. Conclusions: The Octopus watch is an innovative early intervention that can promote purposeful ADLs, fostering family resilience by enhancing occupational engagement. Further research is required.
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Hsiao, Victor, Sunya Chen, and Mellissa Withers. "Keeping at-risk youth at the center: lessons learned from a community-based participatory research Photovoice project in Taiwan." Journal of Health and Caring Sciences 2, no. 2 (December 18, 2020): 167–79. http://dx.doi.org/10.37719/jhcs.2020.v2i2.rna003.
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Youth in the foster care and juvenile justice systems have numerous unmet health needs and long-term negative health outcomes. Photovoice is a qualitative research method in which participants produce photographs and narratives to communicate their perspectives. While Photovoice has been used in various contexts relating to at-risk youth, no known study has been conducted among youth in the foster care or juvenile justice systems. However, numerous challenges exist for the inclusion of at-risk youth in research. Thirteen youth from a group home in Taiwan for teenage boys in the foster care and juvenile justice systems participated in this yearlong study which utilized a strengths-based approach to examine resiliency, their needs, and sources of support. After receiving in-depth training, participants spent three months taking photos and writing accompanying narratives relating to the research questions. Then, via facilitated individual and group discussions, participants selected photo-narrative pairings relating to five key themes, which were then used in exhibitions for local stakeholders. This article describes nine key lessons learned to keep at-risk youth at the center of future similar research studies through protecting, representing, and empowering them: 1) consider ethical challenges, 2) identify community partners, 3) develop mutual trust with participants, 4) use symbolism, 5) have a strengths-based approach, 6) allow participants to direct the process, 7) maximize time to develop participants’ introspective skills, 8) disseminate study results widely, and 9) include participant empowerment as a key objective. Conducting research with at-risk youth is challenging but vital to identifying ways society can best support them. Photovoice remains a meaningful way for marginalized communities to articulate their needs and share their experiences and perspectives. Recognizing and addressing logistical and ethical challenges early can ultimately lead to more impactful studies for at-risk youth both individually and systemically.
Dissertations / Theses on the topic "Photovoice Narrative"
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Klugesherz, Miranda Blaise. "“Four years of ramen and poverty:” using participatory research to examine food insecurity among college students at Kansas State University." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/35547.
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Master of ArtsDepartment of Communications Studies
Timothy J. Shaffer
Defined by the U.S. Department of Agriculture as “limited or uncertain availability of nutritionally adequate and safe foods,” food insecurity is a symptom of systematic disempowerment and represents one of the most prevalent social ailments to impact first-world countries. In a county where one in eight individuals does not have regular access to meals, food insecurity is far from a problem typically associated with college students. However, Feeding America, the largest emergency food assistance network in the nation, reports that one out of every ten people they serve is a student. In total, half of all students will find themselves unable to afford to eat at least once within their academic career; consequently, 1 in 4 will drop out. This thesis argues that the voices and narratives of food insecure students have been absent from the very research meant to represent them. Consequently, little is known of the situational nuances that accompany student hunger, reifying the dominant discursive structure. This research employs Photovoice, a participant-led methodology which invites members of marginalized groups to photograph places, things, and events representative of, or crucial to, their daily life. This study examines the narratives of seven college students, ranging from their first-year to PhD status, in an effort to fill the gap in the knowledge regarding student hunger and food insecurity. This research found that students who experience food insecurity engage in self-blaming practices and, thus, do not believe they have the right to be hungry or ask for help. Instead, food-insecure students employ several strategies, including face negotiation and disclosure, to minimize the severity of their situation and mitigate tensions between their health, finances, and convenience. This study concludes with a discussion of implications, limitations and areas for future research.
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Deroo, Cristina. "A Visual CV to Empower Adults with Intellectual and Developmental Disabilities Entering The Canadian Workforce." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34438.
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Individuals with intellectual and developmental disabilities (IDD) have faced continual barriers to achieving social inclusion within their communities and are often excluded from many avenues of community life. While segregated institutionalized living—and the social exclusion associated with it—has declined, individuals with IDD continue to face barriers to achieving social inclusion linked to restrictions placed upon them that inhibit opportunities to obtain meaningful paid employment. One of the first steps necessary to pursue employment opportunities is a coherent, effective and professional curriculum vitae (CV). For individuals with IDD, preparing and using a traditional text-based CV may be unrealistic. Therefore, the goal of this thesis was to equip a sample of young adults with IDD with a visual photograph-based CV and to help them practice using it in an interview. This thesis used photovoice narrative in order to visually document the strengths and skills that a person with IDD could offer to a potential employer through the communication tool of a visual CV. By engaging participants in producing and using a visual CV, this research project explored options for increasing channels of communication between prospective employees and employers in hopes of encouraging inclusion of people with IDD in Canadian labour markets.
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Cousineau, Halie J. "Collaborative Reflexive Photography: An Alternative Communication Tool for RuralDevelopment in Sembalun, Indonesia." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1470828430.
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Smith, Ruth Marie. "Young Somali Women and Narrative Participatory Photography: Interrupting Fixed Identities through Dumarka Soomaaliyeed Voices Unveiled." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406883242.
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Zway, Maia Sarah. "Lesbian adolescents' narratives of identity : a participatory photovoice project." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20131.
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Lesbian identities in South Africa have largely been framed within a risk paradigm, with a focus on adolescents' experiences of homophobic victimisation in schools and black lesbian women being victims of 'corrective rape'. This framing of lesbian identities within a risk paradigm is problematic, as it erases the multi-dimensionality of lesbian lives and identities. This study aimed to shift away from a risk paradigm and allow young lesbian adolescents to represent their own lives and identities. This study therefore investigated how young lesbian and bisexual women chose to represent their lives and identities through the method of Photovoice, and how the stories they told challenged or maintained dominant narratives about young people of diverse sexualities. Fourteen black, Xhosa-speaking adolescents between the ages of thirteen and seventeen participated. Twelve participants identified as butch lesbians and two identified as bisexual. The study used Photovoice, a participatory action research (PAR) method. The participants were trained in photography and took photographs that represented a story that they wanted to tell about their lives, and created a written narrative (photostory) to accompany their photographs. They also participated in focus groups and individual interviews. The Photovoice process culminated in a public exhibition of the participants' photographic work. The focus group transcripts, interview transcripts, photostories, and photographs were analysed using thematic narrative analysis. Five main narrative themes emerged: Narrating 'tomboy' childhoods; Clothing as a symbol of identity; Negotiating butch identity; Constructions of safety, violence, and community; and finally Alienation and finding affirming spaces. Recommendations and implications of the findings are discussed. In particular, the findings point to the importance of the use of participatory methods with young people.
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Devoe, Yolandé Aileen Ifalami PhD. "In Pictures and Words: A Womanist Answer to Addressing the Lived Experience of African American Women and Their Bodies—A Gumbo of Liberation and Healing." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1603278646105912.
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Hall, Amanda F. ""WE ARE...": CREATING DISCURSIVE SPACES FOR THE CONSTRUCTION OF COUNTER NARRATIVES THROUGH PHOTOVOICE AS CRITICAL SERVICE LEARNING." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5464.
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Broader social issues that affect students’ lives manifest in the classroom and the current neo-liberal reform structures in education (e.g., the accountability movement combined with punitive discipline measures and structural classism/racism) fail to acknowledge the impact of these issues on student identity within school and community. While this era of standardized testing has brought about anti-democratic realities in schools of all sorts, it is also the case that schools that pass tests often enjoy a more liberatory climate while schools struggling to meet testing requirements are more likely to possess oppressive qualities. Not coincidentally, the more oppressive schools are often populated by poor kids, kids of color, and very often in urban schools, poor kids of color. Deficit thinking runs rampant in urban schools and marginalized communities – student experiences perpetuate oppressive social hierarchies and students are pushed to think that they can’t, won’t, and aren’t capable. Critical service learning, and more specifically photovoice as a form of critical service learning, has promise to provide a different kind of educational experience.
This project is an exploratory qualitative study using photovoice, photo elicitation, and critical thematic analysis to determine what narratives students construct while participating in photovoice as a form of critical service learning. This study posits a way to move from deficits to possibilities by providing a space for traditionally marginalized youth to legitimize their sense of place, identity, and connection to their community while empowering them to be advocates for social change. Students served as action researchers, constructing counter narratives through an adaptation of photovoice documentation, addressing social inequities by highlighting strengths and assets in their own schools and community. In addition to using photovoice as a methodology, this study also addressed how photovoice as critical service learning pedagogy can serve to create discursive spaces for those counter-narratives to circulate and to be heard. This project addressed the need for a critical service learning approach in education that empowers students to become agents of change, using their own stories and cultural/social capital to disrupt deficit perspectives while promoting possibility perspectives – moving us closer to a more democratic public education.
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Pitcher, Sorrel Claire. "Between/beyond the binaries: transgender youth in cape town re-present their experiences through photo-narratives." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/30188.
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Current literature about marginalised youth centres adult knowledges and perpetuates narratives of risk. Additionally, very little is known about young transgender persons within the South African context. Therefore, by making use of Photovoice elements, this narrative project sought to explore the lived experiences of transgender youth while simultaneously creating a space where they could discuss and re-present these experiences. The project aimed to challenge dominant narratives about transgender youth; youth gender and sexuality, and to expand transgender research in South Africa. This project also aimed to contribute to the empowerment of participants by positioning them as experts and centring their knowledges. The study was conducted in partnership with an LGBTIQ+ advocacy NGO and purposive sampling was used to recruit five trans-identifying participants between the ages of 18-26. In-depth interviews were conducted around what it means to be a young transgender person in Cape Town today, and the photographs participants took to represent these experiences. All data were analysed using thematic narrative analysis. The overarching thematic narratives that emerged were: ‘Navigating Identities’ and ‘Living within/out the
Cistem’. Within these themes, participants drew on narratives of rigidity/fluidity, exclusion/belonging, and invisibility/hypervisibility respectively. The findings illustrate the complexity of experiences of transgender youth and thus demonstrates that young peoples’
lives are comprised of more than inherent risk. This project also provided an opportunity to critically reflect on Photovoice as a methodology for working with marginalised groups.
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Summey, Tori E. "EMPOWERING HIDDEN VOICES: A PHOTO NARRATION OF COMMUNITY FOOD NEEDS BY TWO CROSS-TOWN MIDDLE SCHOOLS IN KENTUCKY." UKnowledge, 2018. https://uknowledge.uky.edu/cld_etds/42.
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Children are among those most directly affected by food insecurity, a condition in which households lack access to adequate food because of money or other resources (Gundersen & Ziliak, 2015). According to the latest United States Department of Agriculture (2016) reporting, 1 in 5 children experiences hunger on a daily basis. That ratio increases for African American and Latino children whom experience 1 in 3 ratios. While many programs exist to address this growing problem among youth and impoverished families, the efficacy of those programs is yet to be determined and the problem of hunger in America persists. This qualitative research study utilized an innovative methodological approach to explore youth food justice narratives from two cross-town middle schools in Kentucky. Through the use of photos, students identified several factors that influence their ability to meet their food needs and areas of inequity within their community. Strategies were provided for policymakers and educators to address these issues.
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Simmonds, Shan Robyn. "Curriculum implications for gender equity in human rights education /|cShan Simmonds." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9696.
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The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines for teachers and learners to understand the meaning of the gender issues presented in the curriculum (South Africa, 1997:14&16). This research study echoes some of the desires of The Gender Equity Task Team through an exploration that engages with the extent to which gender equity is enacted in Human Rights Education curricula.
In particular, the aims of this research study were to;
• contest and deconstruct the notion ‘gender equity’ from scholarly perspectives as well as from explicit curriculum, female teachers’ and schoolgirls’ narratives, so as to create an awareness of gender equity in society and curriculum; and
• engage with Human Rights Education pedagogical approaches so as to consider the promotion of gender equity through Human Rights Education curricula.
The aims of the study were explored through a theoretical framework that engaged with Human Rights Education -, curriculum -, feminist - and gender studies theories. The methodological framework was that of qualitative narrative inquiry. A purposeful sample consisting of South African national curriculum policy documents as well as secondary school female teachers and Grade 9 schoolgirls in semi-rural and inner-city environments was selected. Document research, semi-structured one-on-one interviews and narrative-photovoice were the data collection methods, and critical discourse analysis the analytical framework. These theoretical and methodological stances were purposefully selected juxtaposed to the interests of the international SANPAD (South Africa Netherlands Research Programme on Alternatives in Development) project in which this research study resides, entitled: ‘Human Rights Education in diversity: Empowering girls in rural and metropolitan school environments’ (Roux, 2009).
The findings and interpretations derived from the empirical data reveal that the formal Human Rights Education curriculum portrays gender and gender equity nuances as health, social and wellbeing dilemmas that have detrimental and destructive consequences on individuals and on society as a whole. The female teachers and schoolgirls experience gender equity primarily in terms of sameness and ‘being equal’. The elusive, complex nature of gender equity was not prevalent. However, the lived experiences of some female teachers and schoolgirls demonstrated the situatedness of their gender identity through the hidden curriculum and reinforced the notion of gender equity as a social construct.
The findings of this research study have refined my understanding of the nuances of gender and gender equity, creating in me a deeper awareness of these concepts. This awareness permeates my vision of the curriculum in particular and the education system and society in general, and makes me want to strive toward fostering transformative curriculum spaces. Another contribution of this research study emerged from the desire to elicit schoolgirls’ narratives with the aid of photographs. By disrupting the boundaries between narrative and photovoice as data collection methods, narrative-photovoice was coined as a methodological contribution to this research study. The value of narrative-photovoice for and within gender studies research is also revealed. The third contribution of this research study emerged in response to the need to enrich the concept of gender equity within Human Rights Education. In effect, critical human rights literacy (HRLit) was conceptualized as a developing normative theory to deconstruct the discursive spaces emerging in Human Rights Education and to critically engage with their meanings.Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.
Books on the topic "Photovoice Narrative"
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Miller-Cribbs, Julie, David Moxley, and Jeffrey Bishop. Photovoice Methods in Social Work: Using Visual and Narrative Techniques in Participatory Research and Practice. Springer Publishing Company, Incorporated, 2018.
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Lowndes, Ruth, and Susan Braedley. Snap-Happy? The Promise and Problems of Photovoice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190862268.003.0009.
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Although photovoice is often hailed as a method that includes and gives voice to those whose perspectives are left out of research, this chapter details limits of photovoice within the context of rapid ethnography and institutional research. Although photovoice proved its worth in offering a fun, interactive way to engage residents in research, and in generating rich data on their perspectives of care home life, we experienced challenges incorporating this method into the project. We were unable to obtain ethical approval for its use with our original target group of those living with dementia, a limitation that changed our use of the method considerably. We also faced time constraints: our ethnographies were not long enough to recruit, teach camera usage, take and develop pictures, and conduct a follow-up interview. Ethical restrictions were placed on publishing photographs, limiting the ability to connect visual representations to narratives, which impacted presentation of findings.
Book chapters on the topic "Photovoice Narrative"
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Tolich, Martin, and Emma Tumilty. "Irregular types of informed consent in narrative research, autoethnography, photovoice, and participant observation." In Finding Your Ethical Research Self, 95–112. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429056994-7.
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Kohler, Anne. "Assuming Capacity." In Research Involving Participants with Cognitive Disability and Difference, 197–208. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198824343.003.0017.
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This chapter reports on the successful inclusion of adolescents and adults with Down syndrome (DS) in a long-term ethnographic research project focusing on the clinical, social, and familial experiences and explores how the voices and opinions of those with DS can be leveraged to shift existing policy conversations. The three key methodological interventions are: (1) adapted photovoice, (2) assisted interviewing, and (3) the employment of a research assistant who has DS. In addition to documenting the adaptation of research methodology to suit the needs of interlocutors with intellectual disabilities, a feminist care ethics lens is used to argue that social scientists ought to examine normative assumptions about personhood and narrative that underlie existing research methods. These methodological innovations are transferable to research participants with a wide range of intellectual disabilities and can aid in conducting ethical participatory research among people with cognitive differences.
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Harris, Teresa, and Miemsie Steyn. "Understanding Students’ Perspectives as Learners through Photovoice." In Academic Knowledge Construction and Multimodal Curriculum Development, 357–75. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4797-8.ch022.
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In this chapter, the authors explore photography as a participatory research tool that facilitates the interactions of participants and researchers as co-researchers to effect change. They illustrate this discussion with a study examining the perspectives of teacher education students regarding teaching practices and institutional structures. Photography offered participants a way to document experiences, and it became a community-based methodology that elicited narratives from the “participant as photographer” and the community of investigators.
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Kessi, Shose. "Cultural Identities and Narratives That “Race”." In Stories Changing Lives, 163–84. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190864750.003.0009.
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This chapter explores how hegemonic representations of racialization are reproduced and/or resisted through stories told by a group of Black students located in a historically White university in South Africa, the University of Cape Town (UCT). The stories were collected through a photovoice project with 36 students from five different faculties at UCT over a period of three years, from 2013 to 2015.The photographs and written stories produced by the participants challenged and resisted the common social representations of Black underachievement and backwardness that prevail in higher education discourse. The students’ narratives, in the context of a transforming institution, shifted the terms of engagement in conversations about race and opened up spaces for meaningful dialogue and action toward social change. Their narratives not only constructed alternative frames of reference that provided positive resources for identity construction, but also conscientized and empowered them to influence the direction of the academic project.
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"7 Ripples and reflections: photovoice and community narratives of climate change." In Sharing Qualitative Research, 126–45. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315660875-13.
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