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Bartholomay, Daniel John. "Exploring the Gendered Efficacy of Photovoice Methodology." Thesis, North Dakota State University, 2014. https://hdl.handle.net/10365/27304.
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This study set out to measure the gendered efficacy of the participatory action research method of photovoice. This study utilized secondary analysis, imagery analysis, and qualitative research methods to analyze both photographs and interview transcripts from a previous photovoice study that examined the lives of individuals who have been prescribed medication for a mental illness. This study sought to: 1) evaluate the independent relationship between the researcher and the participants? photographs; 2) unveil how effective photovoice is as a research method in terms of extracting rich data from mentally ill persons; and 3) assess photovoice?s efficacy in regard to the gender of the participants within a given study. The findings of this study indicate that the high quality of data gathered from both male and female participants in the initial study indicates that photovoice is an effective methodology for examining mentally ill populations, regardless of the participant?s gender.
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Kaesberg, Julia Loomis. "Use of Photovoice in Raising Healthy Preschoolers." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1461871890.
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Roberts, Lindsey T. "Youth Views of Neighborhood Needs: A Photovoice Collaboration." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1556617768952258.
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Bouffard, Stacey Renee. "Senior Perspectives on Healthcare: A PhotoVoice© Project." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579245.
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Six seniors (ages 70-79) participated in a six-week focus group to identify healthcare issues relevant to older adults in Arizona. The PhotoVoice© methodology was used to organize discussion around participants' own photographic documentation of experiences with healthcare systems. The overarching concern for participants was that of healthcare systems navigation. Five domains of concern related to Healthcare Navigation were identified and documented by participants through photographic process; Access, Getting Information, Relationships with Healthcare Providers, Managing Medication and Lifestyle. All participants expressed dissatisfaction with some aspects of their healthcare. Participants identified personal resources and high levels of self-efficacy in areas of recording one's own medical information and staying healthy through lifestyle choices, such as diet, exercise and positive outlook on life. The group in collaboration with the facilitator developed a PREZI© and presented their ideas at the 2015 Conference on Successful Aging in Tucson, Arizona.
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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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Hawkins, Leha Anaya. "Picture the Magic: Exploring Black girl identity using photovoice." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3686.
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Using a youth-led participatory action inquiry and photovoice methodology, this study investigated the self-perceptions of Black girls in a suburban area of Northern California. The objective of the project was to explore the perspectives and lives of Black girls. It is through gained insight from their lived experiences that we can come to understand their needs and develop approaches to advance their own holistic empowerment. By gathering self-perceptions of Black girls using photovoice, the project aimed to inform youth workers, educators, and youth-serving organizations such as Magic Black Girls Leadership Institute (MBG) on how to meet the needs and cultivate developmental assets among Black girls. Magic Black Girls was conceived to empower young, Black women to create their own space to grow, become personally aware of their own worth, and stand in their own power. The findings of this study indicate a need for positive counterspaces in which Black girls can generate a counter narrative, gain cultural awareness, experience a sense of community, experience joy, and build skills of activist leadership. The developmental tasks of adolescence for Black young people are complicated by the added context of oppression and racial discrimination which makes it essential to recognize and take action to create supportive environment that nurtures the positive development of Black girls. Further, the findings of this study contended that the use of innovative, holistic youth empowerment strategies are essential in the formation of spaces dedicated to encouraging, enlightening and empowering of young Black girls.
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Hom, John S. "Making the Invisible Visible: Interrogating social spaces through photovoice." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284482097.
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Sutton-Brown, Camille. "Women's Empowerment in the Context of Microfinance: A Photovoice Study." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/76.
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The assumptions underlying the relationships between microfinance and women’s empowerment are typically rooted in a financial paradigm, wherein the prevailing belief is that increases in economic resources necessarily lead to increases in women’s empowerment. This results in a conceptual erasure of the multi-dimensionality of empowerment and disregards the influences that microfinance has on women that extend beyond the economic sphere. This study explored how 6 women in Mali perceive and experience empowerment in relation to their participation in a microfinance program using photovoice. Photovoice is a qualitative methodology wherein participants document, reflect on, and represent their community and experiences using a specific photographic technique. The photographic collection that the women generated, along with their narratives and oral testimonies, suggest that empowerment is a complex construct that includes, yet extends beyond the financial paradigm. The findings of this indicate that microfinance has positively and negatively impacted various dimensions of the women’s perceived empowerment. At the conclusion of the project, the women participated in a forum and initiated policy changes at the microfinance institution with which they are affiliated.
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Cornell, Josephine Ruth. "Black students' experiences of transformation at UCT : a photovoice study." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13689.
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South African higher education has faced much structural transformation since the end of apartheid, and yet remains a racialised space. It is clear that despite a stated commitment to transformation in university policy nationally, in reality there is much ambivalence around transformation. In debates around transformation, black students are frequently represented in stigmatising ways. These negative representations are part of a discourse that holds the increasing numbers of black students responsible for lowering university standards. When black students encounter these discourses it can affect their self-esteem and academic performance. This study thus explores black students’ experiences of transformation at the University of Cape Town (UCT). Over six months, 10 black African and coloured UCT students participated in a photovoice research project. They participated in focus groups and produced personal reflections, photographs and written stories representing their experiences and perspectives on transformation in higher education in a previously white University. This data was analysed using thematic analysis, within a critical psychological framework, specifically decolonising psychologies. The participants’ everyday experiences of UCT were explored, and four themes were evident: the narrowness of UCT’s transformation focus; the prevalence of racial stereotypes on campus; the Eurocentric focus of the university; and the racialisation of space on campus. Ultimately, it appears that whiteness is dominant at UCT. This detrimentally affects many black students who are required to learn within this often unwelcoming white space, and who internalise the negative stereotypes they encounter. Nevertheless, many black students succeed. The participants in this study employed a variety of coping mechanisms to help them navigate through life at UCT. They were also able to employ strategies to resist the dominant discourse of black inferiority, and to re-present themselves and transformation on their own terms.
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Clouse, Diane E. "Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237.
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Salyer, Amanda L. "An exploration into aging in the Muncie community using photovoice technique." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1356255.
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This study presented an overview of the use of Photovoice technique as an information gathering tool that is useful in the study of aging. The processes followed in this study lead to a possible method that could be helpful when assessing needs as they relate to activities of daily living as well as wellness information for individuals. The photos collected in this study along with first person accounts of the pictures enhanced the breadth and depth of information when compared to a traditional survey tool used to study activities of daily living. This study looked at the phenomenon of staying vital in ones home in the later stages of the life span from the perspective of the person living in the situation.Fisher Institute for Wellness and Gerontology
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Steyn, M. G., and G. D. Kamper. "Barriers to learning in South African higher education : some photovoice perspectives." Journal for New Generation Sciences, Vol 9, Issue 1: Central University of Technology, Free State, Bloemfontein, 2011. http://hdl.handle.net/11462/582.
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Published ArticleSouth Africa underwent political reform in 1994 from an apartheid government to a democratic state. Former white universities, known for their high standards and academic excellence, experienced an influx of black students who previously were excluded from these institutions. This article reports on a study which investigated the extent of learning barriers that previously disadvantaged black students at a renowned higher education institution experience, and endeavours to determine the learning support they need in order to succeed academically. A qualitative approach was followed and data were gathered by means of focus group interviews and participants' photo portfolios. The data were interpreted with reference to recent perceptions on adult learning, particularly in the African context. Implications for higher education in general are indicated.
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Miller, M. Elizabeth. "Photovoice as a Participatory Needs Assessment to Explore Stress in Teens." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1292518233.
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Pusateri, Cassandra G., and L. Penley. "Using Photovoice to Explore the Cultural Experiences of Students in Appalachia." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3159.
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REYES, MUNGUIA MILDRED GUISELLA. "CHILDREN’S SCHOOL EXPERIENCES DURING THE 2018 NICARAGUAN UPRISING." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1776.
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The purpose of this qualitative case study was to understand children’s school experiences during the 2018 Nicaraguan uprising. The main participants were 10 children from first through sixth grade (one per grade) who participated in phases one, two, and three, along with their parents and teachers. The research questions inquired into how the sociopolitical crisis impacted students’ experiences, their parents’ and teachers’ viewpoints and perceptions of the events in terms of their children’s school experiences, and the strategies the adults used to manage the children’s stress caused by the events. The study is based on a theoretical framework of justice and democracy developed by John Dewey (1963), Lev Vygotsky (1978), Paulo Freire (1974), and Urie Bronfenbrenner (1979). The study also examined the importance of cognitive development of children, as posited by Jean Piaget (1963), and its relationship with their school experiences during the 2018 uprising. The data were collected in a period of ten weeks from mid-June to mid-August 2019. Students drew images, took photographs (photovoice), and answered questions during three interviews to share their stories about the event. The data were analyzed using Johnny Saldaña’s (2011) coding process.The study found that the children had built up a positive relationship with their teachers and parents and had developed a negative relationship with the police. The findings also revealed that 18 months later, the children still did remember the socio-political crisis and that talking about it triggered sadness, fear, and nervousness. In contrast, their parents and teachers believed that the children’s learning experiences were not affected by the 2018 uprising. They blamed a faulty education system for the children’s reduced learning. Because of the findings, the study recommends including a dialog approach among students that encourage students’ self-reflection and critical thinking, reading and writing strategies that encourage students to write about stressful situations and contracting with counselors to provide a series of workshops to educate teachers and parents about students’ emotions.
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Volpe, Lauren E. ""Health is Being Alive": Using Photovoice to Explore Adolescents' Conceptions of Health." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489590155316717.
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Orlando, Tullio. "Interpreting Belonging in People with Developmental Disabilities: A Case Study, Photovoice Exploration." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7247.
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In this qualitative study, the social construct of community citizenship as perceived in the worldviews of adults with developmental disabilities living in a large eastern city was explored. While authors report government-sponsored institutionalization and custodial care is no longer as common, the voices of people with developmental disabilities are still to be heard on what they think about being participating members of their communities rather than segregated as they once were. This study provided a group of adults with developmental disabilities an opportunity to help others better understand their thoughts about belonging. A combined case study and photovoice research approach was used in the study. Five adult participants were supplied with cameras with which to take photographs of what they felt best represented their interpretation of belonging and community citizenship. Each was later interviewed to provide descriptions of their pictures. The data were then evaluated with the assistance of qualitative analysis software to determine themes. The findings indicated the participants placed high personal value on gainful employment and expressions of respect from others. In keeping with Maslow's hierarchy of needs thesis as well as the self-actualization and self-determination theories, a sense of belonging is vital to emotional health and well-being. The results of this study contribute to social change by affirming what participants communicated "an inclusive community is one that promotes and provides equitable opportunities for employment, respect, decision-making, and participation."
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Leal, Caroline Cândido Garcia. "O processo de amamentação e suas implicações na vida da mãe adolescente." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/22/22133/tde-28032018-185945/.
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A amamentação possui vários benefícios para a saúde da criança, mulher-mãe, família, sociedade e planeta, se constituindo em uma prática importante. Entretanto, recebe influências sociais, culturais e econômicas que resultam das condições concretas em que a mulher-mãe-nutriz vive e que, na situação especial de ser adolescente, pode resultar no desmame. Este estudo teve como objetivo geral compreender a vivência de amamentação de um grupo de mães adolescentes. Trata-se de uma pesquisa qualitativa com utilização do método photovoice, desenvolvida junto a um grupo de 12 mães adolescentes que compareceram, em consulta puerperal e ou de puericultura, à rede de atenção primária à saúde do município de Ribeirão Preto - SP. Com a aprovação do Comitê de Pesquisa local (CAAE: 50437515.2.0000.5393), a coleta de dados foi desenvolvida entre março de 2016 e fevereiro de 2017. Os dados foram coletados, em grande parte, no domicílio das mães adolescentes, por meio de duas entrevistas (uma estruturada, para caracterização das participantes e outra não estruturada, para investigação da vivência em amamentação) e uma sessão de grupo focal. Os dados foram transcritos e analisados, de acordo com a análise temática indutiva, sob o referencial teórico da Psicologia sócio-histórica de Vygotski. Os resultados foram descritos e analisados em torno de três temas: Construindo sua história em amamentação; Revelando singularidades do cotidiano da amamentação das mães adolescentes; Saberes e práticas construídos pelas mães adolescentes. O cotidiano de amamentação das mães adolescentes é fortemente influenciado pelo apoio de seu meio familiar e social que pode se constituir em fator facilitador ou dificultador da amamentação. A mãe da adolescente é a pessoa mais influente na iniciação e manutenção da amamentação, seguida do pai do bebê, parentes e profissionais de saúde, que ora apoiam ora desestimulam essa prática. Também vivenciam a solidão e/ou desamparo e até o abandono por parte da família ou do meio social. Somam-se as responsabilidades dos afazeres domésticos e dos cuidados com o filho, as dificuldades de permanência na escola e de trabalho fora do lar e a conciliação com a amamentação. O aleitamento materno influencia em necessidades de lazer, sono e repouso. Por outro lado, a satisfação das necessidades de conforto e de higiene e fatores como a calma, paciência e persistência em amamentar facilitaram o cotidiano em amamentação da mãe adolescente. Seus saberes e práticas em amamentação são construídos por meio da observação de mulheres de sua convivência, de experiências anteriores e de informações dos profissionais de saúde, que ora incentivam, ora desestimulam a amamentação. Essa construção está pautada na perspectiva biológica da amamentação. As mães apresentam preocupação com a estética mamária e absorvem as crenças, tradições e o modo de vida de suas culturas familiar e social. Consideramos a necessidade de o enfermeiro dar vez e voz às diversas faces que permeiam o contexto de vida individual, familiar e social das adolescentes, por meio de uma atitude de escuta acolhedora para a construção de vínculo de confiança em toda e qualquer oportunidade de contato com elas, a fim de favorecer a amamentaçãoBreastfeeding has several health benefits for child and mother, family, society and planet, being an important practice. However, it receives social, cultural and economic influences that result from the concrete conditions in which the woman-mother-nursing mother lives; and regarding the special situation of being an adolescent, it can result in weaning. This study aimed to understand the experience of breastfeeding in a group of teenage mothers. This is a photovoice qualitative research developed with a group of 12 teenage mothers, who attended the puerperal appointment and/or the childcare visits at the primary health care network in the city of Ribeirão Preto-SP. After the approval of the Ethics Research Committee (CAAE: 50437515.2.0000.5393), the data collection was performed from March 2016 to February 2017. Data were collected largely in the teenage mothers\' home, through two interviews (one structured to characterize the participants and the other unstructured to investigate the experience of breastfeeding) and a focus group session. Data were transcribed and analyzed according to the thematic inductive analysis, using as theoretical reference the socio-historical Psychology of Vygotsky. The results were described and analyzed around three themes: Building a breastfeeding history; Revealing singularities of the breastfeeding routine of teenage mothers; Knowledge and practices built by teenage mothers. The breastfeeding routine of teenage mothers is strongly influenced by the support of their family and social environment, which can be a facilitating or difficult factor for breastfeeding. The mother of the teenage mother is the most influential person in the initiation and maintenance of breastfeeding, followed by the baby\'s father, relatives and health professionals, who can encourage or discourage this practice. They also experience loneliness and/or helplessness and even abandonment by the family or the social environment. The responsibilities of household chores and childcare, difficulties in staying at school and of working outside home and its reconciliation with breastfeeding are faced in this situation. Breastfeeding influences leisure, sleep and rest needs. On the other hand, the satisfaction of the needs of comfort and hygiene and factors such as calmness, patience and persistence in breastfeeding facilitated the breastfeeding routine of the teenage mother. Their knowledge and practices in breastfeeding are built through the observation of women from their coexistence, previous experiences and information from health professionals, who can encourage or discourage breastfeeding. It is necessary for nurses to give voice to the various faces that permeate the individual, family and social life context of adolescents, through a welcoming listening attitude to build a bond of trust in any opportunity to contact them to encourage breastfeeding
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Bendell, Katherine. "Using Methods that Matter: A Critical Examination of Photovoice for Studying Supportive Housing." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/31996.
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Photovoice is a Participatory Action Research (PAR) method that generates knowledge about the lived experiences of members of marginalized communities. Participants are understood to be experts of their experiences and are asked to take photos of their lives. Photovoice is highly flexible in application and participants can have varying degrees of involvement in components of the method, from design to dissemination of findings. Although providing opportunity for a high degree of participation is ideal, this is less frequently demonstrated in the literature. To understand the impact of participation on the type of information generated, individuals living in supportive housing were asked to share their experiences of their housing. Perspectives of consumers of supportive housing have had little presence in the housing literature, particularly within a photovoice framework. Therefore, this research asked consumers about their housing as well as how they experienced their participation across two photovoice projects that afforded more and less opportunity for participation.
This dissertation consists of three studies conducted on two distinct projects. Studies 1 and 2 were conducted on the HousingPlus Photovoice Project, an investigator initiated and driven application of photovoice. Study1 examined what can be learned about supportive housing and revealed rich information about participants’ experiences with their housing. Study 2 examined experiences of stakeholders with the photovoice method, including participants and project contributors. Study 2 revealed three distinct approaches to photography: planned, discovery-oriented, and task-oriented approaches to photography. Participants who used a discovery-oriented approach tended to benefit the most from this project. Contributors shared the common value of supporting participation but had divergent perspectives of the photographs, an important product of participation. Contributors tended to focus either on the external or internal photo narratives.
Study 3 was conducted on the Home Photovoice Project, which was initiated and run by a community-based agency. This second project provided a point of comparison to determine whether a more participatory application of photovoice would result in similar or distinct findings related to supportive housing and stakeholder experiences with the method. Although the three distinct styles of participation observed in the HousingPlus Photovoice Project were also observed in the Home Photovoice Project, most participants developed a planned approach to photography over time. Participants who began with a planned or task-oriented approach tended to benefit the most from this more participatory application of photovoice. More was learned about shared participant experiences and perspectives in the Home Photovoice Project. In contrasting these projects it is apparent that the choice of methodological focus significantly impacts the photos and narratives produced, approaches to participation, and stakeholder experiences of photovoice. This has important implications for the design and delivery of photovoice projects.
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Lee, Jae Hyun Julia. "Experiencing Community through the Asian American Lens: A Qualitative Study of Photovoice Participants." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_diss/89.
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The purpose of this study was to understand why there is such lack of citizen participation among Asian Americans, despite the exponential growth of Asian American population in the state. Based on the literature on sense of community, citizen participation, and psychological empowerment, it was speculated that how individuals experience community may influence their motivation to participate. With the goal to understand and document how Asian Americans define community and experience sense of community, a sample of Asian Americans were interviewed. These individuals were participants of the Photovoice project conducted by a local community-based organization. The second aim of the study was to explore if and how a project like Photovoice enhanced the sense of community among participants. The findings suggested that Asian Americans defined various types and multiple communities. Also, it was suggested that because Asian American community is an imposed community of people of diverse Asian background, Asian Americans may not necessarily define it as a community or experience sense of community within the community. Based on the experiences of the participants, Photovoice seem to have great potential in bringing such diverse group as Asian Americans together as a community. Limitations of the study and future directions are discussed.
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Rodriguez, Stuti Mehta. "Diversity Revealed: Photovoice Methodology as a Means for Understanding How Teens Construct Diversity." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68040/.
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Through the partnership of standpoint theory and photovoice method, the present study looked at how teenagers, attending a multicultural education camp, define diversity, as well as what the participants considered to be the benefits and limitations of diversity. Standpoint theory gives the theoretical perspective to understand the marginalized voice of teenagers, while photovoice provides the tools to better capture and understand their marginalized voice.
This study was situated in a professionally-developed camp, Camp CommUNITY, that emphasizes multicultural awareness amongst teens. Nine participants and 46 pictures were analyzed. Resulting from open coding, 11 categories and 6 themes were identified. Each theme and definitions of diversity are approached with a dialectical perspective, yielding to the model of dialectical dimensions of diversity. To answer Research Question 2, participants identified both benefits and limitations for photovoice method. Additional theoretical, practical, and methodological implications, limitations, and directions for future research are addressed.
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Dicicco, Michael. "Picturing the Reader: English Education Pre-service Teachers' Beliefs About Reading Using Photovoice." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5210.
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As students begin secondary school, they are charged with learning more content, at a faster pace and with increased pressure from accountability measures (Dreschler, Shumaker, & Woodruff, 2004). If secondary students' reading difficulties are not identified and remedied, the gap between struggling readers and their peers widens every academic year (Edmonds, Vaughn, Wexler, Rutebuch, Cable, Tackett, and Schnakenberg, 2009).
The task of reading instruction primarily falls on English teachers, but Strickland and Alvermann (2004) note that while secondary English Teachers do have more preparation in reading instruction compared to other content area teachers, they are not as prepared as they need to be and do not provide reading instruction even when given the opportunity. Additionally, little attention has been given to how teacher should be taught to teach reading (Moats & Foorman, 2003) and even less attention has been given to reading instruction at the secondary level (Edmonds, et al., 2009).
Pre-service teacher's beliefs influence how they take in information presented in their teacher education program and classroom instructional decisions (Holt-Reynolds, 1992; Richardson, 2003). However few studies have examined English education pre-service teachers beliefs about teaching struggling readers at the secondary level. The purpose of this study is to describe and explain secondary English education pre-service teachers' beliefs about teaching struggling readers using Photovoice.
This study uses a combination of constructivism, Lakoff and Johnson's concept of metaphor, and interpretivism as the theoretical framework. Research methods examining beliefs often involve using surveys or interviews (i.e. Sadaf, Newby, & Ertmer, 2012; Sandvik, van Dall, & Ader, 2013). However, these methods may not provide as representational responses as a method that allows participants to respond through multiple mediums and through metaphor. This study uses a modified version of the Photovoice method to examine secondary English education pre-service teachers' beliefs. Because Photovoice has not been used to examine beliefs of this population, an additional aim of this study is to examine Photovoice as a reflection method. The research questions guiding this study are:
1. What are English education pre-service teacher beliefs' about teaching struggling adolescent readers?
2. What are English education pre-service teacher beliefs about themselves as readers?
3. In what ways, if any, did Photovoice facilitate reflection on beliefs about reading instruction?
Findings suggest English education pre-service teachers had not considered struggling readers as part of their classrooms, did not understand the complexities of the reading process, held a deficit view of struggling readers, assumed a teacher's identity, saw reading as an experience/event, found the discussion in the Photovoice process helpful in reflection, Photovoice helped address some issues with teacher reflection, and Photovoice helped develop as well as capture beliefs. Implications for teacher education are discussed.
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Rabaey, Paula Ann. "Mealtime insights: A Photovoice project with African American mothers and their young children." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/hpd_ot_student_dissertations/64.
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Mothering is a complex and multifaceted occupation that encompasses the nurturing work that women engage in. It addition, it has been established that ethnicity, class, and gender have effects on motherhood that need to be taken into account when looking at the occupations of motherhood across cultures. One important task that occurs within a mothers’ daily routine is that of making meals for their children. This dissertation sought to gain a rich, in-depth description of the phenomenon of the mealtime experience for African American mothers of low socioeconomic status and young children living in an inner-city environment in the Midwest. This study used a phenomenological approach with modified photovoice and photo-elicitation interviews to capture the essence of mealtime for African American mothers raising young children. Six mothers were recruited for the study and consented to two in-depth interviews. Individual interviewing occurred along with a second photo elicitation interview with the participant’s photographs. Phenomenological analyses were used for textual data; the photographs were analyzed separately and then together with the textual data from the photo-elicitation interviews. Results of this study indicated the intricate complexities of the occupation of mealtime and mothering with African American mothers. From the photo-elicitation interviews, five themes and three subthemes emerged: (a) Sometimes it doesn’t happen smoothly, (b) We’re all together, (c) We sit there and we talk, (d) It’s an accomplishment, and (e) We’re in the kitchen together. Three subthemes also emerged: (a) Putting in the effort, (b) It was kind of a teaching moment, and (c) It’s like déjà vu. This research (a) promotes a greater understanding of mothers’ perceptions around mealtime with their young children, especially those mothers who have varied cultural and socioeconomic backgrounds; and (b) suggests a need for increased family-centered and culturally aware training. This study demonstrates how photo techniques can enhance the depth of phenomenological analysis to explicate meaning around mealtime occupations with a diverse group of mothers.
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Mohana, Malini. "Children's constructions of gender: A participatory project." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30910.
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Studies on the construction of gender have largely focussed on adolescents and young adults in South Africa. This leaves a significant gap in understanding the ways in which gender is constructed and negotiated by younger children. This study, therefore, investigated how younger children narrate and experience their gendered lives, and whether these stories resisted or maintained dominant narratives of gender. Twelve participants between the ages of eight and fourteen participated. The research used participatory action research (PAR) methods. Specifically, Photovoice, journaling, collages and drawing were used to represent the stories and narratives that the participants chose to share. The Photovoice component culminated in a community exhibition which showcased the participants’ photos. In addition, the participants took part in focus groups and individual interviews. The focus group transcripts, individual interview transcripts, collages, photographs, drawings and journal entries were analysed using thematic narrative analysis. The study showed that children construct gender based on contradictory messaging, and exercise defiance of normative gendered constructs within the limits of heteronormative gender identity. Four main narrative themes emerged: Negotiating gendered expression; Normalisation of gendered violence; Subjugating female bodies; Narratives of conformity and resistance. Based on the findings, the recommendation was made to use play as both a means of exploration and education in children’s understanding of gender.
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Vaughan, Catherine Maree. "A picture of health : participation, photovoice and preventing HIV among Papua New Guinean youth." Thesis, London School of Economics and Political Science (University of London), 2011. http://etheses.lse.ac.uk/160/.
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Participation has been linked with better health outcomes for young people in a range of settings, with an extensive literature extolling the benefits of a participatory approach to youth-focused HIV-prevention programs in particular. However the processes of participation, and how the ideals outlined in the participation literature can be achieved in the difficult circumstances in which many youth health promotion programs operate, are less often discussed. This thesis responds to calls for more nuanced documentation of situated participatory practices by developing a detailed and contextualised analysis of youth participation in a Photovoice project in the Highlands of Papua New Guinea. The analysis draws upon data generated over a ten-month period (photo-stories, individual interviews, written accounts of participation, group discussions, artefacts produced during participatory analysis, and field-notes) to describe how participation in a project of self-reflection and self-representation can support dialogical engagement and the demonstration of critical thinking. The thesis explores the relationship between these psycho-social changes and young people’s subsequent ability to enact strategies to improve their health and well-being. Findings challenge idealised representations of youth participation, demonstrating that young people’s ability to act is mediated and bounded by the health-related contexts in which they live. They also demonstrate a disconnect between youth health priorities and the priorities of the programs ‘targeting’ them; and point to the importance of HIV-prevention programs working to support ‘in-between’ spaces where youth and community leaders can connect in order to affect wider social environments. In providing a detailed examination of a Photovoice process, this thesis extends the theoretical basis of an increasingly popular participatory research tool. In analysing the relationship between young people’s participation in a research project and their ability to take action on health, this thesis also contributes to social psychological understandings of the pathways through which participation may impact upon health, and in particular affect efforts to prevent HIV.
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Tajuria, Gulshan. "Bereavement and loss support for adults with learning disabilities : an exploratory study using Photovoice." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5177/.
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Background: Loss and bereavement are devastating life experiences for all human beings belonging to any social group, and adults with learning disabilities are not exempt from the effects of loss. Recent research has shown that adults with learning disabilities understand loss and bereavement; however, there is a lack of empirical evidence to show what adults with learning disabilities believe is useful for them to cope with loss and bereavement. Literature in this field suggests that adults with learning disabilities have been generally treated as subjects in research in the field of loss and bereavement and that most of this research has been based on case studies, observations, and other people’s perspectives. This qualitative research study aims to engage bereaved adults with learning disabilities as active members in research using Photovoice (a participatory methodology using photography and photographs for community-based research), to explore the experiences of loss in their lives and their perceptions of support available in the local area (Staffordshire, UK). Methods: A preliminary Photovoice workshop was organised for 10 bereaved adults with learning disabilities - the participants of the current research - in order to provide ethical and technical training for using a camera; engage them creatively to participate in research; and provide information on the photographs they would subsequently take as part of this research. The Photovoice workshop was followed by 10 semi-structured interviews with adults with learning disabilities to identify the support available and accessed; the impact of both loss and support; and the coping strategies used following bereavement. Interviews were facilitated through discussion of participants’ photographs taken after the Photovoice workshops. Additionally, data were gathered from focus groups with advocates (who support people to speak up by discussing, understanding their issues and finding information about their situations and options available); focus groups with professional carers; and interviews with family carers, to explore key issues and support needs and roles in supporting bereaved adults at home, in an advocacy organisation, and in a care setting. In total 27 (10 bereaved adults with learning disabilities; eight advocates; six professional carers; and three family carers) participated in the current research. All data, including the photographs taken by participants, were analysed using Thematic Analysis. Findings: The main themes emerging from the photographs taken by the bereaved adults with learning disabilities included people (the deceased family members; living family members; friends; personal assistants; support staff); a range of daily activities (such as drama; pottery; dance); and objects inside homes and outside. Thematic analysis of remaining data highlighted five main themes across the results, namely: (1) Multiple losses, (2) communications related to loss, (3) support and barriers to support, (4) impact of bereavement and (5) continuing bonds. Conclusions: The experiences of bereaved adults with learning disabilities mirrored the usual ordinariness of types of loss as people without learning disabilities but illustrate differences in the support, communications and other events after loss. Most of these differences were owing to the stigma attached to the learning disability itself. Creative methods (such as Photovoice) together with clear information are beneficial to engaging adults with learning disabilities in research and enabling them to share their viewpoints around sensitive topics. Overall, the benefits of using Photovoice extended beyond engaging participants, teaching them skills and collecting data, but also in providing evidence of its success that bereaved adults with learning disabilities are able to share their viewpoints on difficult topics such as loss and bereavement with the support of photographs for future research involving vulnerable groups. Note on terminology used: The acronym AWLD is used only in this thesis to refer to adults with learning disabilities. The author, however, does not encourage any type of labelling of this population. Note on chapter 3: Some information focusing on the use of Photovoice in this chapter is part of a published article, reproduced with kind permission from the publisher ‘© Emerald Publishing’.
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Meyers, Lateasha Nicol. "Seeing Education Through A Black Girls' Lens: A Qualitative Photovoice Study Through Their Eyes." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1586263706742763.
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Earnshaw, Deborah. "How men experience, understand, and describe masculinity : a phenomenological psychological analysis and photovoice exploration." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622719.
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This thesis is an examination of how men describe and experience masculinity. Psychological and sociological research has suggested that masculinity is malleable (Smiler, 2006), there are different versions or pluralities of masculinity (Connell 1995) and can be context-dependent (Gilbert & Gilbert, 2017). Often however hegemonic masculinity is considered the only type of masculinity, and is not flexible, especially when discussed on a social level (Cuthbert, 2015). Based on the researcher’s cultural, social and historical knowledge and understanding, masculinity is very different for people and so is understood, demonstrated and experienced in various ways. This research employed an unstructured interview design, incorporating photovoice, with five participants overall where each participant, except one, was interviewed twice. The first interview was researcher-led, with images provided by the researcher to be the focus for the participant. The second interview was participant-led, with the images provided by the participant to represent what they considered to be masculine or represented masculinity in their everyday life. The data collected was analysed using a combination of phenomenological methods; Descriptive Phenomenological Psychology (Giorgi, 2009) and Hermeneutic Phenomenology (van Manen, 2016). The thesis is presented in two halves. The first is researcher-led and draws on hermeneutic psychology and presents three themes were found from the first interviews: Hegemonic Masculinity with Traditional Masculinity, Characteristics and Non-Conformity; Societal Influence with Culture, Image and Media; and Feminism and Women. The second part of the thesis is participant-led, and draws out the descriptive phenomenological aspects by presenting each individual’s interaction with their chosen images and their ensuing descriptions of masculinity illustrated by them. Themes in this context are individually related rather than demonstrated through a cross-case analysis. Findings demonstrated masculinity as an individual identity, with a social expectation of how men should behave and portray themselves. The way it is perceived, understood, experienced and described is different for each person, as was demonstrated here with the participants’ second interviews. Future research should consider expanding research to include more on everyday factors, such as the use and influence of social media, the projection of masculinity throughout a man’s life, and how men and women both aid in the creation and maintenance of masculinity.
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Rideaux, Kia S. "Viewing Colorblindness through the Eyes of Black, Female Early Childhood Educators: A Photovoice Project." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505175/.
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The rationale of color-blind ideology in the socializing space of the early childhood classroom encourages that racial, cultural, and ethnic differences remain unrecognized. Demographic shifts of diverse marginalized populations within majority, White suburban schools require the analysis of dominant ideologies that potentially leave biases unchallenged. This photovoice project centered the voice of three Black, early childhood educators working within majority White suburban schools in the South to explore how they rationalized the discourse of color-blind ideology in their professional and personal lives. Findings showed that Black women's critical social location within a racialized society and their historical engagement with Black oppositional knowledge structured oppositional knowledges and embodied critiques of suburban spaces. They crafted wisdoms for engaging and navigating tensions with colleagues, parents, and administrators and nurtured embodied perspectives, resisting stereotypical images of Black women and girls. Deconstructed dominant ideologies in the socializing space of the early childhood classroom extend and modify our understanding of racialized knowledge in our educational spaces and offer transformative readings of color-blind ideology.
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Tenty, Crystal Renee. "Sex Work and Moral Conflict: Enhancing the Quality of Public Discourse Using Photovoice Method." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/3005.
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This thesis uses an advocacy/participatory framework and moral conflict theory to examine the opposing ideas: and interests of parties involved in the issue of prostitution on 82nd Avenue in Portland, Oregon. It locates areas of contention within the larger dominant feminist discourse, which views sex work as either a form of violence and exploitation or as a form of legitimate free-contract labor. The thesis shows how the intractable moral conflict between these differing feminist theories and values can be mediated using participatory data collection techniques.
Ethnographic data was collected and analyzed from 11 women working in the sex industry in Portland, highlighting voices commonly left out of the conflict. Participants were given cameras and invited to photo-document their individual and community's needs and aspirations through the qualitative, arts-based research method, photovoice. An exhibit of these photographs was displayed as an art exhibit at several locations throughout the Portland area. Data collection methods also included a review of local media sources collected between September 2007 and April 2009, and field notes gathered from participatory and non-participatory observations at public town hall forums. Close analytic attention is given to the perspectives of those marginalized populations of sex workers excluded from the dialogue on issues that directly affect them.
This thesis demonstrates ways in which community-based, participatory research, such as the use of photovoice method, can empower marginalized individuals to affect change within their community. The exhibit of photovoice data was used to enhance communication among individuals and groups involved in an intractable moral conflict about sex work in Portland. This thesis argues that photovoice method has potential for increasing the quality of public discourse to manage moral conflicts or to discover resolutions suitable to the needs and desires of multiple stakeholders.
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Urson, Ruth. "Reclaiming the spatial imaginary: a photovoice study of resistance to displacement in Woodstock, Cape Town." Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30836.
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Present-day South Africa is still characterised by colonial- and apartheid-era patterns of urban displacement that are exacerbated by gentrification. Low-income tenants’ and evictees’ experiences of displacement and its resistance have social, spatial, psychological, and political components. Examining these components can contribute to understanding the processes and impacts of gentrification. Reclaim the City (RTC) is a young grassroots campaign that resists evictions and demands well-located affordable housing in Cape Town through protest, education, and occupation. This study investigated how RTC activists experience and resist their displacement from the gentrifying suburb of Woodstock in Cape Town. Using a critical psychological framework, data from photovoice, participant observation, and key informant interviews were collected in 2018, triangulated, and analysed using thematic analysis. This study found that participants’ experiences of displacement were characterised by being “thingified” as black low-income tenants through mistreatment by landlords, displacement from centres to peripheries, becoming invisible residents, and internalisation. This was compounded for those with intersectional vulnerabilities, such as women and African migrants. Such experiences uphold rather than contradict an apartheid spatial imaginary, encompassing the continuation of apartheid-era norms relating to psychological, spatial, and social elements of displacement into the present. While sometimes delegitimised for their illegal activities, this study illustrates how RTC activists combined strategies of building new identities, organising legal and illegal resistance to displacement, and making meaning of their occupation of a vacant building in Woodstock, to pave the way for new spatial imaginaries. Implications of these findings are discussed.
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Pereira, Viviane Ribeiro. "Intervenções assistidas por animais com crianças em contextos de vulnerabilidade social: utilizando o método photovoice." Universidade Federal de Pelotas, 2017. http://repositorio.ufpel.edu.br:8080/handle/prefix/3822.
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O presente estudo objetivou compreender as contribuições das Intervenções Assistidas por Animais (IAAS) na percepção da criança em contextos de vulnerabilidade social, por meio do método photovoice. Neste estudo, entende-se “crianças em vulnerabilidade social” as vítimas de abandono, violência física, psicológica, e emocional. Trata-se de uma esquisa participativa de abordagem qualitativa, realizada em uma escola pública da rede municipal de ensino da cidade de Pelotas, no estado do Rio Grande do Sul/Brasil. As atividades lúdicas com os cães foram desenvolvidas no espaço escolar (quadra de esportes). Os participantes deste estudo foram cinco crianças, na faixa etária entre 6 e 9 anos, cursando do 1º ao 4º ano do ensino fundamental. Os cães fazem parte do Projeto de Extensão do Curso de Medicina Veterinária da Universidade Federal de Pelotas/UFPel, conhecido na comunidade como Projeto Pet Terapia, com aprovação no COCEPE sob nº 52702026. A coleta de dados ocorreu entre os meses de junho e julho de 2016. Foi utilizado o método photovoice, que possibilitou aos participantes fazerem registros de suas percepções em relação às IAAS através da foto. A escolha desta metodologia se deu por entender-se que as crianças precisam ser vistas e ouvidas nas pesquisas, possibilitando que ganhem voz através das suas narrativas visuais. Para analisar os dados, utilizou-se a Análise Temática, da qual emergiu o tema: “O olhar da criança sobre a intervenção lúdica com os cães”. A metodologia empregada permitiu que a criança pudesse externalizar seus medos e anseios de forma descontraída, lúdica e divertida, por meio do ato de fotografar. O photovoice mostrou ser um instrumento valioso para estudos cujo o objetivo é tornar a criança protagonista de suas histórias de vida. Constatou- se que as IAAS, aliadas ao método photovoice, elevou a autoestima e a autoconfiança das crianças, observado durante os momentos de brincadeiras entre elas e os cães. Acariciar e afagar o cão foi um incremento importante para a redução do estresse e da ansiedade. A presença dele promoveu um conforto emocional e atmosfera acolhedora. Além de estimular o vínculo de amizade entre o grupo, melhorou a relação com seus pares. Neste sentido, pretende-se com os resultados obtidos neste estudo contribuir para divulgação desta abordagem terapêutica e apoiar a sua utilização como uma forma eficiente e inovadora, para promover as ações de cuidado à saúde de crianças em contextos de vulnerabilidade social.
The present study aimed to understand the contributions of Assisted Interventions by animals (AIA) in the perception of the child in contexts of social vulnerability, through photovoice method. In this study, “children with social vulnerability” are considered the victims of abandonment, physical, psychological and emotional violence. It is a Qualitative participatory research, realized in a public school of the municipal school of Pelotas, in the State of Rio Grande do Sul/Brazil. Playful activities with the dogs were developed in the school space (sports court). The participants of this study, there were five children, aged between 6 and 9 years, studying from 1st to 4th year of elementary school. The dogs are part of the extension project of the Veterinary Medicine course at the Federal University of Pelotas/UFPel, known in the community as project Pet therapy, with approval in COCEPE number 52702026. Data collection happen between the months of June/July 2016, we used the photovoice method, which enabled the participants make records of their perceptions about the IAAS via the photo. The choice of this methodology took place since we understand that children need to be seen and heard on the research, this method enables they win voice through their visual narratives. To analyze the date using the thematic analysis, from which emerged the theme: “The look of the child about the playful intervention with dog”. The methodology employed allowed the child could outsource their fears and desires so relaxed, playful and fun, through the Act of shooting. The photovoice method increased the self-esteem and self-confidence of children, observed during the moments of banter between them and dogs. Caressing and stroking the dog was an important increment to the reduction of stress and anxiety, his presence promoted a emotional comfort and cozy atmosphere, besides stimulating the bond of friendship between the group, improved relationship with their peers. In this sense it is intended with results obtained in this study contribute to dissemination of this therapeutic approach and support its use as a efficient and innovative contributions to promote the actions of the health care of children in contexts of social vulnerability.
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Lam, Gary Yu Hin. "A Participatory Action Research using Photovoice to Explore Well-Being in Young Adults with Autism." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7322.
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Young adults with autism transitioning from school to adulthood are commonly described as exhibiting poor outcomes. Although there has been research efforts measuring quality of life and life satisfaction in individuals with autism, these conceptualizations of well-being are still predominantly deficit-focused and based on normalizing ideals of the dominant culture. Only by incorporating individuals with autism’s perspectives and involving their meaningful participation in research can we better understand and promote well-being among individuals with autism. The present study aims to explore young adults with autism’s ideas about well-being. I conducted a Photovoice project using a participatory action research approach with 14 young adults with autism in a post-school transition program and their three instructors. Results revealed a broad sense of young adults with autism expressing their differences while having a strong desire to be connected with others. Specifically, three themes depicted young adults’ ideas of well-being in terms of (1) showing their self-expression, understanding, and strengths as well as exhibiting personal growth and learning, (2) having close relationships with their family, friends, and animals, and (3) developing different ways of engagement and connections with the community and environment. The research process itself also supported their experiencing of self-expression and forming connections with other people, which were integral to their well-being. The young adults intended to use the project results to present their personhood in a positive manner and to promote better understanding of autism in society. I drew from critical disability studies to discuss the findings in relation to the academic literature and inform advocacy work at a broader sociocultural level. This study has implications for researchers to conduct research that is ethically appropriate and sensitive to the needs of the autism community. Practitioners working with transition-age youth with autism can also draw upon from this study to reflect on their relationships and engagement with these youth to better support their well-being.
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Lumbus, Anita Maree. "“This happiness can be better”: Refugee Women’s Perspectives of Settlement in Western Australia through Photovoice." Thesis, Curtin University, 2019. http://hdl.handle.net/20.500.11937/81031.
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This participatory research project, conducted in partnership with a multicultural women’s health centre, used photovoice to explore refugee women’s perspectives of settlement in Western Australia. Centring women’s perspectives, photos and written narratives, the research highlighted the role of systems of oppression that shape women’s experiences and reinforce a gendered, racial hierarchy. Implications include the need for intersectional and resilience based approaches to settlement policy making and programs, in order to support refugee women’s successful settlement.
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Tumilty, Aidan Jude. "A visceral Verstehen of 'inclusion' through the Photovoice of pupils attending post-primary autism specific classes." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713454.
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The research presented here contributes to an understanding of experiences, perspectives and practices regarding the ‘inclusion’ of pupils attending PPASCs by exploring with pupils the positive and more challenging aspects of this provision type. Empirical data were collected using an adapted Photovoice method that utilized an iPad™ application called Photovoice that encouraged each of the participants to create ‘Photovoice constructions’ (i.e. a photograph and verbal accompaniment of a significant positive or less positive aspect of their provision). These Photovoice constructions provided visual scaffolding and verbal prompts for follow up in-depth, discursive exploration in both individual interviews and group discussions. The method culminated in an exhibition of the visual and verbal constructions that was viewed by those in positions to enact change. Exhibition attendees were encouraged to view the findings using a visceral Verstehen framework (Glass, 2005) to promote empathetic understanding and promote reform. Framing the research within a Pragmatic Qualitative Research paradigm (Savin-Baden, & Howell Major, 2013) accommodated eclecticism of approach that best engaged and supported the voice of the participants (n=16), while also achieving the aims of the research. Thematic analysis of findings illustrate that there is a myriad of common factors that impact both positively and less positively on the ‘inclusion’ of both individual pupils and the PPASCs as a group. Recommendations are that the ‘inclusion’ of pupils attending PPASCs be constructed by appropriately and regularly engaging the voice of the pupil(s). Constructing ‘inclusion’ requires continuous consideration and exploration in regard to four overarching areas identified in the research relating to: sensory, social, structural and achievement. Also presented are the implications of the research for policy and practice reform to promote and safeguard the ‘inclusion’ of pupils attending PPASCs. Limitations of the study are acknowledged and suggestions for future research are outlined.
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Dulek, Erin. "How I See Things: Older Adults Living with Serious Mental Illness Describe their Experiences Using Photovoice." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1621196503959561.
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Pollock, Susan Patricia. "Literacy barriers to learning and learner experiences." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/30847.
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This research is in two phases. The aim of phase one was to explore the school experiences of learners identified as having literacy barriers to learning. Learners were in Year 8 (age 12-13) at the start of the research and Year 9 (age 13-14) by its conclusion. A case study design and the participatory method of ‘photovoice’ was used to elicit and foreground students’ views and experiences. To date there has been little research in this field using participatory methods. Thematic analysis was used to analyse the data. Findings suggest that the student photographers’ (N=4) were keen to share both their positive and negative experiences of school and in particular the importance they placed on relationships with peers and key staff. The aim of phase two was to use students’ photos, which were developed into individual ‘experience boards’, as a tool to facilitate staff reflections on practice. Three discussion groups (N=7) were held and data were analysed using thematic analysis. Findings were viewed and discussed using the framework of Maslow’s (1943) hierarchy of needs. Staff showed a high level of empathy and a desire to interpret and reflect on the photos. The constructs of feeling safe and secure were significant themes across all discussion groups. Furthermore, the lack of photos explicitly about learning challenged staff beliefs about student experiences and enabled them to acknowledge the importance the student photographers placed on these constructs. The use of photovoice stimulated reflection and is likely to have aided staff to better understand student experiences. There are implications for educational psychology practice in relation to taking a more holistic view of understanding and supporting learners with literacy difficulties and also the use of ‘photovoice’ to elicit and foreground student views and experiences as part of consultation or at a more systemic level.
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KROEGER, STEPHEN D. "THE VOICE OF STUDENTS AT RISK." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1069275029.
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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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Hunt, Michelle. "“I’ve got something to say and I need you to listen” : a photovoice study with women who have experienced family violence." Thesis, Federation University Australia, 2021. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/180543.
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Family violence is recognised as a significant social issue in Australia that is predominantly perpetrated by men against women in intimate partner relationships. Once only of concern to women and feminist activists, family violence is now part of mainstream public policy and community service provision. This research was conducted within an industry, community and university partnership to improve services for women and children who have experienced family violence in the Central Highlands region of Victoria. This research study used photovoice, a feminist participatory research method, to gather the insights and knowledge of some of these women from this region. The participants produced, selected and contextualised photographs to share their vision of “strong families, safe children” as well as providing their insights on what services needed to do to support this vision. Ten women participated in the study and collectively contributed 42 photographs and attended 15 individual interviews and four group workshops over a six-month period. Through their photographs and narratives, the participants detailed their experiences of services, including the systemic abuse of power and coercion that undermined their relationships with their children. The participants described feeling blamed and further victimised when their interactions with services replicated the coercive control that they had experienced in their intimate partner relationships. Systemic racial discrimination and violence further compounded service encounters described by the Aboriginal women who participated in the study. The participants advocated for the transformation of family violence policy and practice from one reliant on patriarchal and colonial knowledge to one grounded in feminist epistemologies and women’s experiential knowledge. Consistent with feminist epistemologies, this research study highlights the importance of relational understandings of family violence, a position that acknowledges the significance of women’s social context and family networks, as well as the interconnectedness of women’s and children’s safety and wellbeing. This research study has implications for the family violence service system grappling with the inclusion of lived experience as being more than voice but encompassing the positioning of women’s experiential knowledge (with all its emotion, complexity and subjectivity) at the heart of policy and practice.Doctor of Philosophy
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Walklet, Elaine. "Capturing health-related quality of life in adults with Charcot-Marie-Tooth disease : a digital photovoice investigation." Thesis, University of the West of England, Bristol, 2018. http://eprints.uwe.ac.uk/35019/.
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Rationale: CMT is a progressive and debilitating neuromuscular condition which has previously been linked with reduced HRQoL. However, little is known about what adults with CMT think about their HRQoL and the various factors that influence it. An in-depth understanding of experience is essential for valid assessment of HRQoL and appropriate intervention. Aim: The aim of this study was to explore how adults living with CMT understand HRQoL and the factors which influence this. Method: A digital photovoice study was conducted. Eleven participants with varying types of CMT completed an online journal over a 2-week period. Participant were asked to photograph anything which they felt influenced their quality of life (positively, negatively, or neutrally) and to write an accompanying reflective narrative. On average, participants posted 8.36 journal entries (including at least one photo and a narrative reflection) during the 2-week study duration. Findings: Thematic analysis of the textual and visual data identified 6 main themes: “The challenge of the every-day”, “Maintaining independence: adaption, adjustment and support”, “Loss of control and future-orientated anxiety”, “CMT Awareness”, “Threats to identity and self-esteem” and “Resilience and positive growth”. Overall, HRQoL emerged as a complex, individual and multi-faceted construct which is influenced by a range of internal and external factors. Conclusions: Whilst the physical aspects of CMT are inherently challenging, threats to HRQoL also arise from the physical and social environment and the psychological impact of living with a progressive, hereditary condition. Despite much adversity, all participants demonstrated substantial resilience and positive growth which helped them to manage the condition and enhanced their HRQoL. A CMT-specific measure of HRQoL and targeted interventions are now urgently required.
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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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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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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.
Full textAbstract:
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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Harley, Dana Michelle. "Perceptions of Hope and Hopelessness Among Low-Income African American Adolescents." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313009132.
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Skupien, Kathryn Stephanie. "Colors and Mapping: The Right to Receive Information." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4845.
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Color is used in everything we see and do and it often can be used for effect and representation, particularly on maps and transportation signage. This study explores the issues that the color blind population exhibits when viewing these maps and signs. Seeing that 8%#37; of the male population is afflicted with some form of color blindness, it is pertinent that research reflect these issues and take into consideration the Right to Receive Information for this population. A qualitative method using Photovoice and interviews was used to determine whether this population considers itself having a disability and what solutions can be found to assist with issues of seeing colors on transportation maps and signage. Results show that although half of the participants feel they have a disability, they do not want to be categorized with other disabilities or have restrictions placed on them. The overall consensus regarding maps was to use less colors and simplify. One solution to the issue of being able to read maps and signage was to instill the ColorADD Symbol System in the U.S. comprehensively. This study provides insight to the issues faced by the color blind population regarding Right to Receive Information for maps and signage, including alternate solutions to providing color blind people with sufficient materials. The significance of this research can be used to provide safer transportation signage for driving and better maps for traveling.
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Amon, Mary Jean. "Evaluating Implicit and Explicit Stereotype Activation in Professional Development Settings for STEM Women." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1382372649.
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Overholt, Larry Keith. "Out of School and Out of Work in Choluteca, Honduras: A Phenomenological Study." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1534610611746536.
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Oosthuyzen, Tanya Nadine. "Identifying 'everyday' challenges faced by former South African street-based prostituted women using photovoice and the risks for re-entry." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12966.
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Includes bibliographical references.Prostitution in South Africa takes place within a unique context as it is set within a culture of violence, poverty and gender discrimination. For those women wanting to exit, this causes a multitude of barriers, with often a resultant entry-exit-re-entry cycle being seen. While much research has been done on their lives while still working and during the actual exiting process, insight into the challenges faced by these women within their unique context and daily lives once they have exited, is lacking. This can provide vital information regarding the possible risk factors present for re-entry, while having vast practical relevance for intervention programs. Eight former street-based prostituted women, currently within an exit cycle and members of a leadership program, were recruited to take part in this study. Using the Photovoice method, participants were asked to take photographs and develop a story of the challenges they faced within their daily lives. These photo stories, in conjunction with focus group discussions, were then analysed using thematic analysis, so as to develop an understanding of the most salient challenges faced by these women, and how they might serve as potential barriers to a sustained and successful exit from prostitution.
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Forsman, Linn, and Wivianne Hellström. "Samverkande hälsoarbete med nyanlända ungdomar i Norrbotten : En kvalitativ studie med syfte att beskriva och förstå erfarenheter av hälsa hos nyanlända ungdomar." Thesis, Luleå tekniska universitet, Institutionen för hälsovetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74836.
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Today there is limited research about the health of newly arrived adolescents. It is important to pay attention to health at an early age, since the foundation for a behaviour often remain in the adult life. The study was a sub project in a major health project in Norrbotten. The purpose of the study was to describe and understand newly arrived adolescents’ experiences of health. The study used the qualitative method photovoice. Seven newly arrived adolescents participated in photovoice which was based on the health promotional sentence "what makes me feel good and makes me learn what is important for me to be able to live a good life". The data was analyzed with qualitative content analysis. The result formed three sub themes; "maintains and creates relationships", "expresses emotions and goals images” and "uses coping strategies for recovery" which then developed into a main theme "togetherness, mood and coping strategies describes newly arrived adolescents’ experiences of health". Overall, the results showed that the newly arrived adolescents had a holistic perspective on experiences of health, which included social, mental and physical well-being.Idag finns det begränsad forskning om nyanlända ungdomars hälsa. Det är viktigt att uppmärksamma hälsa i tidig ålder, då grunden till ett beteende ofta består i det vuxna livet. Studien var ett delprojekt i ett större hälsoprojekt i Norrbotten. Syftet med studien var att beskriva och förstå erfarenheter av hälsa hos nyanlända ungdomar. I studien används den kvalitativa metoden photovoice. Sju nyanlända ungdomar deltog i photovoice som var baserad på den hälsopromotiva meningen “det som får mig att må bra och gör att jag lär mig vad som är viktigt för att jag ska kunna leva ett gott liv”. Data analyserades med kvalitativ innehållsanalys. Resultatet formade tre underteman; “upprätthåller och skapar relationer” “uttrycker känslor och målbilder” och “använder copingstrategier för återhämtning” som sedan utvecklades till ett huvudtema “samhörighet, sinnesstämning och copingstrategier beskriver nyanlända ungdomars erfarenheter av hälsa”. Sammantaget visade resultatet att de nyanlända ungdomarna hade ett holistiskt perspektiv på erfarenheter av hälsa som innefattande socialt, mentalt och fysisk välmående.
Hälsoskolan