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Photovoice is a form of participatory action research, which has been gaining use and momentum since its inception in the mid-1990s. Within the enactment of this methodology, research participants are invited to document aspects of their lives through photography and then provide written or oral accounts of the images they create. Designed to situate participants as experts on their lives and their experiences, photovoice is a powerful and visceral approach to policy change efforts. In this book, the photovoice methodology is conceptualized as being comprised of eight steps: identification, invitation, education, documentation, narration, ideation, presentation, and confirmation. Each of the steps is explained and expanded upon, and insights are drawn from the extant photovoice literature and the author’s personal experience. In addition, attention is given to the history of photography and inquiry, theoretical underpinnings and aims of the methodology, ethical considerations, methods and procedures, approaches to data analysis, and photovoice exhibitions. Finally, the author has attended to some aspects of photovoice that have historically been left unattended, such as: building a conceptual framework for a photovoice study, viewing the photovoice exhibition as a site of inquiry, and thinking through the ways in which ever-evolving photography technologies can and should impact decision-making throughout the photovoice process. While many texts exist that touch on and/or address photovoice, this is the first book solely dedicated to the entirety of the photovoice methodology — from theory to exhibition. Built as a practical guide, readers will find a wealth of information, resources, and advice within this book. Educators, students, and academic researchers will find this an accessible and compassionate text, one that will be a trusted companion while on the photovoice project journey.
In today's digital age, visual representation plays a significant role in shaping our world. This book explores the topic of visual research methods and their relevance to education. It highlights the use of visual media, such as images and videos, to enhance our understanding of complex concepts and phenomena. By integrating visual research into education, we can gain a comprehensive understanding of abstract ideas, leading to better retention and application of knowledge. Additionally, visual research methods provide multiple perspectives on social phenomena, motivating us to initiate social change. The book features contributions from scholars worldwide, who discuss various methodological perspectives and applications of visual research in education. Topics include visual inquiry methodology, techniques for analyzing visual data, and the use of photovoice. Each chapter reviews the literature on a specific visual method, addresses methodological challenges, strengths, and limitations, and explores its contributions to education research. Overall, this book offers valuable insights into the power and potential of visual research methods in education, providing a platform for scholars to share their expertise and promote the use of visual methods in educational research. Contributors are: Hendrik-Zoltan Andermann, Chang Cai, Yanli Cao, Helen Hanna, Qing Huang, Wei Jin, Guanyu Li, Ning Luo, Patrica A. L. Ong, Miao Pei, Hing Kwant To, Kwok Kuen Tsang, Ting Wang, Zeyu Wang, Ziaoyu Wang, E. Jayne White, Rui Xiong, Boris Zizek and Zhaolin Zhou.
Photovoice for Social Justice, the latest volume in SAGE′s Qualitative Research Methods Series, helps readers in the health and social sciences learn the foundations and applications of this exciting qualitative method. Authors Jean M. Breny and Shannon L. McMorrow approach photovoice as not only a community-based participatory research method, but as a method for social justice, centering community participants, organizations, and policy makers at the heart of this research method. Special topics relating to social justice include a focus on ethics and working with marginalized communities, sensitive concerns during data collection, and presenting the work to communities and policymakers, as well as academics. Written for students and researchers new to photovoice, this brief text takes readers from the process of conceptualizing and implementing a photovoice study to analyzing data and finally presenting the results of the study. The book concludes with suggestions for future iterations of photovoice, including web based resources and digital storytelling. The authors take into account the realities of photovoice as a method by providing practical, applied tools including sample consent forms, presentations, recruitment flyers, and photo-taking tips. Using Photovoice for Social Justice, new and experienced researchers can design, implement, and analyze their photovoice projects.
This edited volume focuses on visual and image-based methodologies that can be used to expand how educators approach, design, and innovate research for the purpose of informing and improving teaching and learning. Exploring how data can be utilized, collected, and rendered useful in the education arena is of utmost importance to those oriented towards utilizing research with the aim of improving educational practice. Innovative methodologies are important for preparing future researchers/scholars and teachers in developing and sustaining professional knowledge. To date, while visual methodologies are explored in various volumes related to general areas of social science, few texts exist where visual methodologies are explained or well-understood in the field of education, specifically. This work centers on the functions, cultures, and outcomes of teaching and learning using visual data (i.e., participant-generated drawings, photo-elicitation, film, etc.) and the methods that frame this approach. It is intended for teachers, researchers, and teacher-researchers - in higher education as well as at PK-12 levels – who are ready to engage with innovative, and often compelling, research methods that make data collection across data sources both accessible and equitable. This volume illustrates how various scholars have conceptualized, generated, and executed research utilizing visual data in their own schools, classrooms, and/or districts, and what they learned from these investigations. This edited volume is organized according to four main strands: Conducting research as visual endeavor: Assessing the nature of visual methodology, Conducting research as visual endeavor: Pedagogical innovation, What can visual data in educational research reveal: Student engagement, motivation, selfdetermination, metacognition, and mindfulness, and Conducting research as visual endeavor: Critical perspectives-critical exploration of issues in education and visual data’s engagement with, and impact on, marginalized and/or disenfranchised participants. The chapters within each section, authored by established scholars in their fields of study, focus on some of today's key educational practices and the ways in which visual methodologies can provide innovation in the design of educational research. Each chapter within the volume reflects the importance of using credible, confirmable, reliable, and triangulated interpretations as a foundation for any claims, findings, or assertions related to pedagogical innovation, student mindfulness, and critical pedagogy. In summary, this edited volume is critically engaged, innovative, and contributes to advances in qualitative inquiry, visual research methodologies, and alternative ways of ‘seeing’ and ‘knowing’.
This engaging and practical book offers science teacher educators and K-12 science teachers alike the tools to engage in a dialogic mode of collaborative action research (D-CAR), a collaborative mode of action research focused on teachers’ experiences with students, reflection upon these experiences, and peer learning. Renowned science educator Allan Feldman and co-authors from across numerous settings in K-12 science education present the theory, methodology, case studies, and practical advice to support the use of D-CAR as a means to enhance teachers’ normal practice and address the problems, dilemmas, and dissonances that science teachers must negotiate as they work to meet the needs of an increasingly diverse student population and engage with complex science teaching challenges that disproportionately affect marginalized students. The book will be of use to science teacher educators, pre-service and in-service science teachers, professional development specialists, or any science educator invested in developing creative, reflective, and thoughtful teachers.
This handbook provides an authoritative and cutting-edge overview of current research and trends related to the emerging field of digital technology and social work. This book is divided into six sections: Reframing Social Work in a Digital Society Shaping a Science of Social Work in the Digital Society Digital Social Work in Practice The Ethics of Digital Social Work Digital Social Work and the Digitalization of Welfare Institutions: Opportunities, Challenges and Country Cases Digital Social Work: Future Challenges, Directions and Transformations This book, comprised of 40 specially commissioned chapters, explores the main intersections between social work theory and practice in an increasingly digitized world. Bringing a critical focus to how social work as a profession is adapting exponentially to embrace the benefits of technology, it gives specific consideration to the digitalization of the social work profession, including the ways in which social workers are using different forms of technology to provide effective services and innovative practice responses. With chapters on big data, digital archiving, e-citizenship and inclusion, gerontechnology, children and technology, and data ethics, this book will be of interest to all social work scholars, students and professionals as well as those working in science and technology studies more broadly.
In Activating Youth as Change Agents: Integrating Youth Participatory Action Research in School Counseling, editors Amy L. Cook and Ian P. Levy aim to reshape the way school counselors work with youth by shifting the power dynamic to allow young people to tell their stories and uncover the hidden inequities and power structures that disproportionately harm Black, Indigenous, and People of Color (BIPOC) as well as other marginalized groups. Youth Participatory Action Research (YPAR) is an action-oriented research and group approach that encourages critical examination of experiences and knowledge in ways that seek to promote youth and community development. The authors describe the applications of YPAR as a youth-oriented group process where school counselors collaborate alongside students in developmentally relevant ways to achieve their goals toward personal growth and positive school-community improvement. In section one of the book, YPAR is introduced with a focus on the individual/small group level. In sections two and three, authors provide developmentally relevant descriptions and report on YPAR projects conducted in small and large groups, and illustrate YPAR at the community level. Activating Youth as Change Agents is essential reading for school counseling professionals and trainees who are seeking how to engage in culturally responsive counseling practice that helps build counselors' self-awareness and understanding of bias, and how to collaborate with others to improve systems that are unjust. Additionally, this book provides practitioners and counselors-in-training with group-counseling skills focused on action and how to engage in social justice efforts both locally at their school and in their communities.
Today, the new Indonesian capital city, Nusantara, planning is being anticipated as “representing national identity,” “a model city,” or “a gift to the world,” and many other extraordinary labels. This book examines the reality of an ongoing developmental transformation of the Nusantara beyond those labels. It approaches its assemblage of humans, their works (plans, documents, policies, and others), non-human objects (biodiversity, landscape, geography, physical infrastructure, buildings, and public spaces), processes, social relationships, social infrastructures, and others. It is organized into three themes—mimicry, friction, and resonance. The mimicry illustrates the similarities (and differences) between Nusantara and other capital cities in urban narratives, imageries, and forms. The friction studies how Nusantara moves actors who do not always agree, processes that do not always align or collaboration between diverse contradicting groups that intersect. The resonance observes how Nusantara resonates with, yet communicates its voice toward, the world. The three concepts (originated from geography, anthropology, and sociology) frame the analytics of the various contributions of local and foreign scientists from multiple disciplines. Overall, the book recommends “Otorita Ibu Kota Nusantara” (Nusantara capital city authority) on the current experimentation and implementation of the urban vision and provides a reference for social scientists to study Nusantara. And more broadly, the book offers the current socio-spatial practices of capital city-making in Asia that are valuable for the region.
Through the presentation of visual and textual insights, this book chronicles the experiences of Quechuan bilingual college students, who strive to maintain their ethnolinguistic identity while succeeding in Spanish-centric curricula. The book merges decolonial theory and participatory action research in pursuit of mobilizing Indigenous languages such as Quechua and depicts the ways in which these Andean college students deal with limited opportunities for Quechua-Spanish bilingual practices. It provides an overview of their collective efforts to mobilize Quechua in higher education, efforts which will help all who read it understand the maintenance of the Quechua language beginning at the grassroots level. The author advocates for engaging language researchers in critical collective forces at the core of conditions which promote Quechua in higher education, a collective effort which must reflect decolonial, non-Eurocentric, non-fundamentalist Indigenous concepts in combination with action-oriented cultural wealth for the benefit of minoritized languages and peoples.
In Activating Youth as Change Agents, editors Amy L. Cook and Ian P. Levy describe the applications of Youth Participatory Action Research (YPAR) as a youth-oriented group process where school counselors collaborate alongside students in developmentally relevant ways to achieve their goals toward personal growth and positive school-community improvement. The book provides practitioners and counselors-in-training with group-counseling skills focused on action and how to engage in social justice efforts both locally at their school and in their communities.