Despite a contemporary socio-culture revolving around cultural consumption of imagery, metaphors, representations and "gaze", photo-elicitation is a rarely used method for social scientists and planners to acquire knowledge. In this paper, we discuss participant-driven photo-elicitation, a process in which participant photos are paired with in-depth interviews. Based upon a review of the literature on photo-elicitation and our own transnational fieldwork experiences with it, we argue that this method has four primary advantages: photos can provide tangible stimuli for more effectively tapping into informants' tacit, and often unconscious, consumption of representations, images and metaphors; produces different and richer information than other techniques; and may also help to reduce differences in power, class and knowledge between researcher and researched. Finally, we argue that this method has unique potential to empower participants' involvement in activities related to local planning for sustainable community development and natural resource management efforts.Keywords: photo-elicitation; public participation; sustainability; community IntroductionNo matter how familiar the object or situation may be, a photograph is a restatement of reality; it presents life around us in new, objective, and arresting dimensions, and can stimulate the informant to discuss the world about him as if observing it for the first time. (Collier 1957, p. 859) In an era in which consumption of imagery, "gaze" and metaphors are central to individuals' construction and comprehension of themselves (Urry 1990), of nature (Sack 1997, Macnaghten and Urry 1998), of rurality (Urry 1990, Crouch 2006, and of social life (Rose 2001), it is paradoxical that photo-elicitation is so seldom used. If people understand their world more and more through images, using graphical representations as stimuli for reflection would seem to be a logical development in social science research and participatory planning.Our particular focus is on better understanding the interplay between people and their natural and built environments, which is central to many issues facing communities impacted by tourism, resorts, summer communities, recreation and retirement migrants. Amenity-led development relies on natural beauty and resources to produce what it sells, but the production of amenities may threaten those same resources (Urry 1995, Goe et al. . Simultaneity also characterises social life; migrants often choose to live in amenity communities to enjoy the quality of life, which can lead to population growth and economic diversification (Krannich and Petrzelka 2003). Increased seasonality and extra-local investment, however, may reduce the year-round availability of goods and services and undermine local influence over the shape of the community (Luloff and Bridger 2003).In this context, research methods must capture the visual, so that perceptions of amenities, of changes, of people and their various and conflicting roles can be explored. Power is central ...

Based on participant-driven photo elicitation and in-depth key informant interviews conducted in an American and Norwegian rural amenity area, this article argues that newcomers, seasonal home owners and other stakeholders in rural amenity areas may fail to appreciate, or choose to ignore, the social relations tied to their property or the consequences that their seemingly innocuous decisions can have for local communities. Viewscape fetishism can cause the "magic" of commodified natural amenities to obscure more complex, holistic understandings of the land in favor of a simplified view based on individualized use or exchange value, both of which are highly influence by the sign value inherent in property situated with access to scenic viewscapes. This phenomenon can create barriers to social interaction and community building, and lead to environmental degradation in places that are rich in natural amenities and vulnerable to change.

This chapter identifies pedagogical strategies promoting equity for all students. Historical roots of Inclusive Excellence (IE), theories surrounding IE, and ways to affirm student identity are described, as well as factors that may interfere with the adoption of inclusive pedagogy.

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This study explored the experiences of gateway course instructors during the implementation of pedagogical changes aimed at improving the success of diverse students. A detailed case study was built through analysis of peer observations, focus groups, oral and written reflections, student grades, in-depth interviews, and pre and post student surveys. Results showed that instructors faced three major challenges in implementing pedagogical changes: pragmatic challenges, student-centered challenges, and challenges to instructor self-concept. Embracing a learning paradigm and participating in a learning community helped instructors to manage these challenges and create more inclusive learning environments for students.