Enhancing Ways of Knowing: The Case for Utilizing Participant-Generated Visual Methods in Higher Education Research

Kortegast, Carrie A.; McCann, Kristin; Branch, Katie; Latz, Amanda O.; Kelly, Bridget Turner; Linder, Chris

doi:10.1353/rhe.2019.0004

Cited by 27 publications

(25 citation statements)

References 47 publications

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“…It is participatory in that participants are seen as active partners in the work, and it is action oriented in that photovoice team members aim to impress upon policy makers with project findings in hopes of initiating positive change. Visual methodologies and methods are slowly gaining traction within the higher education space (Kortegast et al., 2019), and this study is one contribution. In mid‐February of 2018, all faculty ( N = 232, which at the time included 53 full‐time and 179 adjunct faculty) at a Midwestern community college, hereafter referred to as “MCC,” received an email from the institution's chief academic officer inviting them to participate in this study.…”

Section: Methodsmentioning

confidence: 99%

Community college adjunct faculty: Picturing pedagogies of care

Ortiz

Rodesiler

Latz

et al. 2021

New Drctns Community Coll

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Section: Methodsmentioning

confidence: 99%

Community college adjunct faculty: Picturing pedagogies of care

Ortiz

Rodesiler

Latz

et al. 2021

New Drctns Community Coll

Self Cite

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“…Photovoice takes an action research approach and asks participants to take photos and comment upon them, specifically to empower marginalized communities to communicate their needs (see e.g., Mitchell et al, 2016;Wang & Burris, 1999). The proliferation of photo-elicitation type methods points to a well-established belief; photos are a powerful tool for eliciting stories that may have otherwise gone untold from standard interview protocols (Kortegast et al, 2019;Margolis & Zunjarwad, 2018;Mitchell, 2008;Rose, 2016). As Capello and Hollingsworth noted, "photography is offered as a researcher's dialect for discussing complexities that cannot be sufficiently captured in oral or written language" (2008, p. 444).…”

Section: Photo-cued Interviewing As An Emerging Visual Inquiry Methodsmentioning

confidence: 99%

“…Some are used to elicit participant histories (Hurworth, 2004) and some are used to conduct needs assessments (Gerodimos, 2018;Wang & Burris, 1999) or to evaluate programs (Tucker & Dempsey, 1991). Other distinctions might be researcher-driven versus participant-driven or the extent to which the researcher contributes to the conversation during the interview process (Harper, 2002;Kortegast et al, 2019;Rose, 2016).…”

Section: Photo-cued Interviewing As An Emerging Visual Inquiry Methodsmentioning

confidence: 99%

Hotdog as Metaphor: (Co)Developing Stories of Learning through Photo-Cued Interviewing

Johnson

2020

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Photos are a powerful tool for eliciting stories that may otherwise go untold in traditional interview formats. Photo-elicitation type methods vary widely in their ontological, epistemological, and teleological orientations, providing different tools for understanding participants’ experiences and interpretations of those experiences. Photo-cued interviewing (PCI) is an emerging approach that adds to the photo-elicitation method milieu, with a specific strength for understanding varied facets of learning. In this paper, I explore how PCI diverges from existing photo-elicitation type methods and how it can be a useful tool for educational researchers interested in understanding more about student learning, particularly in spaces like study abroad. Purpose/Objective/Research Question/Focus of Study Using a case study approach, this manuscript illuminates how PCI can help elicit and (co)develop stories of learning— specifically, narratives that illustrate the learning that resulted from students’ experiences in study abroad programs. Research Design This study draws from interviews and focus groups with 62 secondary and postsecondary students who participated in a variety of study abroad programs. I perform an inductive qualitative analysis to understand how the PCI method helped to (co)develop stories that illustrated what and how students learned during their study abroad programs. Findings/Results PCI helped to (co)develop stories of learning in a number of ways, including: 1) facilitating students’ initial reflections, 2) revealing impact beyond the experience, 3) merging stories of learning to create new narratives and understandings, 4) adding nuance to preliminary stories, and 5) allowing for more focused storytelling. Conclusions/Recommendations I offer PCI as a photo-elicitation method useful for prompting student reflection and learning, understanding how meaning is made from experiences, and reflexively participating in the interview process as a researcher. I also call for greater use of the PCI method in educational research in order to explicate its uses and boundaries.

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“…These naturalistic observations may be defined as what can be defined as the descriptive curriculum and is what actually transacts in the enacted curriculum as compared to the planned or intended curriculum (Ellis, 2003). Participant-generated data and visual materials such as students' work samples, stills and video documentation was sometimes shared by the teacher participants with the researcher and this form a part of the findings (Kortegast et al, 2019). This was used to share what was part of the process of curriculum decision-making and the outcomes (Pfister, Vindrola-Padros, & Johnson, 2015).…”

Section: Ethnographymentioning

confidence: 99%

Pragmatism and Dialectics in a Mixed Methods Study with Visual Netnography, Interviews, Participant-generated Data and Survey

Ong¹,

McLachlan²,

Kamenarac³

2021

Preprint

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A dialectic pragmatist stance provides ways of meaningful engagement with differences encountered in the context of study, in terms of cultural, ethnic, linguistic and other forms of diversity. The issues and challenges in the delivery of a multi-faceted and multi-dimensional curriculum as well possible solutions and enablers were also reviewed. The consolidated findings from the study reveal that teachers often use a hybrid pedagogical approach, blending both local and international practices and values in the delivery of the enacted curriculum. The potential and possibilities of culturally responsive, place-conscious pedagogical practices, rethinking the roles of teacher and learner, as well as the need for collaborative partnerships and relationships within communities of practice so as to enable the delivery of a future-oriented curriculum that address issues of equity, sustainability and social justice is reviewed and affirmed. The pragmatist research paradigm engages everyday realities and allow practical methods to elucidate issues from multiple viewpoints and contexts. A dialectical stance comprising of a constructive- interpretivist worldview facilitated the analysis of findings across the data sets.

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Enhancing Ways of Knowing: The Case for Utilizing Participant-Generated Visual Methods in Higher Education Research

Cited by 27 publications

References 47 publications

Community college adjunct faculty: Picturing pedagogies of care

Community college adjunct faculty: Picturing pedagogies of care

Hotdog as Metaphor: (Co)Developing Stories of Learning through Photo-Cued Interviewing

Pragmatism and Dialectics in a Mixed Methods Study with Visual Netnography, Interviews, Participant-generated Data and Survey

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