From Community to Individual. Re-Thinking Photovoice Methodology for Education Research

Abstract

There are scholar opinions warning that both quantitative and qualitative methodologies share strengths and weaknesses when applied to academic learning research (Richardson, 2000;2013). The present article aims to shed light on the use of visual methodologies to investigate learning in academic contexts. An argument is made that education and learning research can benefit from the integration of visual data. This positional article grounds on two pillars. The first is to support and emphasize the value of photovoice methodology in the field of education and learning research, specifically. The second is to provide a framework to conduct a photovoice project. Drawing upon a research study conducted by the author, the article unfolds the main phases in applying photovoice to research learning patterns in higher education. Thus, the paper discusses the essential features of photovoice in the context of learning research, presents the main stages in applying the methodology: recruiting the participants, organizing the initial group meetings, data collection and analysis. Benefits of applying photovoice in educational contexts are pointed out.

A systematic review of photovoice as participatory action research strategies

“…Meanwhile, the average instrument used SHOWed documentation and interview techniques. Through photovoice, the average research results obtained were close to the truth of the hypothesis, which was by the purpose of photovoice to improve understanding, and the level of one's critical thinking of images [9,13,42,44,46,47,49].…”

Post-Non-Classical Pedagogical Research Strategies

“…The attention of the scientific community is focused on different aspects of pedagogical (educational) research. Various articles are devoted to describing and analyzing specific research strategies and types of methodology: pragmatic research methodology (Clarke & Visser, 2019), photovoice methodology (Manasia, 2016), methodological triangulation (Sánchez-Gómez, Iglesias-Rodriguez, & Martin-Garcia, 2016), etc. More and more scientists advocate the interdisciplinary research methodology (Clark et al, 2017;Knewstubb & Howard, 2017).…”

The Collapse of the Morandi Bridge in Genoa on 14 August 2018: A Collective Traumatic Event and Its Emotional Impact Linked to the Place and Loss of a Symbol

“…The photovoice technique was developed in the early 1990s by Caroline Wang et al [16]. Since its inception, photovoice has gained popularity and has been applied to different disciplines, such as psychology [17][18][19][20], education [21][22][23][24], and nursing [25,26], and to study particular issues such as those related to parenting, refugees, intercultural relations, and other marginalized groups [27][28][29].…”

“…According to Manasia [23], through photos, participants expose both objective (e.g., facts and events) and subjective (e.g., emotions and feelings) aspects of their lives. Moreover, depending on the different perspectives, because of the life experiences of each individual, the observer of the photo can give a different interpretation with respect to the intentions of the photographer.…”

“…As stated by Simmonds et al [28], photovoice involves more than taking pictures and talking about them; it stimulates reflection through thoughts on the issue, the decision to take a specific picture, and the following debate on the picture in the group dimension. Therefore, as underlined by Manasia [23], photovoice is a relational methodology, like many qualitative techniques, and its value is related to the development of the relationship among participants and researchers inside the PAR. In fact, photovoice requires that participants take on multiple roles; they are individuals who share their photos that represent their ideas and their feelings about their experiences in the community.…”