‘Is that okay, teacher?’ The camera as a tool to challenge power relations in a participatory action research classroom

Abstract

Conducting a participatory action research (PAR) in schools is challenged by traditional asymmetrical power relations between adult teacher-researcher and young student-participants inherent in the school setting. In this article, we present PowerView, a new method that may reduce power hierarchy in the research classroom. Based on postcolonial theory, feminist theories, and critical visual studies, we implemented the idea of ‘reversal-of-the-gaze’ by asking the student-participants in our PAR program to turn their cameras at the instructor-researcher and capture images that represent their point of view of him. Enabling the students’ to gaze back at the instructor-researcher/serial observer with their cameras disrupted the hierarchical power paradigm in the research classroom and created a more equal space. The article will introduce the methodological stages of PowerView and present findings that demonstrate the potential of the method to change power relations between the researcher and students and challenge the power structure at the research classroom.

The AltaVoces project: A digital narrative approach to anti-oppressive social work research with Latino youth

“…Despite these risks, digital narrative methods may hold value for qualitative researchers who are committed to empowering marginalized populations because they have the potential to transform the traditionally extractive relationship between researcher(s) and participant(s) by allowing participants to play a more active role in the research process (Quinton and Reynolds, 2017). Through the use of digital tools designed for everyday use by “non-experts,” digital narrative methods have been endorsed as a means of using collaborative creation processes to challenge typical hierarchies in social research with marginalized groups (De Jager et al, 2017; Hemy and Meshulam, 2020; Lindvig, 2017). Indeed, when researchers and participants come together as collaborators, they enter into shared arrangements of power that may help overcome social inequalities within the knowledge creation process (Chataway, 2010; Hemy and Meshulam, 2020; Lindvig, 2017; Warne et al, 2013).…”

“…Through the use of digital tools designed for everyday use by “non-experts,” digital narrative methods have been endorsed as a means of using collaborative creation processes to challenge typical hierarchies in social research with marginalized groups (De Jager et al, 2017; Hemy and Meshulam, 2020; Lindvig, 2017). Indeed, when researchers and participants come together as collaborators, they enter into shared arrangements of power that may help overcome social inequalities within the knowledge creation process (Chataway, 2010; Hemy and Meshulam, 2020; Lindvig, 2017; Warne et al, 2013). For these reasons, digital narrative methods seem to be well-aligned with the anti-oppressive, social justice values, and principles of social work.…”

Shifts in Power Relations across Group Work Activities for Gas Laws

“…9 Several studies examine and illustrate the pervasive power relations between teachers and students, and their impact on classroom environments. 11,12 When a teacher acts as a facilitator rather than authoritatively, the learning environment becomes more communicative. 6,13,14 As such, an instructor can impact classroom outcomes beyond active-learning strategies.…”

“…21,22 Power Relations When it comes to power relations research in science classrooms, studies often examine the student−teacher power relations. 11,12 However, power identities in science classrooms are enforced not only by teachers but also by students. 23 Conventional science classrooms can fail to foster students' curiosity and intrinsic motivation to learn, as students are lacking an ideal power identity.…”

“…Power relations exist in all classrooms, and a classroom without power should be considered an abstraction. , Understanding power relations is critical given their impact on the fidelity and outcomes for new instructional approaches . Several studies examine and illustrate the pervasive power relations between teachers and students, and their impact on classroom environments. , When a teacher acts as a facilitator rather than authoritatively, the learning environment becomes more communicative. ,, As such, an instructor can impact classroom outcomes beyond active-learning strategies.…”