Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education

Shaw, Patricia

doi:10.1080/1743727x.2020.1755248

Cited by 48 publications

(25 citation statements)

References 56 publications

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“…Photo-elicitation is defined in these studies as using photos taken in school by the student participants to facilitate a discussion via semi-structured interview. This visual method was chosen as it is useful for engaging children, exploring their tacit knowledge, and prompting additional reflection to provide richer details (Shaw, 2020).…”

Section: Photo-elicitation (Student Participants)mentioning

confidence: 99%

What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff

Hummerstone

Parsons

2020

European Journal of Special Needs Education

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Involving students on the autism spectrum in decision-making about their education is good practice for inclusion and mandated by the Special Educational Needs and Disability Code of Practice in England. This article reports on two linked studies investigating the perspectives of 12 secondary mainstream students on the autism spectrum aged 11-15 years, and their teachers (n=10), about teaching and support. Students and teachers agreed that staff members were more likely to focus on the needs of the class rather than the needs of the individual student, which could be very difficult to navigate successfully. In addition, students emphasised the importance of feeling understood and supported in school. However, differences in sensory perceptions and communication meant that students sometimes felt misunderstood by staff, leading to feelings of hurt and frustration. This suggests it is important to understand the needs of individual students on the autism spectrum, and adapt teaching and pastoral strategies accordingly, in order to promote an appropriately inclusive educational environment.

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Section: Photo-elicitation (Student Participants)mentioning

confidence: 99%

What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff

Hummerstone

Parsons

2020

European Journal of Special Needs Education

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“…As such, it is a method which ‘asks participants to take photographs of things they associate with and/or practice as part of the community to which they belong, and thus give “voice” to their collective experiences’ (Waight 2020 : 180). Photovoice differs from photo elicitation in its engagement between participants and researchers throughout the process, and its invitation to participants to actively share their own photographs, as opposed to the definition of photo-elicitation as ‘the insertion of a photograph by the researcher’ (Shaw 2021 : 337). In terms of our own research context, we considered the scope of our study to be the diverse, international, community of teachers working in higher education (a community to which each of the authors also belong).…”

Section: Engaging Photovoicesmentioning

confidence: 99%

Spaces and Places for Connection in the Postdigital University

et al. 2022

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This study focuses on the spaces and places for learning and teaching connections in higher education. Using a photovoice research method, we ask: what role do spaces and places play in offering opportunities for learning and teaching connection, and what do they tell us about the evolving practices of teachers in contemporary higher education? Whilst considerable attention has been paid to the learning spaces of students, we argue that less attention has been devoted to the spaces in which educators learn. Our findings are considered against a backdrop of the ongoing disruption of the Covid-19 pandemic, meaning that opportunities for interaction have assumed even greater significance, and the ways in which we use and understand teaching spaces are in flux. As such, our data highlights how the move to digital and hybrid learning is blurring the boundaries of spaces and places, reorienting what it means to teach and to learn in a postdigital higher education landscape. We engage sociomaterial and spatial concepts to examine how spaces entangle with university teachers’ experiences, and we explore the shifting nature of interaction and space in post-pandemic times.

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“…They have the potential to make educational dialogues and discussions visible in ways that conventional social-scientific approaches cannot unearth (O’Donoghue, 2019). This method enables researchers to define the situations they see and represent them to others, positioning participants both as participants and co-researchers (Shaw, 2020). Roberts (2012) defines research on photographs as empirical hauntings staying someplace between the material and immaterial, the real and the virtual.…”

Section: Photography As a Visual Approachmentioning

confidence: 99%

Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic

Tran

2021

International Journal of Qualitative Methods

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This study proposes a new research design, combining duoethnography and photography into a trioethnography that opens an artful lens through which educational changes, emerging and unfixed problems, and unexplored/unseen values and hopes were examined. Central to this trioethnography was voices of three Vietnamese doctoral students with transnational experiences in Canada and Australia, around three educational topics: researcher positionality, education inequity, and mindfulness in relation to the global crisis within and beyond higher education contexts. Living transnationally in these insecure and rocky times of a pandemic gives us a unique opportunity to contemplate the global educational shifts, moves, and changes in and after the crisis. We formed our discussions in the three circles of the Indigenous approach, in which we shared cultural artifacts, such as photographs, and used them as the catalysts for personal and interactive reflections. Taking up the spirit of duoethnography, we have seen that findings might be emerging from our dialogues and discussions; we gathered three different voices of contemplative educators to juxtapose our diverse perspectives and experiences of how education is changing, evolving, and shifting significantly amidst the COVID-19. In this process, we have shown efforts in progressing the traditional methodological practices of duoethnography through our trioethnographic conversations. Within the back-and-forth conversations, we have seen multiple facets of our narrative experiences through photographs, including personal sophisticated emotions, struggles, hopes, and losses.

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Photo-elicitation and photo-voice: using visual methodological tools to engage with younger children’s voices about inclusion in education

Cited by 48 publications

References 56 publications

What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff

What makes a good teacher? Comparing the perspectives of students on the autism spectrum and staff

Spaces and Places for Connection in the Postdigital University

Combining Photography and Duoethnography for Creating a Trioethnography Approach to Reflect Upon Educational Issues Amidst the COVID-19 Global Pandemic

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