The Gaataa’aabing Visual Research Method: A Culturally Safe Anishinaabek Transformation of Photovoice

Abstract

Photovoice is a community-based participatory visual research method often described as accessible to vulnerable or marginalized groups and culturally appropriate for research with Indigenous peoples. Academic researchers report adapting the photovoice method to the sociocultural context of Indigenous participants and communities with whom they are working. However, detailed descriptions on cultural frameworks for transforming photovoice in order for it to better reflect Indigenous methodologies are lacking, and descriptions of outcomes that occur as a result of photovoice are rare. We address the paucity of published methodological details on the participant-directed Indigenization of photovoice. We conducted 13 visual research group sessions with participants from three First Nations communities in Northern Ontario, Canada. Our intent was to privilege the voice of participants in a mindful exploration aimed at cocreating a transformation of the photovoice method, in order to meet participants' cultural values. Gaataa'aabing is the Indigenized, culturally safe visual research method created through this process. Gaataa'aabing represents an Indigenous approach to visual research methods and a renewed commitment to engage Indigenous participants in meaningful and productive ways, from the design of research questions and the Indigenization of research methods, to knowledge translation and relevant policy change. Although Gaataa'aabing was developed in collaboration with Anishinaabek people in Ontario, Canada, its principles will, we hope, resonate with many Indigenous groups due to the method's focus on (1) integration of cultural values of the respective Indigenous community(ies) with whom researchers are collaborating and (2) placing focus on concrete community outcomes as a requirement of the research process.

Utilizing Photovoice to Support Indigenous Accounts of Environmental Change and Injustice

“…One of the main benefits of Photovoice is its ability to be modified to fit the needs of its users (Wang et al 1996). For Indigenous groups, this has allowed for cultural adaptions of Photovoice, including the integration of cultural values and protocols (Bennett et al 2019), while other scholars have "Indigenized" the Photovoice process (Thompson et al 2016;Mark and Boulton 2017). For example, (Mark and Boulton 2017) adapted Photovoice in their investigation of Māori patient's views on rongoā (traditional Māori healing) and primary health care.…”

Using Photovoice as Methodology, Pedagogy and Assessment Tool in Education: Graduate Students’ Experiences and Reflections

“…Photovoice is often described as accessible to vulnerable or marginalized groups and culturally appropriate for research with indigenous peoples (Bennett et al, 2019). Along this popularity is a growing concern regarding rigor in visual method's application, such as its misuse as a "quick-and-easy" replacement for long-term ethnographic engagement in fieldwork contexts (Gubrium & Harper, 2013).…”

“…It is predominantly used in participatory action research, community-based participatory research, and qualitative methodologies, such as ethnography, visual narrative inquiry and case studies (Simmonds, Roux, & Avest, 2015). Photovoice as a participatory visual research method has been used widely in the areas of health, community development, management, social research, and education (Bennett et al, 2019;Komaie, Gilbert, Arroyo, & Goodman, 2018;McIntyre, 2003;Wang, Morrel-Samuels, Hutchison, Bell, & Pestronk, 2004;Wang, Wu, Zhan, & Carovano, 1998;Warren, 2005;Wilson et al, 2007). Despite a growing interest in using photovoice as a pedagogical tool (Chio & Fandit, 2007;Hernandez, Shabazian, & McGrath, 2014;Komaie et al, 2018;Latz, Phelps-Ward, Royer & Peters, 2016), there is a paucity of research on using photovoice as a methodology, pedagogy, and assessment tool in Chinese education contexts.…”

Co-creating Simulated Cultural Communication Scenarios with Indigenous Animators: An Evaluation of Innovative Clinical Cultural Safety Curriculum

“…We hypothesized that in order to develop a more authentic teaching modality to culturally safe care we would need to include actors with Indigenous lived experience and knowledge. The academic team members decided to build on a long standing research relationship with a professional Indigenous theatre group, the Debajehmujig Storytellers 18 - 21 which enabled the respectful co-creation of simulated Indigenous patient cases.…”