19. Ethnography
Research Workshop
Photovoice Reimagined: Principles and Scope of Photovoice Research
Nicole Brown
UCL Institute of Education, United Kingdom
Presenting Author: Brown, Nicole
Photovoice is a particular approach to research that emerged in the 1990s in response to wider developments within qualitative research. Researchers more formally recognised the power they held in the relationship to their participants and began to feel uncomfortable about the researcher-researched hierarchy. As a result, trends moved towards participatory and creative approaches to minimise these hierarchies, to reduce the power differentials between participants and researchers, and to equalise the responsibility amongst the stakeholders within the research (e.g. Wang and Burris, 1994, 1997). In addition, smartphones, tablets, or action cameras have eased availability of and accessibility to relatively cheap and simple means for recording through photography. Where once detailed knowledge of the photographic process may have been required to enable individuals to capture meaningful information and data, editing apps and software further facilitate the development of photography. As a result, research projects employing photographs became more prominent (e.g. Blinn and Harrist, 1991; Schwartz, 1989; Niessen, 1991).
A quick search on Google Scholar for the key terms "photovoice" and "photo elicitation" demonstrates just how significant that change has been. Articles relating to "photo elicitation" nearly octupled between the 1990s and the 2010s, whereas articles relating to "photovoice" multiplied by 120. The popularity of research studies using photography as an approach to gathering data is undisputable. However, the terminologies and conceptualisations are not always entirely clear.
Whilst photovoice and photo elicitation initially were two quite distinct approaches to research in the social sciences, the boundaries are more blurred nowadays. In part, this is due to researchers designing projects to suit their specific target communities and target participants, and so adjusting elements of a research method. In part, this is also due to developments that rendered photovoice and photo elicitation a kind of diary method with communities that would otherwise be difficult to reach. The social distancing rules that were put in place during the COVID19 pandemic exacerbated this trend of using photographs as a form of remote data collection. As the approaches along with the terminology have varied over time, many visual methods or forms of visual inquiry have also been used to describe what others define as "photovoice" or "photo elicitation". To untangle this web, I have reframed photovoice and photo elicitation as Photovoice as a framework and Photovoice as a method (Brown, 2024).
For this interactive workshop I propose to offer an introductory session on how Photovoice may be used as a framework and as a method. I will begin by outlining the main principles of photovoice in its original intention and sketching out how photovoice research has developed since. For the workshop activities, I will have images available that will enable attendees to experiment with aspects of photovoice research from data collection to analysis through to dissemination. Throughout the session, I will highlight ethical, methodological, and practical opportunities and challenges when using photovoice as a framework or as a method.
Methodology, Methods, Research Instruments or Sources UsedThis is a proposal for a methodological workshop on how to use photovoice in research. Unfortunately, many researchers using photographs in ethnographic research misinterpret or mislabel their work. The aim of this interactive workshop to clarify definitions of photovoice research and to learn about the opportunities and challenges, benefits, and drawbacks of photovoice as a framework and photovoice as a method.
The workshop offers conference delegates an opportunity to explore the foundations and theoretical underpinning photovoice as a method and as a framework, and to enable practical experimentation.
We discuss the foundations of photovoice in the context of social justice discourses, why we should be using photovoice as a framework in research, but also how we may introduce photovoice as a method in our existing paradigms. Subsequently, delegates actively experiment with "pick a card" activity (photovoice as a method), the process of analysing photovoice data and creating representations of experiences through the use of images. Visual research methods have been found particularly helpful in yielding rich qualitative data and thus provide a deep insight into research participants' experiences. The tasks in the workshop are explored in view of 4 guiding questions allowing delegates to focus on practical, methodological, and ethical considerations regarding photovoice as a method vs. photovoice as a framework.
In line with the pedagogical principles of social constructivism the course is delivered as a mixture of interactive group tasks, discussions and lectures to enable active and experiential learning.
Conclusions, Expected Outcomes or FindingsBy the end of the workshop, it is expected that delegates feel comfortable with the differences in approaches of photovoice as a method and photovoice as a framework. Additionally, delegates will recognise the strengths, weaknesses, opportunities, and threats of both aspects of photovoice research.
ReferencesBlinn, L., & Harrist, A. W. (1991). Combining native instant photography and photo‐elicitation. Visual Anthropology, 4(2), 175-192.
Brown, N. (2024). Photovoice Reimagined. Policy Press. ISBN: 9781447369387.
Niessen, S. A. (1991). More to it than meets the eye: Photo‐elicitation amongst the Batak of Sumatra. Visual Anthropology, 4(3-4), 415-430.
Schwartz, D. (1989). Visual ethnography: Using photography in qualitative research. Qualitative Sociology, 12(2), 119-154.
Wang, C., & Burris, M. A. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171-186.
Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369-387.
|
