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Visual methods and the visual culture of schools
Abstract
This article examines visual methods for understanding the visual culture of schools. It adopts an institutional culture perspective to equate the visual culture of schools with the ‘hidden curriculum’ of schooling. A range of visual sub‐cultures is touched upon including architecture, non‐teaching space and postures of teaching and learning. The possibility of conceiving the visual culture of schools as a holistic entity raises the problematic of devising broader more encompassing visual‐centric methodologies combining mixed methods and cross‐disciplinary approaches.
... Visual methods have also been used to examine the visual cultures of schools (Prosser, 2007). Like figured worlds, "the visual culture of a school is a combination of generic and unique elements. ...
... Such depictions can offer insight into how students understand and participate in figured worlds. Representations can be examined through frameworks such as visual grammar (Kress & van Leeuwen, 2021) to identify social relationships, hierarchies, what happens in spaces, who participates, and how (Prosser, 2007). Representations can also be valuable in enabling participants to convey and communicate their ideas and perspectives that could be otherwise challenging in written or oral modalities (Weber & Mitchell, 1996), especially for people with disabilities that impact communication through such modalities (e.g., dyslexia; Titchkosky, 2003;Prosser, 2007). ...
... Representations can be examined through frameworks such as visual grammar (Kress & van Leeuwen, 2021) to identify social relationships, hierarchies, what happens in spaces, who participates, and how (Prosser, 2007). Representations can also be valuable in enabling participants to convey and communicate their ideas and perspectives that could be otherwise challenging in written or oral modalities (Weber & Mitchell, 1996), especially for people with disabilities that impact communication through such modalities (e.g., dyslexia; Titchkosky, 2003;Prosser, 2007). ...
... Education, as an institution, represents an example of this contention in large part because of the ubiquity of the visual within schools. The practices of making certain subjects and forms of learning visible or invisible, the production and circulation of aesthetic artifacts, and the privileging of seeing as a means towards understanding all combine to create our modern conception of the school (Prosser, 2007). This process filters into all aspects of schooling as an institution. ...
... Beyond working with individual images, however, a sociocultural understanding of visuality emphasizes the role that images play in the production of curricula and schools as legible institutions (Prosser, 2007;Sanz et al., 2019). Aestheticization also produces certain ways of knowing as inherent, thus constructing a distribution of the sensible that extends beyond single images (Woods, 2022). ...
As visual cultures scholars have argued, visual expression and aesthetic artifacts largely comprise the modern world. This includes the production of the school as an institution. A critical approach to education therefore must reinscribe students with the ability to see what educational processes attempt to hide and to construct an understanding of the real for themselves. To illustrate this argument , we explore the production of visuality within data science education as one example of how the visual manifests within schools. In response, we propose a visual literacy informed approach to engaging students with data, one that expands beyond contemporary forms of critical data literacy by involving an ontological critique of educational aestheticization. To ground this work, we examine the role of visuality and aesthetics within the implementation of co-designed arts-infused data science projects in four US middle schools. In analyzing interviews with teachers and students, we uncover a series of tensions that reveal the ongoing influence of school visualities alongside the potential for student generated images to amplify their right to look. We therefore argue that critical pedagogies must not only involve reading and critiquing aesthetic artifacts but also engage students in a critique of visuality itself.
... There is a need to integrate visual learning in education, highlighting the present insuffcient visual literacy of both teachers and students (Perales, 2006;Unsworth, 2006;Painter et al., 2013). Visual imagery is particularly relevant in science teaching and learning since visual displays transform objects of study and data that were invisible into a visible image of the results, which in a school context will allow future scientists to explain databanks and portray complex data (Prosser, 2007). Also, the way children build concepts and relationships is different from the way teachers present them and differs depending on context and previous knowledge (Prosser, 2007). ...
... Visual imagery is particularly relevant in science teaching and learning since visual displays transform objects of study and data that were invisible into a visible image of the results, which in a school context will allow future scientists to explain databanks and portray complex data (Prosser, 2007). Also, the way children build concepts and relationships is different from the way teachers present them and differs depending on context and previous knowledge (Prosser, 2007). Therefore, visual imagery is fundamental as a pedagogical resource in the learning process. ...
... Na história da educação, o visual tem provocado análises e interpretações da materialidade escolar (LAWN & GROSVENOR, 2005), da (auto-)representação do professor e do estudante (Nóvoa, 2000) e da identidade dos espaços educacionais pela exploração de métodos visuais que permitem compreender de outras formas a cultura visual escolar (PROSSER, 2007). Percebe-se que "a instituição escolar, pela disposição e arrumação dos espaços, tem como finalidade estabelecer uma ordem social e criar um certo tipo de relação entre os alunos e entre os alunos, os professores e os administradores" (POSTIC, 1984, p. 42) e que estas relações podem ser acedidas não apenas a partir de documentos tradicionais que têm por base a palavra, mas também a partir de campos menos explorados como a imagem, documentários, trabalhos escolares ou pela própria análise dos edifícios arquitectónicos e, dentro deles, de elementos mais inusitados. ...
... Ao longo da acção tenta-se assegurar um ativismo narrativista educacional (PARDIÑAS, 2011;& PROSSER, 2007), proporcionando aos jovens estudantes a utilização de processos diversificados de abordagem ao objecto de estudo: os espaços escolares. Estes processos foram por nós designados de mecanismos de activação das relações sensitivas e contemplam a utilização das análises de fotografias, de desenhos, poemas, vídeos, gravações sonoras, etc. -que possibilitam aos estudantes a produção de um conjunto alargado de dados multimodais (KRESS, 2010) e que, constituem e conduzem os seus discursos. ...
O estudo é uma análise exploratória dos discursos produzidos por um grupo de jovens que participaram numa fase de uma investigação sobre os sentidos dos espaços escolares. A primeira parte da actividade relaciona-se com a recolha de elementos que revelam o modo como os alunos são sensibilizados pelas características afectivas e sensitivas dos espaços escolares, isto é, a forma como são sensibilizados pelas suas características imateriais. Para tal, o grupo procura, com ajuda de mecanismos de activação apropriados, construir experiências (afectivas e sensitivas) na relação directa com as cores, formas, volumes, texturas e sons desses espaços. Simultaneamente o grupo expõe, num debate conjunto, as ideias, críticas, opiniões, sugestões pessoais que vão surgindo sobre a realidade estudada no sentido de ir construindo e reconstruindo as suas narrativas a partir das experiências vividas. É nossa pretensão explorar o sentido e potencial do que designamos atrás como “imaterialidades dos espaços” ou ainda as “imaterialidades arquitectónicas da escola” a partir da construção e desconstrução desses debates. De seguida o grupo de estudantes reproduz, numa maqueta, a escola como uma nova realidade, uma realidade recriada a partir dos seus estudos e considerações, procurando reproduzir, na arquitectónica dessa maqueta, esta ideia: a Escola tal como nós a desejaríamos (The School I´d Like!).2 Pretende-se assim saber se as experiências vividas pelos estudantes, no seu conjunto, correspondem a um novo posicionamento sobre a arquitectura da escola na sua estrutura física e se a partir desse posicionamento adquirem uma nova perspectiva sobre toda a vida da escola. O trabalho tem pois, como principal objectivo, apresentar uma perspectiva crítica dos alunos sobre o espaço escolar e sobre a participação dos alunos na arquitectura dos ambientes da escola.
... These tracings become forms of knowledge mobilization that have their own evocative status during the collective drawing but also afterwards, wherever they are exhibited. Advocating for the collaborative approach of tracing, our work has implications for literature on visual methods in social science and the status of photographic representations (Harper, 2002;Pink, 2003;Prosser, 2007;Schwartz, 1989). We believe the implications of this argument and technique are important especially for social science as a means of challenging the realist approach to incorporating photographs in sociological and criminological research. ...
... ' As a novel technique in visual methods, we conceive of tracing as a way of comprehending these slow disasters in ways that simple visual representations sometimes prevent or disallow. With this focus on the counter-visual and tracing, we contribute to discussions of visual methods in social science and the status of photographic representations (Pink, 2003;Prosser, 2007;Margolis, 1998;Schwartz, 1989). Beyond our claims about Uranium City, we suggest that such trans-disciplinary, multi-method work straddling arts and the social sciences is not only possible but necessary to draw out the many layers of meaning generated by the practices we investigate. ...
This article examines a novel approach to visual methods that artist Ben Davis has developed based on sociologist Kevin Walby’s research into decommissioned industrial sites, which is referred to here as tracing. Disrupting the over-reliance on photographic representation in visual methods in the social sciences, the authors integrate audio recordings of interviews, as well as photos, maps, and building plans for pop-up mining communities into visual art works to provide a counter-visual analysis of the landscapes depicted in Kevin Walby’s photographs of Uranium City. After reviewing literature on environmental degradation and on visual methods, the article elaborates on Ben Davis’s practice of tracing as a technique representing the feeling of decomposition and decay generated by the harms of industrial resource extraction. The authors argue that the technique of tracing excavates layered histories of place, providing a way of creating new interpretations of social and environmental issues. They then discuss how this counter-visual analysis and approach to tracing enables a trans-disciplinary and dialogical space for engagement with academics, artists, and activists to explore issues centered on land, contamination, and justice.
... As possibilidades são múltiplas e incluem a utilização de construtos diversos orientados por perspectivas, tais como as metodologias visuais, nas quais as imagens contribuem para os processos investigativos em diferentes momentos, seja na coleta dos dados, na análise deles, ou em ambos (PROSSER, 2007). ...
Este é o quarto volume de uma coletânea produzida por um grupo de professores e alunos do Programa de PósGraduação em Ensino de Ciências e Matemática (PPGECIM) da Universidade Luterana do Brasil (ULBRA).
A obra, intitulada Ensino e Aprendizagem em Ciências e Matemática: referenciais, práticas e perspectivas, apresenta
resultados das investigações, discussões e reflexões à luz dos referenciais teóricos adotados nos trabalhos de pesquisa que têm
sido desenvolvidos, aos quais se procura dar destaque. Está organizada em nove capítulos articulados, considerando as linhas
de pesquisa do Programa: Ensino e Aprendizagem em Ensino de Ciências e Matemática, Tecnologias no Ensino de Ciências e
Matemática, Inclusão e Formação de Professores, sendo que, o último capítulo, destaca aspectos metodológicos de processos
de investigação.
O primeiro capítulo trata das competências profissionais de um professor de Matemática, com foco na competência de
Observar com Sentido, considerando-a fundamental para o exercício da profissão de professor. Salienta a importância da escolha
de tarefas matemáticas para um planejamento didático de qualidade e como meio para o desenvolvimento da competência de
Observar com Sentido, apresentando o exemplo de uma investigação com a temática Equações nos anos finais do Ensino
Fundamental.
As contribuições dos constructos da Etnomatemática e da Teoria Socioepistemológica da Matemática Educativa-TSME,
as quais colocam em evidência o papel da Matemática e do seu ensino, na busca e consolidação de uma educação que valorize
as manifestações sociais, culturais e produtivas de diferentes grupos de indivíduos são apresentadas no segundo capítulo, a
partir da investigação produzida junto a uma comunidade indígena do Estado de Roraima.
No capítulo três, é proposta uma reflexão sobre a importância da Educação Financeira, no currículo escolar, na perspectiva
da Educação Matemática Crítica, partindo do entendimento que o currículo de Matemática deve abordar temáticas relevantes
para a vida em sociedade, a formação do estudante e o desenvolvimento dos objetos do conhecimento. Destaca três pesquisas
de Mestrado, as quais têm a Educação Matemática Crítica como pressuposto teórico.
O capítulo quatro apresenta e discute os pressupostos teóricos relacionados com a metacognição, autorregulação e
corregulação, bem como, suas implicações para o ensino de Ciências. A discussão aborda os principais aspectos conceituais da
metacognição e autorregulação, o processo de corregulação colaborativa, revisão de estudos empíricos sobre a temática e
apontamentos a respeito da metacognição e autorregulação no ensino de Ciências.
A Cultura Digital e a Aprendizagem Criativa, no contexto do Ensino de Ciências, são caracterizadas no capítulo cinco,
considerando que a inclusão de Tecnologias Digitais no ensino é uma possibilidade de transformar, qualitativamente, o processo
educacional, tornando essas tecnologias potenciais para diminuir as desigualdades sociais. O foco da discussão é fomentar
propostas educacionais para a formação da cidadania para a era digital.
O capítulo seis aborda o que pode representar um desafio para os docentes no contexto de sala de aula, trazendo um
olhar voltado não apenas à discussão das mudanças pelas quais a sociedade passa e como as novas tecnologias são
incorporadas, mas, também, pontuando questões voltadas a conflitos de geração que tecem, certamente, novos caminhos que
forneçam reflexões para a Formação de Professores para o século XXI.
Uma reflexão sobre a formação do professor de Matemática para a Educação Básica, no cenário nacional, é o tema
abordado no capítulo sete. Nele, são destacadas as implicações do percurso profissional (ciclo de vida profissional) no
desenvolvimento docente e na construção de uma identidade profissional pautada em saberes que oportunizem a consolidação
da autonomia necessária para enfrentar as exigências da profissão.
O capítulo oito destaca a importância da adaptação curricular, no ensino de Ciências e Matemática, como estratégia para
que os estudantes de inclusão tenham acesso aos conteúdos referentes ao ano escolar que frequentam, visando à sua
compreensão, mas respeitando suas peculiaridades. São discutidos aspectos teóricos que envolvem a questão, sendo
apresentados exemplos de adaptações curriculares já realizadas.
Por fim, o último capítulo aborda o desenvolvimento de pesquisas com a utilização de imagens, escores e suas diferentes
possibilidades, na metodologia denominada de S.I.M., Magnitude de Imagens por Escores (Magnitude of Images by Scores),
dentro da perspectiva da Pesquisa com Métodos Mistos. O texto trata da construção da metodologia a partir do contínuo repensar
de sua utilização, harmonizando percepções, concepções e mensurações com base em investigações produzidas no âmbito do
PPGECIM.
Carmen Teresa Kaiber
Claudia Lisete Oliveira Groenwald
Organizadoras
... It incorporated the perspectives of various agents who use and produce signs in the schoolscape to tell and explore the story beyond the signs (Blommaert, 2013: 44). Core to the approach was the combination of linguistic ethnography with visual methods (Prosser, 2007). ...
... Using photography within participatory research has been recommended in order to amplify children's voices and address the imbalance of power between researchers and youth (Wickenden & Kembhavi-Tam, 2014). In a school context, the method has been shown to highlight hidden cultures, which help to understand everyday school life (Prosser, 2007). YPAR is a hugely diverse field, and while other research has found photovoice to be the most common participatory visual arts method, other participatory art methods such as photography, video, and theater, have also been used to tackle health inequities (Ozer et al., 2020;Pain, 2012;Trask et al., 2024). ...
Aim : The aim of this study was to evaluate the use of photovoice in health education programs designed for young people. Methodology : Nine electronic databases were systematically searched and screened using specific predetermined criteria. Data, such as intervention characteristics, methodology, and analysis, were extracted and narratively analyzed. Results : A total of 96 studies were included. Photovoice was used in a wide variety of health programs such as obesity prevention and physical activity promotion. Thematic analysis was generally used to analyze the use of photovoice; other measures of effectiveness and impact were rare. Conclusion : Visual methods such as photovoice are emerging as a valuable tool to use when delivering health education programs to young people. It is critical that photovoice is chosen and adapted to suit participant needs in order to optimize engagement within the project.
... Visual researchers have extensively argued that classrooms embody a 'hidden yet visible curriculum' whose ideological underpinnings are hard to identify given the fact that visual artifacts tend to pass from generation to generation as neutral devices, without further justifications concerning their themes, styles and characters. In particular, it is worrying to confirm that classrooms visual environments are closer to teachers' memories of their own childhoods, than to state-of-the-art visual culture in education(Prosser 2007). ...
This paper explores sensory perception in classrooms, and the relationship between classrooms and nature in the context of the COVID-19 pandemic. First, it argues that this crisis provides a unique opportunity to rethink how we perceive classrooms and their connection with nature. Second, the paper describes what students and teachers usually see, hear, touch, smell, and taste in classrooms, and identifies unusual or overlooked sensory phenomena that COVID-19 has brought to our attention. Third, the paper discusses three types of classrooms (traditional, innovative learning environment, open-air) and how they model our perception and conceptualization of nature. The paper concludes by emphasizing the relevance of everyday aesthetics in education, what stands as an opportunity to sensorially enrich pedagogy, and to approach classrooms as proper dwellings for both humans and other-than-human beings.
... Located within community-based participatory research, PVM involves the use of digital and arts-based methods (e.g. cellphilm-making, collages, drawings, digital storytelling and photovoice) (Prosser 2007). PVM values collaboration, based on the premise that the appropriate way to inquire about a phenomenon is to do it with people involved and affected by it (Asaba and Suarez-Balcazar 2018;Mitchell and Moletsane 2018;Mitchell and Sommer 2016;Mitchell, De Lange, and Moletsane 2017;Patton 2015), and adopts a research-associal-change approach (Schratz and Walker 2005). ...
This paper reports on a qualitative study that employed participatory visual methods to understand how adolescents access contraception in a rural community of northern KwaZulu-Natal. We focus on a cellphilm, a short film recorded with a cellphone, produced by a group of adolescent girls to share their perspectives regarding the challenges they encounter when seeking reproductive health services at primary health care facilities. Harsh health care worker attitudes, substandard communication and the lack of confidentiality were significant barriers to adolescents accessing youth-friendly sexual and reproductive health services in this community. Entrenched socio-cultural beliefs on adolescent female sexuality underpinned judgement and victimisation of girls seeking contraception and antenatal care services. In efforts to contest health care providers' moralistic attitudes and illuminate the consequences thereof, adolescent girls exercise their agency by creating a cellphilm for health authorities.
... Located within the critical research paradigm, this study seeks to understand how adolescents negotiate sexual intercourse within romantic relationships in rural northern KwaZulu-Natal. To generate data grounded in the perspectives of adolescents, the study employed participatory visual methodology (PVM), which included visual and arts-based methods such as drawings and cellphilmmaking (Prosser, 2007). Drawings facilitate the expression of one's ideas, experiences, and communicate conscious and unconscious issues (Mitchell et al., 2011). ...
This qualitative study examined sexual negotiation in heterosexual romantic relationships of rural adolescents in the province of KwaZulu-Natal, South Africa. Participatory visual research methodology alongside focus group discussions were employed with 18 and 19-year-old adolescent boys (n = 10) and girls (n = 12) to understand how sex is negotiated in heterosexual relationships. Findings suggest adolescent boys and girls had little understanding of mutual sexual consent, and lacked the skills for exercising it. Adolescent boys’ coercive and aggressive sexual behaviours in romantic relationships were embedded in hegemonic masculinity characterized by male dominance, hypersexuality and multiple partners; and included boys pleading for sex, buying gifts, threatening to dissolve the relationship if sex is not initiated, screening pornographic films and rape. Sexual violence prevention strategies commencing during early adolescence are needed and should focus on developing adolescents’ understanding of mutual sexual consent, incorporate skills for autonomous sexual negotiation, and emphasize gender transformative and equitable norms.
... En consecuencia se omiten objetos que ilustren la biota y cultura local, promoviendo una desvinculación con los hábitats bioculturales circundantes en las experiencias de estudiantes y docentes (Rozzi, 2013). En el ámbito escolar, las imágenes son recursos educativos que llevan implícito un lenguaje simbólico y visual, con potencial educativo según su uso y articulación (Corona-Berkin, 2020;Prosser, 2007;Prendes-Espinosa, 1996). Como señala Corona-Berkin (2020: 9): "La imagen educa la mirada y es guía para reconocernos en el mundo y valorarnos, para distinguir quiénes son los otros y de qué manera son aptos para incluirlos en un nosotros o excluirlos." ...
El ODS4 procura garantizar la educación inclusiva, pero alcanzar este objetivo es problemático frente a la homogeneización biocultural. Examinamos el rol de la educación en la homogeneización, al promover una representación sesgada de la biodiversidad, según un análisis del contenido visual de los textos escolares en la educación básica de México y Chile. Los resultados muestran sesgos taxonómicos a partir de un limitado corpus de imágenes que no representan la biodiversidad singular. En México registramos 2,5 animales por cada planta mostrada, de los cuales el 74% fueron registros de especies nativas. En Chile, la proporción animal y vegetal fue de aproximadamente 1:1, de los cuales el 68% fueron registros de especies exóticas. Discutimos estos sesgos respecto a una transformación educativa que sirva mejor a la Agenda 2030.
... Our second objective was to investigate the elements that emerge based on how women perceive their homes. Several social and cultural studies indicate that visual-based research could be helpful in exploring the imaginary and physical meanings of the built environment (Harper, 2002;Prosser, 2007;Schroeder, 2002). A type of such research, photo-elicitation, falls under the category of visual research methods as a valid research technique (Frith & Harcourt, 2007;Sigstad & Garrels, 2021). ...
Although research on restorative environments suggest that natural settings have therapeutic effects in moderating stress and promoting positive experiences, there is a limited body of literature inquiring about the therapeutic potential of interior environments. The aim of the current study was to understand the restorative potential of home environments regarding theoretical background on restorative environments and architectural dimensions influencing well-being through the experiences of women. We interviewed 11 adult women using the photo-elicitation technique to investigate the perceived restorativeness of their home environments. Thematic analysis of qualitative data indicated that the design attributes of spaces play a significant role in promoting the restoration process. In addition to design attributes, we found family interaction, socialising, and engaging in activities could also be influential. Furthermore, the exploratory nature of the research highlighted the significance of individual meanings and personal factors in shaping the perceived restorativeness of home environments. Theoretical and practical implications of the findings are discussed to encourage future research in related fields that explore the relationship between residential settings and well-being.
... Participatory visual research methods (PVMs) were used to generate and analyse data with participants. PVM entails the production and interpretation of images and includes visual, arts-based methods such as photo-voice, drawings and cellphilm-making (Prosser 2007). PVMs are deemed more suitable when working with young people or vulnerable populations and with sensitive topics where participants may find it difficult to express their ideas verbally (Lomax 2012). ...
This study examined the intersecting impact of structural inequalities and transactional sex on in-school adolescent girls’ risk of pregnancy and poor educational outcomes in rural northern KwaZulu-Natal. In this article, we understand structural inequalities as providing a basis for transactional relationships between adolescent girls and older men. Participatory visual research methods were employed with 18- and 19-year-old girls and boys to examine multiple systems of oppression and inequalities experienced by in-school rural adolescent girls, focusing particularly on their vulnerability to transactional sex, pregnancy and poor educational outcomes. In this context, moralising discourses on transactional sexual relationships are unhelpful if structural barriers placing girls at risk are not addressed.
... By assessing learning environments, the evaluation of learning spaces as well as underlying pedagogical convictions become visible. Nevertheless, methods which make more use of visual and spatial material can widen participation to include all users and be particularly appropriate for examining the contribution of the physical setting to the learning environment (Lodge 2007;Prosser 2007). ...
The academic world of research, in particular, can be seen as ‘‘a sea of words and more words, in which visually based communication [is] not taken as serious intellectual products’’ (Collier 2001, p. 59). Furthermore, scientific texts are often written in an elaborate language which is particularly difficult to understand for students and novices in research. A visual method seems to facilitate access to research, especially for students who first need to develop a scientific research habit.Therefore, the present study uses the participatory, image-based method of diamond ranking, to facilitate a more accessible approach to research in educational science. Diamond ranking is a recognised thinking skills tool which is designed to facilitate talk and encourage people to consider their own value positions on a given topic (Clark, 2012). With respect to research into learning environments, the use of photographs in a diamond ranking activity resonates extraordinary well with people as it explicitly encourages them to consider their relationship to the physical space and how it influences their beliefs about learning and teaching (e.g. Woolner et al. 2010). This study therefore has two objectives: to show how students can learn to assess learning environments, before moving to analyse students’ preferences for certain learning environments based on the resulting products.KeywordsPictorial Image LearningSpatial Image LearningLearning EnvironmentParticipatory Research method
... Photography makes it possible because, unlike other data records, it provides us with a more intuitive language with which to access thoughts and generate discussion that allows us to talk about our emotional and rational thinking to obtain more complex, richer information on school life . Photographs, therefore, give us a deeper understanding by revealing issues that are either part of our subconscious or are part of the school's hidden agenda (Prosser, 2010). iii. ...
Given existing semantic and terminological diversity, the purpose of this chapter is to construct a conceptual delimitation between photovoice and photo elicitation, as well as to identify how both have been implemented in in-service teacher training, demonstrating their value in this field. The two procedures are compared from conceptual and methodological perspectives, and the most pronounced differences are situated in the context of the research paradigms of which they are a part. To research the incorporation of these two methodological processes into teacher training, major Spanish and international databases specialized in education and multi-disciplinary databases were consulted. It is observed that the impact of both photovoice and photo elicitation on this type of training is emerging and recent; however, the value they offer to both these teachers and education in general is noted, as they facilitate personal and professional growth by incorporating theoretical and practical cognitive components, with the values they imply. Finally, a paradigmatic approach is offered for optimized development.
... Photography makes it possible because, unlike other data records, it provides us with a more intuitive language with which to access thoughts and generate discussion that allows us to talk about our emotional and rational thinking to obtain more complex, richer information on school life . Photographs, therefore, give us a deeper understanding by revealing issues that are either part of our subconscious or are part of the school's hidden agenda (Prosser, 2010). iii. ...
This chapter addresses the importance of photography as an element of teacher training, given that nowadays, one cannot ignore the obsession, almost unhealthy among adolescents, to be continuously on social networks making public their personal lives through the photographs or self-portraits they take to make clear their role in society, thus using the informative function of photography (Holzbrecher, 2015).As photography is not constituted as an object of study in teacher training faculties, for the purpose intended in this chapter, we are committed to a leading role, for reflection, not linked to a specific subject of a specialty, but as reflection before action, during action and after action, as Schön points out. It can be used during the internship period on a weekly basis with the other colleagues who carry out internships and are tutored by the same university professor and with the tutor himself, making all the situations related to the life of the center the object of study, to become aware of them and analyze them in the light of the theoretical training or the life experience of the person who carries them out. From this discussion, changes can be proposed and should be reflected in subsequent photographs, once the change has been implemented. A visual diary can be proposed, in the same way as the practice diary is conceived, not as a daily account of what happens but to highlight what catches our attention for a specific reason and to conceive it as an object of debate and reflection, giving full prominence to the image and accompanying the image with the text.
... Photography makes it possible because, unlike other data records, it provides us with a more intuitive language with which to access thoughts and generate discussion that allows us to talk about our emotional and rational thinking to obtain more complex, richer information on school life (Bautista, 2011). Photographs, therefore, give us a deeper understanding by revealing issues that are either part of our subconscious or are part of the school's hidden agenda (Prosser, 2010). iii. ...
In this chapter, we offer teachers a practical vision on how photography can be used to represent their practical knowledge (theories and beliefs) that shape their teaching methodology. We analyse the semiotic value of images, and how the language of the image can create meaningful actions and provoke reflections on significant educational events and classroom situations.We begin by explaining how photography has become an enticing resource for educational research and training by providing a multimodal tool to express our feelings or narrate our experiences. Recent studies on teachers' theories and beliefs have explored the use of photography as a way of enabling them to speak through their camera. This approach to research has rarely been used in the field of in-service teacher education; however, it is of significant interest because of the contributions that photography makes to our identification and understanding of teachers' practical knowledge. From these studies, we illustrate and exemplify how photography, with its own language, enables teachers to capture what they experience in their classrooms and thereby explain more effectively the theories and beliefs that underpin their methodology.
... The digital backgrounds, unlike the classroom (indoor), open up to the environment (outdoor). All these aspects have been summarized in the diagram below ( Fig. 9), which was partly based on the one proposed by Prosser [21] but adapted to Distance Learning for illustrating the visual subcultures and their intertwining. The scheme illustrates visual culture in a diachronic way showing the elements it has influenced in the past, and the elements that will influence the visual culture in the future. ...
The paper presents a research focused on virtual backgrounds in distance learning (in Italian: DaD) during the first lockdown due to the COVID-19 pandemic by March up to June 2020, and their impact on educational relationships. The research is based on the analysis of the answers that 1283 teachers and 1018 students gave participating in two online surveys. According to data inferred from the analysis, during the online lessons, in most cases the teachers and students chose a specific setting background, and their choice had a significant impact on attention, motivation, and empathic involvement. So much so, the teachers changed their virtual settings to obtain better results. But the motivations for changing the backgrounds have been very different between teacher and student: 50.6% of teachers changed their background to improve the relationship with students, 44.5% to make their role more authoritative, while 70.9% of students changed the background to fully feel comfortable in watching themselves on screen. Furthermore, the survey asked teachers to choose and explain virtual backgrounds that they think could be used for improving face-to-face learning; students, to choose virtual image backgrounds that they would like behind the teachers in the classroom. More than 1,000 backgrounds images with descriptive referred captions were uploaded, which we have classified in five ontological categories. Both in the quantitative and qualitative information inferred by the analysis of such data, real different subcultures between teachers and students bring out. Research in this sense has gathered valuable information on the importance of the visual context even in face-to-face teaching. The research was also an opportunity to investigate the level of the teachers' and students' visual culture. The conclusions lead us to question the actual value of virtual backgrounds also in the perspective of Integrated Teaching (in Italian: DID): can they be considered only part of the setting or something more to improve the educational relationship?
... All participants chose to create a picture. Visual methods have been known to be a powerful tool to use in educational research as it allows a child to display their knowledge and understandings without verbalization (Prosser, 2007). Among the different kinds of visual methods that can be used, drawing has been known to aide young children with expressing their views and experiences (Clark, 2005). ...
... Data were first uploaded into Taguette. Data from the visual child-friendly methods (i.e., drawings) were treated as visual text, and a written description of each picture drawn as provided by the participant was uploaded (Prosser 2007). Each author familiarised themselves with the data by reading the interview transcriptions line-by-line multiples times and writing a memo that noted ideas and insights of what they were learning from the data. ...
Background: Violence against school children is a prevalent global issue. Despite the high prevalence of school violence in Zambia, there is limited research on students with disabilities’ experiences of school violence.
Objectives: Guided by the socio-ecological model for bullying, the aim of this study was to understand students with disabilities’ experiences of school violence in the Lusaka and Southern provinces of Zambia.
Methods: A qualitative descriptive study was conducted with 14 purposively sampled boys (n = 6) and girls (n = 8) with disabilities. Data were generated using semi-structured interviews and child-friendly methods. Child-friendly methods were co-constructed with Zambian youth with disabilities in order to ensure cultural appropriateness and included vignettes, cartoon captioning, photograph elicitation, drawings, and sentence starters. Qualitative data were analysed by thematic analysis.
Results: The themes illuminated that violence against students with disabilities occurs frequently but goes unaddressed. Moreover, students with disabilities were being blamed for causing the violence, and therefore, considered a risk to others. Participants reported that they turn to trusted teachers for support.
Conclusion: This study illuminates the violence students with disabilities experience within the Zambian education system, with implications for school policies and programmes, peer education, and teacher training to create a safer education environment for students with disabilities.
... En effet, le chercheur insiste sur le caractère hasardeux de celuici en soulignant les risques élevés d'une mauvaise interprétation du message que souhaitent faire passer les participants au travers de leur dessin. C'est pourquoi, selon plusieurs auteurs tels que Bland (2018), Darbyshire et al. (2005), Prosser (2007) et Yuen (2004 pour n'en citer que quelquesuns, il est impératif d'associer le dessin à des interactions verbales ou écrites. Aussi, ayant conscience de cette difficulté majeure, nous avons suivi les recommandations préconisées par ces chercheurs et avons demandé aux étudiants internationaux de nous parler de leur dessin durant la 82 deuxième entrevue. ...
Cette recherche porte sur un phénomène qui est aujourd’hui en plein essor, à savoir la mobilité estudiantine internationale. Si ce type de mobilité attire de plus en plus d’étudiants chaque année en raison de ses avantages certains pour le développement personnel et professionnel de l’étudiant international, l’expérience en mobilité internationale implique une immersion de celui-ci dans une culture différente de la sienne, ce qui représente un véritable défi pour lui. En effet, non seulement l’intégration à son nouvel environnement dépend des efforts d’adaptation psychologique, socioculturel et interculturel déployés par l’étudiant international, mais suppose aussi, généralement, de voir des changements (culturels, psychologiques, identitaires) s’opérer tout au long de son expérience en mobilité. Aussi, cette thèse vise à répondre à la question de recherche suivante : Comment l’expérience en mobilité d’étudiants internationaux au Canada et en France est-elle vécue à travers le processus d’acculturation de ces derniers et l’accompagnement offert par leurs communautés d’accueil et d’origine dans un contexte interculturel ? Pour ce faire, nous avons mobilisé et articulé plusieurs concepts clés à savoir : l’expérience ; le processus d’acculturation et, plus précisément, ses caractères bidimensionnel et bidirectionnel ; la transition ; le remaniement identitaire ; les communautés d’accueil et d’origine et, enfin, l’accompagnement. Cette recherche qualitative de type interprétatif est menée dans le cadre d’une étude comparée internationale longitudinale entre la France et le Canada, deux pays marqués par un flux d’étudiants internationaux important. Plus précisément, la méthodologie choisie est l’étude de cas multiples, laquelle prend appui sur deux cas constitués par les communautés universitaires : le premier cas représente les deux universités de Montpellier à savoir l’Université de Montpellier et l’Université Paul-Valéry Montpellier 3, en France. Le second cas est représenté par l’Université d’Ottawa, au Canada. Ce travail s’appuie sur deux séries d’entretiens menés auprès de neuf étudiants internationaux au début et à la fin de leur séjour dont cinq d’entre eux sont partis étudier à Ottawa et quatre, à Montpellier. À leur retour dans leur pays d’origine, ils ont également répondu à un questionnaire. À cela s’ajoutent des productions graphiques réalisées par les étudiants à la fin de leur séjour qui illustrent leur expérience en mobilité. Enfin, des entrevues ont aussi été réalisées auprès de sept membres de bureaux internationaux canadiens et français. En définitive, cette étude nous a permis de mettre en relief, en trois temps, l’expérience en mobilité de ces neuf étudiants internationaux, leur processus d’acculturation et l’accompagnement qu’ils ont reçu tout au long de leur expérience et de constater le caractère interdépendant de ces trois volets auxquels nous avons donné le nom de triptyque de la mobilité. Par ailleurs, nous avons pu dénoter que les communautés d’accueil et d’origine interviennent dans chaque volet de ce triptyque et jouent ainsi directement et indirectement un rôle dans la mobilité estudiantine. Au travers de nos résultats, il apparaît que l’inverse est tout aussi vrai et que le processus d’acculturation, l’expérience et l’accompagnement ont donc, eux aussi, des répercussions sur ces deux communautés. Ce travail a ainsi permis de mieux comprendre le rôle joué par les communautés d’origine et d’accueil de l’étudiant international en mettant en évidence le fait que la mobilité étudiante internationale est un phénomène complexe qui n’implique pas uniquement le voyageur, mais également ceux qui l’entourent et qui croisent son chemin.
... Visualizations are developed, analyzed, and/or disseminated to examine specific phenomenon in visual methods (Prosser, 2007). These can include photo, video, and other images, as well as a matrix, diagram, figure, or table used as tools in research. ...
A case-based visual display can serve as method for analysis in mixed method research. This methodological article builds an argument for the role that a matrix, diagram, table, or figure can play when used interactively to generate, elaborate, or confirm analytical insight in a case-based analysis in mixed methods research. The article provides an in-depth exploration of two visual methods: timelining and mapping. Timelining adds dimensionality through investigating a temporal sequence, while a mapping activity can do the same with the understanding of physical locations. Both types of visual displays can enhance validity by providing a way to engage qualitative and quantitative data iteratively and dialectically during analysis. The necessity to pursue dissonance that often arises from integrating qualitative and quantitative results is one signal of the complexity of the examples reviewed. The examples support the argument that a visual display that integrates data from different sources iteratively and dialectically is an analytical strategy unique to mixed methods.
... By assessing learning environments, the evaluation of learning spaces as well as underlying pedagogical convictions become visible. Nevertheless, methods which make more use of visual and spatial material can widen participation to include all users and be particularly appropriate for examining the contribution of the physical setting to the learning environment (Lodge 2007;Prosser 2007). ...
The academic world of research, in particular, can be seen as ''a sea of words and more words, in which visually based communication [is] not taken as serious intellectual products'' (Collier 2001, p. 59). Furthermore, scientific texts are often written in an elaborate language which is particularly difficult to understand for students and novices in research. A visual method seems to facilitate access to research, especially for students who first need to develop a scientific research habit. Therefore, the present study uses the participatory, image-based method of diamond ranking, to facilitate a more accessible approach to research in educational science. Diamond ranking is a recognised thinking skills tool which is designed to facilitate talk and encourage people to consider their own value positions on a given topic (Clark, 2012). With respect to research into learning environments, the use of photographs in a diamond ranking activity resonates extraordinary well with people as it explicitly encourages them to consider their relationship to the physical space and how it influences their beliefs about learning and teaching (e.g. Woolner et al. 2010). This study therefore has two objectives: to show how students can learn to assess learning environments, before moving to analyse students' preferences for certain learning environments based on the resulting products.
... There is increasing interest in visual and arts-based methods in research in social science (Rose 2016;Pink, 2001) and in education, in particular (Moss and Pini 2016;Prosser 2007;Metcalfe and Blanco 2019;Mulvihill and Swaminathan 2019). They encompass a wide range of techniques -mostly data collection methods -such as photoelicitation in interviews (Kahu and Picton 2020;Bates, Kaye, and McCann 2019), the analysis of found images (e.g., of visual representations on web sites) and researcher initiated drawing or graphical tasks to elicit data (Brown and Wang 2013), including photovoice (Cheng and Chan 2020). ...
Evidence suggests that many higher education institutions have difficulty in managing student expectations around assessment and feedback, particularly on the clarity of criteria and the fairness of outcomes. Because of its importance students also have strong emotions linked to the process, as do those who teach them. This research sought to explore how students and staff think and feel about assessment and feedback and the implications for assessment literacy. It adopted an interpretive methodology, using qualitative data from focus group interviews combined with an innovative technique of using cartoon illustrations, which were annotated by participants. The results revealed the wide range of emotions associated with assessment and feedback amongst both students and staff. Most emotions were negative. Students feel uncertain about the tasks set. The data also revealed a lack of dialogue between students and staff, with staff often actively avoiding it for fear of conflict. An underlying issue seemed to be that students did not understand many of the backroom processes and roles related to assessment and feedback, partly because of obscure terminology such as ‘moderation’ and ‘unfair means’. This points to deficits in assessment literacy, but the extent of existing staff emotional labour suggests that a literacy lens is inadequate in itself and we should consider the role of wider structures in creating failures of dialogue. The innovative cartoon annotation method was successful in bringing out aspects of both the emotional and cognitive experience of assessment, including hidden assumptions.
... Space is particularly recognised in education literature as a dynamic factor establishing the tacit features and practices of education that shape everyday student experience and learning [29][30][31]. In particular, there has been a growing understanding around how observable and tactile information, linked to visual spaces, forms an important component of everyday educational experiences [32][33][34]. ...
This article discusses the role of ‘space’ in Indian and Pakistani public sector universities in fostering national pride. University spaces have been highlighted, in both countries, for being used by the governments as agents fostering the national narrative yet there is limited research on how these spaces contribute to the visual culture of educational institutions and in the inculcation of nationalistic values. This article adds to the conversations regarding the fostering of national belonging and pride in universities by exploring space as a constitutive element of the visual culture of the higher education environment in India and Pakistan. In both countries, the physical spaces of public universities have become platforms for channelling student voices. This research uses two state-funded universities, from Delhi (in India) and Lahore (in Pakistan), and Lefebvre’s conception of space to conduct a discourse analysis of bulletin boards, graffiti, statues, sculptures, and any other imagery found online pertaining to the campuses and analyse how it is a ‘conceived’ and ‘perceived’ aspect of the visual culture of the universities. It adds to current scholarly conversations on national pride and consciousness in India and Pakistan by showing how university spaces can potentially play an active role in promoting the state’s narrative in students’ or educators’ everyday educational experiences.
... These activities draw on understandings and practices that have developed in social science where approaches broadly defined as 'visual methods' have been found to support engagement with participants, provide them with more opportunities to influence a process and enable them to convey ideas that might be difficult to articulate, as well as bringing to light different information from investigations relying on words alone [37][38][39]. Two of the three activities have been used as part of consultations with school communities about their educational environment [29,40,41] and all three activities share features with approaches that have been proposed and developed to the exploration of users' experiences of school space [24,42]. ...
This paper presents a system for participatory appraisal and idea generation by a school’s users to enable interdisciplinary collaboration between educators and architects, producing school designs appropriate to the needs of the school at the time and into the future. Our uses of this system in two contrasting educational settings in England and in Uruguay are described. We show how the visual-spatial activities supported the educators to consider education in spatial terms, build a shared understanding and produce representations that could be used to convey ideas to architects and designers. Given that participation and cross-disciplinary collaboration in school design is known to be challenging, but vital, we consider the features of our approach that enabled its success and make it viable on each and every occasion of school design or redesign. Further, addressing the critiques of attempted international transfer of architectural designs, educational policies, practices and buildings, we argue that our system avoids these problems through seeking to transfer not a project but the means to enable participation in a project.
The study examines the physical environment of three different types of schools in Thailand: an inner-city school, a highly competitive school, and an alternative school. It investigates how these schools impart hidden curriculum to students and how this hidden curriculum perpetuates or challenges the prevailing ideology. Data was drawn from interviews with teachers, administrators, parents, and students, as well as observations of physical arrangements and school activities. The results demonstrate that the spatial configuration of the three schools, in conjunction with their pedagogical approaches and institutional cultures, had varying effects on students from different socioeconomic backgrounds and might have played a role in creating different and unequal future academic and career opportunities and pathways. However, the hidden curriculum of stringent regulation and hierarchical dominance has unintended consequences, resulting in transformations that question the inequitable power dynamics inside school.
This visual essay portrays the historical development of an invisibilized space in Chilean schools: the dining hall. By analysing eight archive-based figures and one food-related poster from the early 20th century to the 21st century, the essay calls into question the relationships between visual aesthetics and educational policies. The authors argue that this typically unnoticed space can help problematize peculiar features of the visual culture of schools, the educational policies that shape food and health in schools, and the everyday practices of commensality that make the dining hall a unique educational venue.
Joining the chorus of Black/Critical Race Feminist scholarship in education, this article explores how both affect and visuality inform understandings of safety for Black girls in schools. Using participatory visual ethnography, I explore how five young Black women at a Philadelphia magnet school conceptualize safety as an affective achievement of visionary school design. I argue that any attempt to address safety for Black girls in urban schools must include attention to the visual school culture and the affective dimensions of the school environment to fully account for the ways these dimensions counter or enable further physical, emotional, or spiritual harm.
This book represents an exposition of ‘judicial pedagogies’ as a new concept, and discusses juridical-educational issues in detail, through an analysis of the educational claims and assumptions of judges’ decisions in the European Court of Human Rights (ECtHR). It sheds light on how, within courtrooms around the world, judges are increasingly being asked to decide upon issues of religion and belief in schooling, whether about admissions policies, curriculum planning, or pupils’ and teachers’ dress and jewellery. With key human rights principles at stake, these proceedings are often fraught, clashing with strong opinions about education and schooling. Focusing on decisions made in the European Court of Human Rights (ECtHR), the author considers how the supranational court looks at these issues, and considers the ECtHR’s role within the European Education space. Drawing upon research and scholarship surrounding these questions, the book surveys a series of educational issues, including curriculum and assessment, and takes a comparative approach in the discussion of case studies to demonstrate the variety and depth of judges’ thinking. Thus, rather than considering the national or supranational legal principles and questions as jurisprudential issues, typically about religion or human rights, it reviews them from an educational perspective – as ‘folk’ theories of teaching and learning. Finally, it considers the implications of a theory of judicial pedagogy for the courts’ educational competence in deciding on these matters, for education and educational policy research, the European education space, legal scholarship, and for legal and judicial education. Developing a novel and innovative approach to the pedagogies at play in a courtroom and providing fresh insights into the courts as agents of social change, it will appeal to scholars and researchers working across the disciplines of education, law, and religious studies.
This article reports the findings of a study aimed at exploring the visual discourses at a Chilean education university. First, building on the classic ‘hidden curriculum’ and ‘school art style’ literature, it justifies the need to discuss how higher education institutions model the ways through which teachers-to-be comprehend and use visual resources. Second, the article presents the results of a critical visual methodology performed in the oldest education university in Chile. Through a visual discourse analysis of the experience of walking around the campus, it elaborates on the university’s visual styles comprising the themes, technologies and locations of artefacts. Third, it discusses the relationships between courtyard and hallway images loaded with critical motivations and classroom images portraying stereotyped and anachronistic views of childhood. The article concludes by urging to incorporate quality visual pedagogy orientations in teacher education.
In this grounded theory study, the hidden curriculum of the physical environment is examined. Hidden curriculum conveys unstated norms, values, and ideas in an educational setting. The physical environment, which carries information about social order, the nature of the learning process, and the roles of teachers and students, is one area covered in literature on hidden curriculum. In this respect, the primary objective was to examine the physical environment as hidden curriculum in university education. Semi-structured interviews were used to gather data in two different ways: Walking interviews and photo-elicitation. 93 undergraduate students from seven different contexts were included in the sample at one public university in Ankara, Türkiye. Using the Nvivo qualitative analysis program, data were analyzed using open, axial, and selective coding within the grounded theory framework. The study identified three key aspects of the physical environment as hidden curriculum: (1) the physical environment's impact on students' socialization, feelings, and ideas regarding field specificity of building; (2) meaning of the physical environment as a symbol of the university, and (3) the physical environment's invisible aspects, which depend on the researchers' backgrounds and ideologies.
This chapter maintains that the researcher’s implementation of photo-elicitation in the interview process can be a useful methodological tool for amplifying the voices of individuals from marginalized and minoritized groups. The chapter first provides a brief history on Collier and Collier’s (1986) original use of “photo interviewing” and suggests that photo-elicitation reveals an intimate dimension of the self in relation to society and culture, bringing to light hidden aspects of identities. The second section expands on the Colliers’ original notion of “photo interviewing” (1986) and considers reflexive and auto-driven uses of photo-elicitation methods, drawing attention to benefits and challenges. Third, the chapter suggests that photo-elicitation creates a “visual plan” (Clark-Ibanez, 2007) through which the researcher mobilizes the agency of research participants, and thus the “visual voice” of research participants is enabled and elevated and holds significant promise for grounding the voices of individuals from marginalized groups in their own cultural knowledge. Fourth, complicating the notion of voice as “authoritative,” “critical,” and “therapeutic” (Young, 2015), drawing from postcolonialism, the last section engages with the question “can the subaltern speak?” (Spivak, 2006). This last section suggests that to mobilize the agency of the “subaltern” and to open up possibilities for the voice of the subaltern to be restored, photo-elicitation needs to lay out a visual infrastructure from which the voice of the subaltern can be amplified, legitimated, and expressed, opening up the possibility of advancing an image of “different visuality” in education for social change (Gube, 2021; Restler & Luttrell, 2018).
To have a voice means to be reflexive and reflexivity is a social scientific variety of self-consciousness (Delamont, 1992). Reflection is important, and some might acknowledge that they do not really know how to get the best from it. According to Ghaye (2011), reflective practices help us understand the links between what we do and how we might improve our effectiveness. Reflective practices help people to understand the significance of work, and provide new insights for developing this work. They also help us understand the links between feeling, thinking and doing -how we feel affects how we think- (ibid, 2011). This paper will try to help teachers to develop their understanding and skills of learning through reflection. It is hoped that this work can help teachers to explore the power and potency of reflecting on strengths and weaknesses, make sense of teaching and be the best that they can be.
In this paper, we explore the potentials of applying art-based research methods in science education research. Art-based methods are a range of qualitative methods that draw on performative, creative, and visual elements and thus propose innovative ways to produce knowledge in research. The paper is based on a systematic review of the literature on applying art as research methods in science education research. The review shows that only a few studies within science education use art-based methods as a methodological approach. Additionally, the literature identified through a snowball approach was thematically analysed. Four themes were identified: knowledge made available through artefacts, non-verbal language, more balanced power and positions, and time to reflect. The analysis outlines the strengths embedded within applying art-based methods and the potentials that they present to science education research. The implications for research and limitations of art-based methods are discussed.
To explore both the potential and current impact of digital technologies on schooling in two rural school communities, the use of hand-drawn concept maps as a participatory method of inquiry was chosen to enable school community members to express their views. This approach enabled the ideas and issues they considered most important to be expressed with minimal direction or interference from the researcher. A variety of stakeholders from two school communities were asked to produce two hand-drawn concept maps and then participate in a focus group or interview to elicit further data. This graphic-elicitation approach was used to encourage participants to further express and expand on their ideas that they had expressed in the concept maps themselves, and to provide participant validation of the content of the concept maps. The results of this method of data collection, drawing on a range of analytical approaches, showed that the participant-generated, hand-drawn concept maps allowed participants to express their beliefs, perceptions, ideals, values, and emotions about digital technologies in a way which revealed the complexity and sometimes contradictory ideas about technology use in their schools. Using hand-drawn concept maps as a participatory visual method was also particularly useful for showing affective orientations in the responses of participants.
This article offers a sociological explanation of the formation of school culture at a special-needs high school in Cape Town. The objective of the research was to understand “placemaking” in a school setting – in other words, how a school is endowed with meaning and comes to express behaviours that display particular values, assumptions and beliefs, and the effect this has on the prevailing school culture. Canaan School (pseudonym) is located in the Western Cape and accommodates learners with various special educational needs. As at other special-needs schools, the teachers at Canaan pursue the same objective as their mainstream counterparts: preparing their students sufficiently to complete the CAPS-based National Senior Certificate requirements in Grade 12.
My research was aimed at explaining how Canaan navigated the everyday exigencies within which it sought to accommodate learners and educators from diverse demographic and “disability” backgrounds in a space deemed as “inclusive”. The findings of this article are based on data that revealed decisive dimensions that had significantly affected the dynamics that make up the school’s institutional culture today. I adopted a “socio-spatial” lens, which suggests that space is created through the interaction of various spatial dimensions (Lefebvre 1991). My contention is that a place is continually made and remade, influenced by factors such as time, history, politics, power, race, gender and religion. Institutional culture consists mostly of “invisible” attributes, such as values, assumptions and beliefs, which are expressed in the behaviour of those making up the institution. My research was an attempt to uncover these invisible dimensions through a triangulated analysis of qualitative data. Situated within the interpretivist paradigm, this study followed an ethnographic research approach. Qualitative data was collected in the course of a school year by means of extensive participant observation as well as both unstructured and semi-structured interviews.
The chapter presents a rationale for using visual ethnography as part of the methodology in qualitative research and illustrates what visual ethnography methodology is capable of accomplishing when imagery is included in the investigative process. Visual ethnography offers a venue for collecting and analyzing data that would otherwise be inaccessible and positions imagery as an important, rather than a minimal or occasional, choice for use in qualitative research. Topics include contemporary definitions of visual ethnography and its value in qualitative research, historical applications of visual ethnographic theory that influence the way researchers view visual ethnography today, and contemporary uses of visual ethnography in data collection and analysis. Finally, the conclusion explores the future of visual ethnography.
This groundbreaking book introduces an innovative new perspective on mixed method grounded theory methodology (MM-GTM) by conceptualizing it holistically as a distinct, qualitatively driven methodology that appreciates the integrity of each of the methods it embraces. This practical and accessible text advocates for using MM-GTM in a way that promote meaningful interaction between qualitative and quantitative data during analysis. Its principal contribution is to provide a set of research tools to develop or refine a multi-faceted analytical framework in applied fields in the social and behavioral sciences, including nursing. Used as either a resource or a textbook in a survey course about research methods, the text references dozens of examples about how a dialectical exchange between different sources of data can be built into core grounded theory procedures, including theoretical sampling, coding, case-based memoing, and integrated visual displays. With a whole chapter devoted to reporting, the book also considers the way that indexes of quality that extend beyond methodological transparency can be used to evaluate research that partners mixed methods with grounded theory and other qualitative methods. Featuring student-friendly pedagogy throughout, including self-assessment questions, a glossary, and a framework that summarizes key points, this text is an essential read for all research methods students or early career researchers ambitious to develop a theoretical perspective with qualitative, mixed methods, or evaluation.
Background
PE curricula and pedagogy maintain dominant discourses of whiteness as normalized, lacking in cultural relevancy and disregarding racially minoritized students’ cultural knowledges (Azzarito 2019, “‘Look to the Bottom’: Re-Writing the Body Curriculum Through Storylines.” Sport, Education and Society 24 (6): 638–650; Clark 2020, “Toward a Critical Race Pedagogy of Physical Education.” Physical Education and Sport Pedagogy 25 (4): 439–450; Culp 2020, “Thirdspace Investigations: Geography, Dehumanization, and Seeking Spatial Justice in Kinesiology: National Association for Kinesiology in Higher Education 39th Dudley Allen Sargent Commemorative Lecture 2020.” Quest (grand Rapids, Mich) 72 (2): 153–166; Flintoff and Dowling 2019, “‘I Just Treat Them all the Same, Really’: Teachers, Whiteness and (Anti) Racism in Physical Education.” Sport, Education and Society 24 (2): 121–133). Both pre-service and in-service PE teachers of color often experience marginalization, hypervisiblity, exclusion, racism, and must consistently negotiate an additional emotional ‘load’ when located within white educational spaces (Flintoff 2014, “Tales from the Playing Field: Black and Minority Ethnic Students’ Experiences of Physical Education Teacher Education.” Race, Ethnicity and Education 17 (3): 346–366, 2015, “Playing the ‘Race’ Card? Black and Minority Ethnic Students’ Experiences of Physical Education Teacher Education.” Sport, Education and Society 20: 190–211; Simon and Azzarito 2019a, “‘Singled out Because of Skin Color … ’: Exploring Ethnic Minority Female Teachers’ Embodiment in Physical Education.” Sport, Education and Society 24 (2): 105–120, 2019b, ““Putting Blinders on”: Ethnic Minority Female PE Teachers’ Identity Struggles Negotiating Racialized Discourses.” Journal of Teaching in Physical Education 38 (4): 367–376.).
Purpose
This study aimed to understand Black and Latinx pre-service PE teachers’ negotiations of whiteness, and the accompanying emotional ‘load,’ at predominantly white institutions (PWIs). We utilized Critical Race Theory, Critical Whiteness Studies, and emotionality to establish a framework that included interrogating normalized discourses of whiteness through counternarratives (Milner and Howard 2013, “Counter-narrative as Method: Race, Policy and Research for Teacher Education.” Race, Ethnicity and Education 16 (4): 536–561), destabilizing a white/‘other’ dichotomy, and validating emotions connected to racialized identities (Ahmed 2014, Cultural Politics of Emotions. Edinburgh University Press).
Method
This qualitative study employed visual narrative methods, extricating, via counternarratives to whiteness (Miller, Liu, and Ball 2020, “Critical Counter-Narrative as Transformative Methodology for Educational Equity.” Review of Research in Education 44 (1): 269–300), the racialized experiential knowledge of 10 Black and Latinx pre-service PE teachers enrolled in predominantly white PE teacher education (PETE) programs. The researchers collected data through interviews, written reflections, and visual texts. Data, including interview transcriptions, participant-generated images, and researcher reflections, were analyzed both inductively and deductively.
Results
The results of this study demonstrated how participants first presented emotionally distanced negotiations of overwhelming whiteness in their PETE programs, engaging in a self-preservation response to inherent ‘othering’ and hypervisibility (Evans-Winters and Esposito 2010). With time and developed rapport with the researchers, ‘cracks’ in their positive narratives appeared as more details emerged about the pain caused by consistent experiences of racism in their PWIs. It was clear that participants’ racialization through dominant whiteness presented a multi-layered emotionality that had to be masked in order to be accepted within their white educational communities (Kohli 2018, “Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color.” Urban Education 53 (3): 307–333).
Conclusion
Participants’ emotional responses to racially ‘othered’ hypervisibility provided insights to program attrition by students of color, and how teacher education maintains racialized discourses of whiteness. The results of this research support the idea that PE teacher educators need to demonstrate an outright and long-standing commitment to racial equity and to minoritized students’ emotional well-being before students of color may open up and share what’s ‘really going on,’ thus furthering emotional connections and understandings that can prevent pre-service teacher of color attrition. In the case of the Black and Latinx teachers in this study, the norms of whiteness which underpinned their educational context denied them their humanity regarding their potentially strong emotions towards their experiences of racism, prejudice, discrimination, biases, and stereotypes, placing them as ‘outsiders’ within predominantly white ‘collective bodies’ (their PETE programs and institutions).
This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three‐way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms.
This paper discusses the results of a research project which aimed to capture, analyse and communicate the complex interactions between students, teachers and technology that occur in the classroom. Teachers and researchers used an innovative research design developed through the InterActive Education Project (Sutherland et al., 200321.
Sutherland , R. J. 2003. Designs for learning: ICT and knowledge in the classroom. Computers and Education, 43: 5–16. View all references). Video case studies were carried out in four classrooms, focusing on the use of interactive whiteboard technology for teaching and learning. The case studies were analysed using StudioCode, an analytic tool which allows researchers to mark and code segments of video data into categories and themes. Teachers developed coding systems drawing on the learning aims and objectives of their particular lessons. The case studies illustrate that the introduction of interactive whiteboards (IWBs) into the classroom involves much more than the physical installation of the board and software. Teachers are the critical agents in mediating the software, the integration of the software into the subject aims of the lesson and appropriate use of the IWB to promote quality interactions and interactivity.
In 2001, The Guardian launched a competition called The School I'd Like, in which young people were asked to imagine their ideal school. This vibrant, groundbreaking book presents material drawn from that competition, offering a unique snapshot of perceptions of today's schools by those who matter most - the pupils. The book is wonderfully illuminated by children's essays, stories, poems, pictures and plans. Placing their views in the centre of the debate, it provides an evaluation of the democratic processes involved in teaching and learning by: Identifying consistencies in children's expressions of how they wish to learn. Highlighting particular sites of 'disease' in the education system today. Illustrating how the built environment is experienced by today's children. Posing questions about the reconstruction of teaching and learning for the twenty-first century. This book offers a powerful new perspective on school reform and is essential reading for all those involved in education and childhood studies, including teachers, advisors, policy-makers, academics, and anyone who believes that children's voices should not be ignored.
Graphs and other visual displays of information have become a pervasive part of our environment. In Elements of Graph Design , noted psychologist Stephen Kosslyn explains step-by-step how to create effective displays of quantitative data, with guidelines based on our current understanding of how the brain processes information. Unlike any other guide to designing graphs, it demonstrates clearly why certain graph formats and elements work better than others in specific situations. For those who prepare, use and interpret graphic data, Elements of Graph Design explores the crucial connections between the design, the data, and the reader. When read cover to cover or used as a hands-on working reference, it offers a wealth of advice on effectively conveying information visually.
This paper discusses the notion of metacognition, which is usually defined as 'cognitions about cognitions', or 'thinking about one's own thinking'. In so doing, it reviews the literature on metacognition over the past three decades, listing different definitions of the term and identifying diverse origins of processes metacognitive. Aspects of the nature of metacognition are discussed, highlighting some of its important yet problematic dimensions, and the potentially positive impact metacognition can have on the learning process is addressed. The paper also relates metacognition to the broader area of general thinking skills and discusses the appropriateness of practising metacognition with primary school children. The paper concludes with a synopsis of research in the outcomes of metacognition, in general, and in science education, in particular, highlighting recent interest in blending metacognitive thinking with science subject matter. Directions for research in science education with an interest in metacognition are also proposed.
Many of us recall, nostalgically, the halcyon days of Nuffield Physics which emphasized direct learning through hands-on activities - `do and understand!'. And the role of the teacher changed. Discovery/individualized learning, worksheets, continuous assessment, modules, computers, videos, interactive systems, Internet.... And the role of the teacher became more and more stressful. Administration, assessment, preparation, discipline... new equipment, new techniques, new problems, new labours. It's good to talk This book shows in a compelling and convincing way how one of the central roles of a science teacher can be re-established by `bringing attention back to how teachers explain - back in effect to a neglected aspect of rhetoric in the science classroom'. It is concerned primarily with teachers talking to groups of students. And to demonstrate the efficacy of the spoken, or in this case the written, word the book contains no photographs, no charts, no graphs, no equations and only three relatively trivial diagrams. The authors consider teaching techniques involving attention-grabbing interactions between teachers and students. In a series of recorded science lessons teachers explain various science concepts and the authors then analyse the nature of these explanations. To start a lesson a teacher might provoke a disagreement. Leon: Do you think that you can tell, if you're having a baby, if you're having a boy or girl? Student 1: The shape of it, that's what I heard. Student 2: I don't believe that. Student 3: That's what I heard... Leon: Okay, a little baby brother, a penis about this big, okay.... True? You're telling me that that alters the swelling. Alternatively a teacher could use students' interest in, for example, bodily functions to start a discussion. Retelling stories, such as the bizarre episode of the French-Canadian fur trapper whose stomach was opened by a gunshot wound, and whose doctor used the opportunity to study the process of digestion, is another approach illustrated in the book. Interest can also be aroused by a startling demonstration such as dropping potassium into water. An unexpurgated account of the pupils' reactions then leads to a discussion of safety procedures. What of the physics examples? Alas they are few, far between and far from fun! Indeed we are told that `The question of what determines the period of oscillation of a pendulum, not to mention how to analyse motion under gravity, might stand as prototypes of the supremely uninteresting'. Can physics no longer compete with sex and violent reactions? Explanations Explanations can involve collecting and reshaping ideas from the class, offering a `story', giving the class new words to be practised or simply stating the theory and discussing applications of it. Scientific explanations are analogous to stories of how things come about, but the actors (`entities') in the story are often unfamiliar. These entities, material and abstract, must first be mastered. `Explanations are like the tips of icebergs with a large amount of supporting knowledge lurking below the surface'. Before knowledge which is appropriate to a scientific community can be used in schools it has to be `reworked', that is adapted to teaching at a given level. Finally the scientific theories must be shown to relate to the real world of matter. `The student certainly learns science in interaction with a teacher, but the student also constructs explanations in interactions with the physical world. We might label this `material semosis'. This looks surprisingly like hands-on experience! So have we come full circle... and reinvented the wheel? Explaining as communication This is a book about communication. It is copiously illustrated with transcripts taken from recordings of secondary school science teachers explaining science concepts. It is a pity that the commendable communicating skills of these teachers have not always been matched by the clarity of the authors' analyses. Here is a paragraph from `Explaining as Communication'. `We therefore see the unity of explanation not as deriving from the form of texts or of units of texts, but from patterns of factors which influence explanatory contexts. The textual units which express or realize explanations are quite diverse. Their diversity is to be accounted for in terms of the social and institutional structures of explanatory contexts. Thus we have not arrived at a taxonomy of explanatory forms; but instead developed a means of describing characteristics of explantory contexts'. Follow that!?
Strong schools have strong cultures evidenced by their heroes and heroines, rituals and ceremonies, and shared beliefs and values. (Author)
Since the very earliest times, schools have provided a place (the playground) and a time (playtimes) in which children can have time away from the direct involvement of adults and formal learning. Although the basic design of school grounds has changed in a number of ways over the years, from the subtle to the more direct, what effect these changes have had on the overall education of the child is less clear. Research has identified a number of positive effects on leaning that playtimes and the informal use of school grounds provides, yet it is also clear that schools themselves often greatly under‐use this potential, or even actively restrict access to it, as a counter to what is often seen as the ‘problem’ of playtime. This paper will draw on recent research into ‘what’ happens on school playgrounds and ‘where’ it happens, using visual examples from the UK. The findings from this research will explore the direct links that have been found between school building design and children’s use of the outdoor environment for play.
This essay examines the changing social and cultural dynamics of everyday life in a rural farm community. It simultaneously draws attention to the process of constructing a photographic ethnography, attempting to situate the presence of the photo‐ethnography within the research effort. The American Legion Post is viewed as a nexus point, providing a site for the comparison of community orientation and world‐view among different generations of farm families.
The frequently encountered problems of students being unable to utilize schoollearned science in different contexts, and of students forgetting what they have learned in a short time after initial instruction, are two important problems for classroom practitioners. This paper advocates a shift in focus of conceptual change learning research in order to address these problems. It draws upon four overlapping areas: conceptual change learning is the broad subject area that sets the epistemological background; transfer and durability of scientific conceptions are the two problem areas under scrutiny, while metacognition is seen as potential mediator of improvement. The paper offers a brief review of existing literature on the four areas; it proposes confronting the two problems by incorporating metacognitive instruction in the learning environment of primary school science; and it reports on recently completed research.
This paper examines photographs taken of American public school classes between the 1880's and the 1940's. Most of the images were found in two virtual archives: The American Memory site at the Library of Congress and The National Archives and Record Center. These large photograph collections were searched for representations of race, gender, and physical ability. The photographs were compared and contrasted and analyzed for elements of hidden curricula using techniques drawn from the social sciences and humanities. It was found that these photo collections have significant gaps and historical amnesias. Collections made under conditions of racial segregation are themselves segregated and continue to reproduce images of hierarchy and dominance. To the extent these sites function as important resources for teachers and students searching for primary source documents for history and social studies projects, the archives convey significantly biased views of the history of education and minority groups in America.
This paper is a definition of photo elicitation and a history of its development in anthropology and sociology. The view of photo elicitation in these disciplines, where the greatest number of photo elicitation studies have taken place, organizes photo elicitation studies by topic and by form. The paper also presents practical considerations from a frequent photo elicitation researcher and concludes that photo elicitation enlarges the possibilities of conventional empirical research. In addition, the paper argues that photo elicitation also produces a different kind of information. Photo elicitation evokes information, feelings, and memories that are due to the photograph's particular form of representation.
The paper explores the use of visual sociology in the study of material culture. It is argued that visual methods are particularly useful, sometimes essential, in gathering data about social and symbolic uses of goods and objects in day‐to‐day social life. Visual methods are not only integrative, but fundamental, in the construction of sociological datum from direct observation. Recognizing the importance of visual techniques forces us to reconsider their methodological status, from the point of view of reliability and standardization. This paper analyzes problems and advantages of photographic data, and proposes a “shooting protocol” to guarantee the reliability and standardization of research images. In addition, results of a study on the social and symbolic meaning of furniture are discussed.
This pilot study investigated the capacity of eye-gaze tracking to identify differences in problem-solving behaviours within a group of individuals who possessed varying degrees of knowledge and expertise in three disciplines of science (biology, chemistry and physics). The six participants, all pre-service science teachers, completed an 18-item multiple-choice science assessment while having their eye-gaze tracked and recorded. Analysis of the data revealed differences in eye-gaze behaviour across different disciplines and similarities among participants with similar science backgrounds. This manuscript discusses various issues in eye-gaze tracking data analysis and suggests some analytical techniques for addressing these issues. The findings suggest that eye-gaze tracking may potentially be a useful approach to furthering our understanding of students' problem-solving behaviours.
Emmanuel Ogbonna, who is a Lecturer in Human Resource Management at Cardiff Business School, offers a critique of the burgeoning literature on managing organisational culture. He asks whether, after ten years of ‘sanctimonious devotion’, we are any closer to understanding culture; whether we are yet in a position to generate a conceptual model of managing organisational culture; or whether we have simply succeeded in e xposing the inherent weaknesses of such a notion.
to the Human Visual System (HVS).- Visual Attention.- Neurological Substrate of the HVS.- Visual Psychophysics.- Taxonomy and Models of Eye Movements.- Eye Tracking Systems.- Eye Tracking Techniques.- Head-Mounted System Hardware Installation.- Head-Mounted System Software Development.- Head-Mounted System Calibration.- Table-Mounted System Hardware Installation.- Table-Mounted System Software Development.- Table-Mounted System Calibration.- Eye Movement Analysis.- Eye Tracking Methodology.- Experimental Design.- Suggested Empirical Guidelines.- Case Studies.- Eye Tracking Applications.- Diversity and Types of Eye Tracking Applications.- Neuroscience and Psychology.- Industrial Engineering and Human Factors.- Marketing/Advertising.- Computer Science.- Conclusion.
Despite the availability of cheap, fast, accurate and usable eye trackers, there is still little information available on how to develop, implement and use these systems. This second edition of Andrew Duchowski's successful guide to these systems contains significant additional material on the topic and fills this gap in the market with this accessible and comprehensive introduction. Opening with useful background information, including an introduction to the human visual system and key issues in visual perception and eye movement, the second part surveys eye-tracking devices and provides a detailed introduction to the technical requirements necessary for installing a system and developing an application program. The book focuses on video-based, corneal-reflection eye trackers - the most widely available and affordable type of system, before closing with a look at a number of interesting and challenging applications in human factors, collaborative systems, virtual reality, marketing and advertising.
Soviet psychologists' views of the relationship between psychology and Pavlovian psychophysiology (or the study of higher nervous activity, as it is referred to in the Soviet literature) has long been a matter of curiosity and concern in the United States. Not accidentally, it has also been a matter of concern and dispute within the USSR. The following is an excerpt from a work by one of the Soviet Union's most seminal psychological theorists on this issue. Written in the late 1920s, this essay remains a classic statement of Soviet psychology's commitment to both a historical, materialistic science of the mind and the study of the unique characteristics of human psychological processes.
