Doing Visual Research
... Maintaining transparency, building trust, and ensuring stakeholders are aware of potential risks and benefits of the project are necessary for building strong relationships within PDKT . For example, Mitchell (2011) suggested that many co-researchers may be unaware of what they are signing up for before starting the project if PDKT is unclear or undecided. Collaborations with community advisory boards and the creation of detailed research agreements with community partners can help clarify expectations of each stakeholder. ...
... Collaborations with community advisory boards and the creation of detailed research agreements with community partners can help clarify expectations of each stakeholder. It may also be imperative to consider if obtaining informed consent would be appropriate after data collection and once PDKT plans are being put in place so that participants know how their data will be shared (Mitchell, 2011). A potential strategy may be to collectively establish a protocol for making decisions at the outset of the project, so that all stakeholders are aligned when key decisions about PDKT are to be made (Grant et al., 2013). ...
... A key consideration for PDKT is determining who owns and who has access to PDKT outputs. As an ethical principal of PAR, it is important to ensure that co-researchers and participants have ownership and access to their own work, as co-producers of knowledge in the project (Mitchell, 2011). Within the context of exploitative research processes that often misrepresent systemically marginalized research participants (Tuck, 2009), it is the academic researcher's responsibility to ensure that co-researchers and participants maintain ownership over their own work and how they are represented in the research. ...
... Since these photographs are used to develop understanding of individuals and groups, including their beliefs and experiences (Heisley & Levy, 1991), photovoice reveals information about the photographer and not just the image that was captured (Riley & Manias, 2003). When participants select their own photographs based on their preference and meaning (Wang & Burris, 1997), visual data give insight into how participants construct meaning from the chosen images (Mitchell, 2011). Saldaña (2013) stated, Just as no two people most likely interpret a passage of text the same way, they won't interpret a visual image in the same way. ...
... By doing so, the researcher has the opportunity to analyze photo selection and participants construct the experiences conveyed in the photo. Ruby (1995), as cited in Mitchell (2011), stated, "the study of images alone, as objects whose meaning is intrinsic to them is a mistaken method if you are interested in the ways people assign meaning to pictures" (p. 5). ...
... Reflections highlight a participant's construction and interpretation of what the photograph entails (Mitchell, 2011). ...
A successful relationship between a student teacher and their cooperating teacher plays an important role in their development as educators (Darling-Hammond & Bransford, 2005). Examining the dynamics between student teachers and the cooperating teachers who mentor them could provide valuable information for teacher preparation programs and preservice teachers. This qualitative examination included semi-structured interviews with four secondary agricultural educators who had served as cooperating teachers, and a focus group of n = 18 preservice agricultural educators who had recently completed their student teaching experience. Through an analysis of the collected data, we determined that cooperating teachers find communication, gender, and effort to be factors in the relationship. Student teachers felt that it was important for a cooperating teacher to allow freedom of development, integrate them into an established culture, and serve as a reflection of their future self. When asked about placement decisions, both groups agreed that placing student teachers in programs matching their expectations and abilities and with cooperating teachers who had similar personalities would yield the potential for the most successful relationship.
... Since these photographs are used to develop understanding of individuals and groups, including their beliefs and experiences (Heisley & Levy, 1991), photovoice reveals information about the photographer and not just the image that was captured (Riley & Manias, 2003). When participants select their own photographs based on their preference and meaning (Wang & Burris, 1997), visual data give insight into how participants construct meaning from the chosen images (Mitchell, 2011). Saldaña (2013) stated, Just as no two people most likely interpret a passage of text the same way, they won't interpret a visual image in the same way. ...
... By doing so, the researcher has the opportunity to analyze photo selection and participants construct the experiences conveyed in the photo. Ruby (1995), as cited in Mitchell (2011), stated, "the study of images alone, as objects whose meaning is intrinsic to them is a mistaken method if you are interested in the ways people assign meaning to pictures" (p. 5). ...
... Reflections highlight a participant's construction and interpretation of what the photograph entails (Mitchell, 2011). ...
A successful relationship between a student teacher and cooperating teacher plays an important role in fostering the success of preservice teachers as they progress to novice educators (Darling-Hammond & Bransford, 2005). The purpose of this study was to examine the perceptions of the mentoring relationship in a cohort of student teachers and their cooperating teachers. This quantitative portion of a larger mixed-methods examination included the employment of two parallel surveys administered to student and cooperating teachers from Texas A&M University in the spring 2015 semester. Results were examined for student teachers and cooperating teachers separately, and revealed that both groups perceived their relationship to be positive. Both groups yielded high overall ratings in the constructs of student teacher and cooperating teacher factors for successful mentoring. Paired data for sixteen pairs of student/cooperating teachers were also examined. Observed differences in paired data reveal that overall, student teachers and cooperating teacher pairs had similar positive ratings of factors relating to their relationship.
... By layering qualitative data with methodological theory, Brooke explores how research facilitation can support participants as co-designers to leverage authorship and anonymity in relation to digital products and undermine cultures of oppression. The ethics of participatory digital methodologies demand an inclusive approach to research design beginning with how we formulate questions to choices around exhibition and analysis of digital products Mitchell 2011). Facilitation of this kind of research should be responsive to participants' expertise with the research context to refine and define methodological choices. ...
... Object studies are one subset of visual research methods (Mitchell 2011) that encompass their own diverse terminologies and procedures, including "object interviews" (Woodward 2016), "object-based interviews" (Hannan et al. 2019), "object-oriented interviews" (Owen et al. 2021), "object probes" (De Leon and Cohen 2005), "third object prompts" (Dumangane Jr 2022), "materially oriented qualitative interviews" (Abildgaard 2018), "artifactual interviews" (Rowsell 2011), and "artefact tours" (Mannay 2020), among others. Across these techniques, researchers utilize objects to elicit verbal narratives: "the aim of the research interview is to obtain the participants' responses, descriptions, associations, and/or memories that emerge in connection with the material they have brought" (Willig 2017, 220). ...
... Over the last few decades, visual research in its many forms has proven its capacity to engage broad audiences Mitchell 2011) and has been harnessed to share stories that promote a more equitable and compassionate society (Hughes 2019;Mitchell and de Lange 2011). Emerging from its essence in ethnographic filmmaking and visual sociology, audio-visual research specifically provides "interpretative accounts of social and cultural life" that create unique forms of knowledge to explore "the full gamut of human social experience" (MacDougall 2011, 99-100). ...
Sharing refugee stories through visual research can be a powerful way to educate communities and promote social inclusion. This becomes even more effective when refugee participants are deeply involved in the process of their representation and feel a sense of ownership of the research products. In this chapter I discuss considerations around refugee representation and collaboration by examining two projects from non-metropolitan Australia. In these case studies, films and other visual products were co-created to inform locals, programme funders, and broader audiences about the lived experiences of diverse community members who had unique settlement stories. Telling these stories enhanced the participants’ sense of belonging and community connectedness and also challenged negative narratives about refugees that had been previously promoted by conservative governments and xenophobic community members. Audience interactions with these visual products demonstrated a greater sense of compassion and understanding of the newcomers, as well as a desire to welcome them and support them.
... As Mitchell and Sommer (2016, p. 521) note, "the power of the visual to represent what is not easily put into words, especially by marginalised populations, is a key aspect of visual research." To this end, Mitchell (2011) relays the experience of sharing a photograph taken by a group of seventh-grade students in Swaziland. Students were asked to photograph spaces in which they felt safe and not in the broader context of sexual violence. ...
... Finally, they were able to do this in ways that transcended Western medicalized language around and resistance to mental health and mental illness. Mitchell (2011;see also Mitchell et al., 2017;Mitchell & Sommer, 2016) frequently reminds us that the intentional dissemination of work based on images "touches" (Olins, 2012) or "haunts" (Sontag, 2004) knowledge users, which in turn can foster greater knowledge mobilization and uptake. Indeed, in her telling of the events at the UN Child Protection division meeting, she goes on to share that "one of the experts in water and sanitation, who himself had done field work in the area, commented: 'You read about building wells and toilets in reports all the time [and you see them] but you think about them differently when you see a picture of an actual well or actual toilet. ...
... Consequently, using visual methodologies can generate opportunities for marginalized populations to actively participate and critically reflect on how they have been excluded, diminished, and silenced (Emmison et al., 2012). Through these conscious-raising experiences, visual methodologies can empower participants by ensuring their voices have been heard while also strategizing realistic ways they could create change in their social context (Mitchell, 2011). ...
... To accomplish this, researchers using a visual methodological approach provide their participants with cameras to allow them to capture images and symbolic representations to allow others to "see through their eyes" (Pink, 2007, p. 5). Through this insight, visual methodologists (Emmison et al., 2012;Mitchell, 2011;Rose, 2012) have argued that other individuals can begin to understand marginalized populations' experiences and advocate for change. As such, visual methodologies require participants to undertake multiple roles, such as change agent, investigator, and photographer (Riessman, 2008). ...
Ensuring that marginalized populations become empowered in agriculture is vital to the success of global agricultural development goals. However, these populations have reported lacking access, power, and voice. Perhaps one strategy researchers can use to address this issue is through visual Q methodology. In this methodological paper, I argue that by combining the tenets of Q and visual methodologies, researchers can offer empirically grounded findings that evoke powerful, rich insight into the perspectives of marginalized populations in agriculture who may lack the communication skills to articulate their perspectives through words. To this point, however, the approach has lacked clear guidance, which has led to diminished quality in the published literature on visual Q methodology. In response, I offer six principles to guide visual Q methodological studies moving forward: (a) relationship-building with participants, (b) participant training, (c) concourse development, (d) Q set sampling, (e) data collection, and (f) data analysis and interpretation.
... Currently, language is no longer the exclusive medium of expressing meanings in this advanced technology-bombarded age (Halliday 1994). Other visual resources, such as videos, pictures, shapes, colors, and multimedia production are also used to achieve the intended communicative purpose in social communication (Mitchell 2011). With the advent of multimedia, discourses are more multimodal rather than monomodal today. ...
This research investigates how multimodality is applied in logos to build a heritage brand identity for Chinese destinations. As a historical country, China is known for its huge reserves of cultural and natural heritage, which ideally offers abundant resources for developing its tourism industry. These can be taken advantage of in branding its destinations. Kress and van Leeuwen's Visual Grammar was adopted in this study to conduct a qualitative analysis of the images and words of destination logos collected from 34 provincial-level administrative regions in China. The findings indicate that pictorial and written elements are skillfully used in the logos through the manifestation of heritage, capturing features that convey significant connotations to promote a positive brand identity of the Chinese destinations. This research adds to the existing literature on destination branding through heritage commodification by embodying evocative multimodal features in destination logos, as well as promoting the semiotic approach as an effective tool in constructing the heritage brand identity of Chinese destinations.
... Mitchell (Mitchell, 2011) stated that the visual image resulting from photography across its instruments creates a creative space for research, and therefore can look new as a liberal experience. Ghaidan (2018) concludes that education technology and innovations are concerned with designing and producing targeted learning environments, raising the efficiency and effectiveness of the educational process, guiding students towards learning, developing learning skills, and developing visual thinking amongstudents. ...
... With visual ethnography has also come a subdiscipline of studies in visual methods, where scholars critically study the broader use of the visual in research beyond ethnography. Such methods can include photoelicitation interviews and more participant-focussed approaches like photovoice (Mitchell, 2011). ...
... The research was positioned within the interpretive/constructivist research paradigms. Mitchell (2011) argues that the interpretive/constructivist worldview allows knowledge to be co-constructed between the researcher and the participants. My approach was to combine participatory and non-participatory data collection in a staggered process toward the co-construction of the knowledge. ...
Early childhood development (ECD) has the potential to change society. Researchers globally recognise the importance of early intervention on children’s overall well-being and development, impacting their personality and social behaviour. When developing policies to support early childhood development, some questions arise regarding the implementation’s practicality. The National Integrated Development Plan for Early Childhood Development in South Africa aims to transform ECD service delivery in South Africa to address critical gaps and ensure comprehensive, universally available, and equitable early childhood development services. Providing quality places for care and education for children between the ages of 0-7 years is emphasised as a critical component of the overall plan toward eradicating poverty. Research indicates that the lack of quality ECD learning environments is one of the critical challenges impacting negatively on achieving the intended transformation. This research paper explores the experiences of the principals and teachers of a selection of 8 ECD centres situated in Outerwest eThekwini. The research is conducted through a theoretical lens of spatial justice for ECD children and their teachers/carers in South Africa. The study is framed within the ecological systems theory developed by Bronfenbrenner, providing an understanding of the complexity of their context. The research design follows a constructivist approach of interviews and participation, enabling voice to a marginalised group within an interpretive/ transformative paradigm. The research findings expose the multiple levels of inequality and the resilience of the women who serve the ECD sector in South Africa.
... Im Rahmen der vertieften Diskussion in den kultur-, erziehungs-und sozialwissenschaftlichen Debatten über visuelle Medien, insbesondere dem Medium Bild (unter Bezugnahme auf den "iconic turn" (Maar/Burda 2004) sowie den "pictorial turn" (Mitchell 2011) ...
Die Wechselwirkungen zwischen schulischem Lernen und außerschulischen Erfahrungen von Kindern haben sich als gemeinsames Forschungsfeld von Grundschulforschung und Kindheitsforschung etabliert. Vor dem Hintergrund krisenhafter gesellschaftlicher Entwicklungen, die einen unmittelbaren Einfluss auf das Alltagsleben und die Bildung von Kindern haben, ermöglichte die 31. Jahrestagung der DGfE-Kommission Grundschulforschung und Pädagogik der Primarstufe im September 2023 in Siegen eine Neubetrachtung der interdisziplinären Diskursstränge. Im Mittelpunkt stand die Auseinandersetzung mit den Auswirkungen auf Lebenswelt und Schule sowie den methodologischen und thematischen Weiterentwicklungen von Grundschul- und Kindheitsforschung. Die Beiträge des Bandes legen in diesem Kontext empirische und theoretische Studien zu schulischen und außerschulischen Lern- und Bildungskontexten von Kindern vor. Die digitale Version enthält darüber hinaus Beiträge zur aktuellen Grundschulforschung. (DIPF/Orig.)
... As Ella Shohat and Robert Stam suggest, "the visual is one point of entry … into a multi dimensional world of intertextual dialogism" (2002: 22). In recent literatures across a variety of academic disciplines, the visual is being situated alongside other corporeal experiences as elements of the multisensoriality of everyday contexts and as mutually constituting our perceptions (for example, Pink et al. 2010;Mitchell 2011). The interface between ethnography and arts practice invites a perspective that situates knowledge-making practices as always contextualized through the multisensoriality that characterizes thinking, seeing, feeling, hearing, moving, perceiving, and sensing relations. ...
... Is stitching your child's clips together the same as adding special effects like emojis, for example, or using cutaways to enhance the story? In many ways, this ethical dilemma can be avoided by choosing to apply one of two approaches developed by Mitchell (2011). First, there is the No-Editing-Required (NER) approach which has the participants carefully storyboard their project and shoot each scene in sequence. ...
In this chapter, we explore critical issues on what it means to be a parent researcher and the responsibilities of taking up dual roles (advocating for our children, and properly audience our children’s work), along with how being a parent researcher has also led to connecting with other parents/researchers. We examine the complicated questions arising from concerns over visual ethics when working with young children, such as faces or no faces? Do we edit the cellphilm or not? If I do, have I taken away or manipulated the child’s vision and or message? Is there a collaborative way to edit a cellphilm? These issues are explored through a series of engagements with our children and other children who participated in recent cellphilm workshops.
... We used the photovoice interview method to elicit participant's views on climate-changerelated emotions. Photovoice is a participatory method, which involves participants creating photographs to record and reflect on issues significant to them, and ways in which they view themselves and others around them (Wang and Burris 1997;Strack et al. 2004;Keller et al. 2008;Mitchell 2011). It entails the combined use of photography, critical dialogue, and experiential knowledge (Sutton-Brown 2014), and has been noted as useful to prompt 'thick descriptions', which are deep expressions of personal experiences or events (van Manen 1990;. ...
This study provides insights on the ways that youth express and process the emotions arising from their involvement in climate action. The specific objectives were to: (1) understand the ways youth come to know, conceptualize and reflect on climate change, (2) explore how youth’s emotions in response to climate change impacts their everyday lives; and (3) determine the modalities in which youth are expressing and processing such emotions. We used a grounded theory approach and the photovoice interview method to elicit participant’s views on climate-change-related emotions and interviews were analysed using qualitative data analysis software according to a grounded theory approach. The study resulted in identifying key themes, as well as supports for youth experiencing difficult emotions associated with climate change.
... It emphasized the need to understand students' past schooling in connection to their present learning reflections. Other research methods included constant comparison analysis, a multi-step process of thematic analysis (Butler-Kisber, 2010), and visual mapping as methods for inquiry and representations (Butler-Kisber & Poldma, 2010; Ligita et al., 2020;Mitchell, 2011). ...
An interest in design integration across school subjects emerged in the 1990s because of pressures on teachers to develop competencies deemed valuable to students for the 21st century, such as problem-solving skills and creative thinking. The 2000s also witnessed a rise in design across higher education curricula. Like schoolteachers at the turn of the century, educators in universities started looking for ways to catch up with their institutions’ move toward marketization initiatives. This article compares the rise of design in schools with higher education. It shows that in both cases, design was adopted as a response to calls for teaching students economic-driven educational goals. The article also provides a possible explanation of why, unlike the variation in types of design taught to school students, design-based learning in higher education focuses on one type, and that is design thinking. The article then presents findings from a qualitative interview study with non-design students across programs who challenge us to consider other types of design they experience and how design learning outcomes are valuable to higher education students beyond market-centric goals.
... As an alternative to textually based data, visual methodologies, for ethnographic and geographic research in social sciences, have been addressed in a broad range of literature in the last decades (Pink et al. 2004;Dirksmeier 2013;Mitchell 2013;Rose 2016;Mitchell, de Lange & Moletsane 2017). Bourdieu's research practice partly built upon visual forms of sociological knowledge generation introduced by photographic-semiotic image analysis (cf., Bourdieu et al. 1981;Dirksmeier 2007;Schultheis et al. 2021). ...
Agriculture and farming practices are often at the center of idealized imaginaries and characterizations of rurality. At the same time, agriculture is in flux, undergoing rapid change through globalized economic restructuring and new globalized cultural paradigms. Agriculture is thus a venue where farmers put into practice the latest technological advances to remain competitive economically, a process which simultaneously challenges farmers’ (self-)perceptions and the characterizations of rural communities. Scholars of urbanization theory propose exploring rural transformations through the everyday, as performed through practices and reflected in the habitus. Building on such scholarship, this article connects insights from urbanization studies with a qualitative assessment of practice shifts in farming by situating digitally-assisted farming practices as indicators of rural transformation. Using the participatory visual method of photovoice, the article follows how farmers from south-eastern Austria outline contexts in which digitization has led to transforming their farming practices. The conceptual framework of habitual urbanity (Dirksmeier 2006, 2007, 2009) is used to analyze the resulting material. The main qualitative results highlight how digital technologies led to the reordering, reassessment, and at times, discontinuation, of everyday farm tasks. These disruptions potentially lead to a growing variety of business modes and at the same time, mark cornerstones of rural transformation in thought and behavior.
... Banks (2001) reminds us that the production and use of visual images in empirical, field-based research needs to be understood as one of several methods that a social researcher might employ. Mitchell (2011) notes that visual images offer an opportunity to draw in the research participants to become central in the interpretive process. Sweetman (2009) observes that using visual methods can be helpful to operationalise a concept which may be difficult to otherwise uncover or investigate, while Rose (2014), referring to Knowles and Sweetman (2004), argues that using visual methods can "reveal what is hidden...and then taken for granted" (p. ...
Teacher-education programmes in Ireland and elsewhere have undergone multiple reforms in the recent past, informed by an orthodoxy that spotlights teacher education standards, inclusion, diversity, and social justice among other priorities.
The preparation of student teachers (STs) to teach within this perpetually dynamic vista is both a challenge and an opportunity. School placement or practicum experiences present opportunities to conduct research for exploring how best to prepare STs to negotiate whatever “cultural flashpoints” present. The conundrum of
which research methods to use within the practicum space, that is characterised by an intricate amalgam of stakeholders, ethical requirements, and teacher-education provision requirements, does not often feature in the literature, despite its import.
This article is based on an action-research project undertaken by primary teacher educators in two higher-education institutes (HEIs) in Ireland, North and South.
Highlighting the value of action research in the school-placement setting, the qualitative project generated a rich data tapestry from which key findings were extrapolated. Notably, for both teacher educators and STs, these included increased knowledge of research methods, and of how these can be applied to advance social-justice principles in primary-school classrooms, and greater appreciation
of the ethical considerations required for both the conduct of research and the development of teacher professionalism. The use of visual strategies, by children who took part in the project, emerged as a successful communication medium in social-justice lessons, underlining the potential to achieve a more inclusive
engagement by pupils in their own learning, both within, and possibly beyond, a social-justice knowledge domain.
Keywords: action research, initial teacher education, research in school-placement
settings, social justice and inclusion, pupil engagement
Please cite as: Ní Dhuinn, M., Uí Choistealbha, J., Hamilton, J., & Kaur, T. (2023).
Meaningful methodologies in initial teacher education practicum research.
Irish Journal of Education, 47(7), 76—98. www.erc.ie/IJE/special-issues
... The question of power and access for the girls, then, seemed more important than the research protocols developed under very different circumstances. Our team also came be more critical of some of our own photovoice protocols such as "no faces" (Mitchell, 2011). In many of our training sessions we often will engage participants in a discussion about what they could take pictures of besides people's faces, especially if people outside of the project participants are "in the picture." ...
This chapter examines how Participatory Visual Methodologies can be used to
create more inclusive and accessible spaces with disabled people in the Global
South. Drawing on a 4-year research project, funded by the Social Sciences and
Humanities Research Council of Canada (2016–2020) with girls and women with
disabilities in Vietnam, we argue that a decolonial Participatory Visual Methodology (PVM) approach is critical for centering the perspectives of girls and
women with disabilities in spaces where they may have previously been
excluded. This work is important for disability rights because it creates a more
transformative approach to social justice in communities in the global South.
This chapter explores how photovoice as a methodological approach can help researchers build an understanding of health, wellness, and resilience that are bolstered through various human-nature relationships and connections. The chap- ter aims to build on existing photovoice literature (and visual research methodol- ogies) by asking questions about the process of listening to the “voice(s)” of images, to outer and inner voices, and the role of listening as a research practice. To accomplish these aims, the chapter first explores modes of image-making and the notion of “voice” within previous literature, and particularly the process of photovoice. It then turns to modes of listening as they relate to the voice(s) of images and photovoice as an important, and often under looked, dyad of method- ological significance. Here, the chapter draws on the work of Campt (Listening to images. Duke University Press, Durham, 2017) to explore the haptic sensibilities of listening, including multiple levels and modes of listening: listening to nature; listening to photos of nature; listening to our outer and inner voices; and listening to our own haptic responses to the process of engagement. Following this, the chapter explores the role of participants engaged in listening processes as methodology, where the authors connect more directly with some of their previous research looking at nature as sources of health, wellness, and resilience for research participants in a range of studies: young Indigenous people in Central Canada; and older adults living with chronic illness. These examples prompt the authors to interrogate the researcher’s role and the benefits of listening methodologies for both participant, researcher, and the production of data rigor itself. In the end, the chapter offers critical reflections on the ways in which photovoice and listening methodology can provide unique insights regarding human-nature relationships that support health, wellness, and resilience.
In this paper, we reflect on our use of arts-based multiliteracies with French as a second language (FSL) teacher candidates in an initial Teacher Education (ITE) program as a means to express themselves as plurilingual language educators and reflect on their intended practice. We begin by describing the FSL teacher identity research context and theorizing the connection between meaning-making processes, arts-based multiliteracies and teacher identity development. Next, using samples of data collected in the context of a broader study on FSL teacher identity formation, we provide examples of the affordances of using arts-based approaches in ITE: accessing different types of knowledge, accessing different discourses that teachers engage with in the profession, identifying tensions and contradictions in teachers' beliefs systems, and de/re-constructing teachers' belief systems. Ultimately, an arts-based multiliteracies approach allowed us to engage with the multiplicity of discourses in teacher identity construction and promote agency, resiliency and well-being for future FSL teachers.
The chapter is based on a transnational small-scale research project in England, Norway, and Australia. The project aimed to examine how children are using IoToys at home with make-believe play and to investigate types of interactions/behaviours within their make-believe play in digital playscapes. Using digital methods for data collection based on visual methodologies principles, underpinning the synergy of cultural-historical theory and schema play concepts, we analyse digital episodes of children’s play with IoToys to demonstrate our analytical protocol. We discuss the complexities of visually capturing children’s lived experiences. Finally, we examine some of the challenges of analysing audio and visual recordings and conclude by suggesting that visual methodologies offer potentialities for rich data that capture the lived experiences of children but require to be approached as a cultural tool where the researchers should seek for signs, schemes, symbols and ethical “micro-moments”.
The author connects walking with video, a method developed by sensory and visual ethnographer, Sarah Pink, with cellphilming, a participatory visual towards bringing an increased capacity to learn through the senses while doing walking cellphilm research. The chapter focuses on using a hybrid approach of walking cellphilms for sensory emplaced learning in and beyond classrooms to do research. The body is often ignored in post-secondary education because of the increasing virtual classroom and work environment, particularly so during COVID-19. During the pandemic, in a virtual classroom, the author had fellow participants (Ph.D. students) leave their desk to engage in walking cellphilm research in their neighborhoods. Walking cellphilms present a multisensorial engagement employing various intertwined and entangled senses (smell, touch, taste, visuals, kinesthetics, bodily-felt temperature and movements). Additionally, situating participant and researcher as embodied, beings immersed in space and environment—all contributing to the exploration of sensory emplaced learning. The chapter provides a pedagogical framework for using walking cellphilms, mapping out the details of the workshop and offering a reflexive perspective to multisensory emplaced learning as a way of encountering and experiencing place, space, relations and the environment.
This chapter explores the value of utilizing cellphilming and participatory, visual, arts-based methods in an institutional ethnographic study aimed at supporting the development of students’ critical digital literacy practices. After defining critical digital literacy practices and unpacking how they support the broadening of students’ agency, I will lay out conceptual and methodological frameworks for participant-centred research based in institutional ethnography and cellphilming. Then, by sharing some of my findings, I will highlight how this research supported students’ potential to involve themselves more actively in the social relations orienting their and their classmates online and digital experiences. By unpacking and analysing students’ cellphilming inquiries, this research uncovers how the participants I worked with think about digital infrastructures and the potential impacts that they can have on one another. Going beyond their individual role in the social relations that organize how they engage digital technologies, this research project reached towards and revealed ways in which students were similarly oriented by their experiences online, asking how they can collectively participate in discourses through digital tools in critical and transformative ways.
This introductory chapter to Re-visioning Cellphilming serves to orient the reader to the book as a whole. It starts by situating the book within the emerging body of literature on cellphilming, dating back to the work of two South African researchers, Jonathan Dockney and Keyan Tomaselli. It then goes on to offer what is termed ‘origin stories’ in which the four co-editors each write autoethnographically about how they came to be involved in cellphilming and how their cellphilm practices have changed over time. The third section maps out the three parts of the book, Storying Change Through Cellphilming; Technology in Change; and Cellphilm Pedagogies.
This chapter maps out a study that explores young people’s experiences during the COVID-19 pandemic. Through a qualitative participatory arts-based framework, the authors describe a cellphilming process that seeks to give youth a voice to express the issues they have faced during the pandemic and how they have dealt with them. This chapter describes the progress through the workshops and how discussions unfolded to show that “the story behind the story” of the cellphilms had great significance. By asking questions such as “why did you create this cellphilm in the setting that you did?” and “what creative choices contributed to your message?”, the authors could go deeper into the discussion and access pieces of the story that the cellphilm alone did not. The authors are particularly interested in learning how young research participants choose to shape and narrate their stories in their cellphilms.
The way ethics are negotiated in visual research, including cellphilming, often reflects polarization and double standards in the way institutions from aid-providing countries relate with people from poorer nations. Despite discourses of decolonization and empowerment, there is still a reluctance to let adolescents from poor countries decide how their image should be shared, with whom, and for what purpose. In the name of ethics and safeguarding, youths are often denied the opportunity to harness the power of digital media. In this chapter, the authors present the case of the ‘No-Face approach’ to cellphilms in the Participatory Research on Education and Agency in Mali (PREAM) project to discuss the ethics of using cellphilms in the context of crisis and raise questions about the place of agency in research ethics. The chapter argues that the no-face approach offers several advantages when working with adolescents in times of conflict but that positionally can colour adults’ perception and prevent stakeholders from seeing young people as agents. It concludes that agency should be part of ethics and that the no-face approach can only be truly ethical if young people have a say in whether they decide to show their face or not.
This chapter aims to investigate how the platform TikTok provides new ways of reimagining growth in all sectors, with a primary focus on how TikTok provides communication opportunities for everyday cellphilming. Guided by autoethnographic and inquiry-based methodologies, this chapter examines how cellphilming is evolving in daily life. Power dynamics and ethical concerns present in social media spaces are investigated through critical theorists who discuss the opportunities visual narratives create to interrogate society and ways in which individuals challenge boundaries. Specifically, this paper aims to investigate how the platform TikTok provides new ways of reimagining growth in all sectors, with a primary focus on how TikTok provides communication opportunities for cellphilming everyday that span between individual identity formation, evolving power dynamics, and general community awareness.
We aim to elevate the stories and voices of youth in integrated STEM education, particularly those who have been historically marginalized and excluded from STEM spaces. Our research uses photo-elicitation to decenter the power of researchers and educators and elevate the experiences and expertise of youth in STEM. Findings are presented from three instrumental case studies, examining the perspectives of youth on what it means to do STEM, who belongs in STEM, and why STEM is important. The findings reveal that youth often perceive STEM as a siloed approach but also emphasize the need for greater integration of mathematics in STEM. Furthermore, the study highlights the importance of STEM identity development, showing that belonging in STEM is not just about future careers but also about fostering a sense of belonging in the present. Additionally, the study uncovers that youth invoke empathy and social consciousness when explaining the importance of integrated STEM, emphasizing the need to address racial, gender, and professional biases in STEM educational spaces. This prompts a reconsideration of the motivations behind integrated STEM education, emphasizing the value of developing STEM literacy for the well-being of all youth, not just as future workforce preparation.
The article presents the main issues connected with visual anthropology application in research studies carried out in non-European environment. The text is based on author’s research of the Palestinian society. The main topic of the research was connected with the understanding of safety and danger among Palestinian women. The article presents problems, challenges, and chances of using photo-interviews according to the postcolonial and intersectional contexts in social research.
Building on work in feminist geopolitics, we discuss how the governance of in/fertility affects the value assigned to different bodies and the question whose bodies and lives are considered as worthy of reproducing in Mexico. To reveal the geopolitical entanglements of past and present forms of reproductive governance, we investigate the transnational connections of Mexico’s fertility network with Spain and the United States of America. We juxtapose visual materials from political campaigns of the past with advertisements for present-day fertility clinics to trace the reproductive geopolitics of (post)colonialism that shape current developments, practices, and discourses in this transnational fertility network. Each pair of visuals exemplifies particular times and spaces of reproductive geopolitics. The paper reveals how the contemporary Mexican fertility market is shaped by transnational forms of reproductive governance. We employ visual juxtaposition to provoke readers to think about the entanglement of present-day fertility markets with past reproductive geopolitics.
This paper examines the learning experience of an inter-faculty higher education course conducted in an expanded remote format, using digital space as facilitator. The study focuses on the implementation of personalized education, a pedagogical approach that emphasizes the diversification of resources, strategies, and actions to empower learners in assigning personal value and meaning to their learning journey. By presenting an action research project, this study highlights the pivotal role of personalized education in guiding the course design. To foster an engaging learning environment, the course incorporated open activities and leveraged tools and platforms of the social web. Through these means, the participants, forming a community of practice, were able to collaboratively generate knowledge before, during, and after synchronous sessions. Furthermore, the participants effectively disseminated this knowledge through networks and engaged in discussions with external stakeholders. The study underscores how personalized education facilitates situated and meaningful learning by fostering expanded, flexible, and distributed experiences. These experiences revolve around a transmedia narrative that seamlessly integrates digital culture into learning opportunities and processes, effectively naturalizing its presence. The results highlight the value of personalized education approaches in adapting to the complexities of the digital age and establishing meaningful learning experiences for students.
Museum collection strategies are governed by a variety of factors, including topical focus, acquisition funds, availability of works in the art market, donations and specific coincidental opportunities. Yet, it remains unclear if more fundamental collection patterns emerge, exist, and are shared between museums, which could for example allow an established artist to estimate when a contemporary art museum would acquire their works. Here we collect and analyze data from 12 European contemporary art museums, taking into account artwork creation dates, collection acquisition dates, and the associated artist age at both points in time. From this simple quantitative construct we are able to reveal a striking gradient of museum profiles at the aggregate level. This lag can function to constitute a macroeconomic index of "mean museum collection lag", ranging from 3 years in the most dynamic cases (Kiasma) to 35 years in the most established institutions (Museo Reina Sofía). Meanwhile, on the granular level, plotting artist age over collection year, and using artist-age vs artwork-collection matrices, a detailed picture becomes evident, where individual museums are characterized by shared patterns and a rich heterogeneity of ideographic details. Regularities include continuous acquisitions, systematic acquisition of older materials over time, and brief bursts, where whole oeuvres of individual artists join specific collections. Hence, we are able to shed light on the detailed collection history of museums, transcending the anecdotal nature of art historical storytelling via the provision of a quantitative context. Our approach of cultural data analysis combines expertise in art, art history, computational social science, and computer science. Our joint perspective builds a bridge between and serves an audience of museum professionals, art market actors, collectors, and individual artists alike.
Partindo da premissa que a especialidade afeta a corporeidade, não há estudos sobre a singularidade das vivências e experimentações corporais (autobiografias de movimento) afeitas às Práticas Corporais de Aventura (PCA) no contexto das relações pessoais e coletivas das crianças que vivem no ecossistema amazônico marajoara. O objetivo principal desta investigação consiste em apreender a singularidade para produção de autobiografias de movimento presentes nas PCA, ancoradas na ecomotricidade marajoara. O trabalho empírico, de abordagem qualitativa, fará uso de procedimentos etnográficos construídos no campo da etnografia sensorial, como possibilidade para estear novos meios metodológicos e olhares para captar formas de expressividade das crianças. Constituirá, enquanto participantes, crianças de seis a onze anos de idade, moradoras do arquipélago do Marajó. Para a análise de dados, faremos uso de técnicas da análise de conteúdo. Nesse processo analítico, buscaremos identificar os sentidos expressos nas PCA, imersas em atividades cotidianas das crianças e presentes no ambiente natural, entendido na pesquisa como elemento marcante no cotidiano infantil.
The contributions in this volume first focus on an epistemological positioning of children's drawings in relation to the respective subject perspective, after which the methodological-methodological approach of the specific empirical perspective is presented. This is because a theoretical constitution of the object is indispensable in order to be able to derive and discuss methodological-methodological questions in a well-founded manner. The intersubjective comprehension of the respective research perspective is supported by concrete empirical examples and by means of the most transparent possible presentation of the individual research procedure. In this context, the discussion of the potentials and limitations of the research perspective adopted as well as the specific roles as researchers is always in focus. Accordingly, the central aim of this volume is, in demarcation of an epistemological primacy, to point to the diversity of different research approaches to children's drawings as empirical and also as independent data material and to further contour their respective research methodological challenges but also possibilities of knowledge.
Despite growing interest in video-based methods in urban research, the use of collaborative ethnographic documentaries is rare. Researchers interested in spatial justice interventions could benefit from the theoretical and methodological union of critical urban ethnography with social documentary techniques to (a) enable the participation of social groups with conflicting interests, (b) expose the material effects of inequality and domination in a unique and vivid manner, and (c) increase the public’s knowledge and practical benefits of the findings. The use of collaborative ethnographic documentaries also offers alternatives to traditional forms of inquiry and encourages the researcher to assume a clear position in order to intervene in hegemonic practices. To increase our understanding of how under-explored techniques can contribute to praxis for more democratic urbanization, the author first reviews the available literature and consider its strengths, limitations, and ethical concerns. By using selected video-ethnographic vignettes from fieldwork conducted during the conflicts that followed the 2007 riots in Milan’s Chinatown, the author then discusses how such an approach involves issues of ethics, voice, form, and politics. Collaborative ethnographic documentary facilitates greater trust and communication between researchers and participants, thus enabling the social, moral, and political perception of a highly conflictual urban terrain.KeywordsUrban democracyVideo ethnographyUrban inequalityGentrification empowermentSocial documentaryChinatownMilan
This chapter critically engages with key theoretical approaches related to how humans interact with historical narratives, with a focus on theories related to historical consciousness. In seeking to render my analysis more rigorous and comprehensive, I also draw on critical discourse analysis, which helps emphasize the overall contexts under study. It also offers tools to help engage with discourses that potentially shape historical narratives and interactions with them. Further, I engage with Critical Pedagogy, which is not only committed to analyzing and critically engaging with power dynamics and asymmetries, including historical injustices. It also centers, as well as offers important insights into, personal and collective agency, emphasizing the importance of bringing these dimensions into the conversation regarding individuals’ interactions with historical narratives. The chapter also offers some general insights into the Egyptian context as well as the key objectives and rationale for this book.
Partindo da premissa que a especialidade afeta a corporeidade, não há estudos sobre a singularidade das vivências e experimentações corporais (autobiografias de movimento) afeitas às Práticas Corporais de Aventura (PCA) no contexto das relações pessoais e coletivas das crianças que vivem no ecossistema amazônico marajoara. O objetivo principal desta investigação consiste em apreender a singularidade para produção de autobiografias de movimento presentes nas PCA, ancoradas na ecomotricidade marajoara. O trabalho empírico, de abordagem qualitativa, fará uso de procedimentos etnográficos construídos no campo da etnografia sensorial, como possibilidade para estear novos meios metodológicos e olhares para captar formas de expressividade das crianças. Constituirá, enquanto participantes, crianças de seis a onze anos de idade, moradoras do arquipélago do Marajó. Para a análise de dados, faremos uso de técnicas da análise de conteúdo. Nesse processo analítico, buscaremos identificar os sentidos expressos nas PCA, imersas em atividades cotidianas das crianças e presentes no ambiente natural, entendido na pesquisa como elemento marcante no cotidiano infantil.
This introductory chapter establishes facilitation as an important yet underreported component of visual sociological research. Although institutional and regulatory ethics have been ingrained in university research settings, scholars such as Eve Tuck and K. Wayne Yang (Humanizing research: Decolonizing qualitative inquiry with youth and communities. SAGE Publications, 2014) have asked us to consider the ways in which participants’ and communities’ refusals to research and research processes influence our ethical frameworks. We take up Tuck and Yang’s call to ask: What does ethical research facilitation look like beyond institutional guidelines in visual research? What might deep, ethical, meaningful, or useful facilitation look like in visual studies? Putting social justice concerns about power within research processes at the fore, the editorial argues that thinking through research facilitation must go beyond researcher reflexivity, and move towards action within the research settings in which we work.
My research investigates the ways Canadian craft vendors support international development causes through the sale of handmade and handcrafted objects. Many of these initiatives fall under the umbrella of “social entrepreneurship” and exemplify the types of crafting projects popularized within “maker culture.” Methodologically, I employed object elicitation techniques: craft vendors brought a selection of items and reflected on their meanings during the interviews, similar to show-and-tell. I had intended to conduct the study in-person, but then pivoted to online video calls due to restrictions brought on by the COVID-19 pandemic. In this chapter, I address the methodological aspects of the study and discuss the ways object elicitation techniques may be facilitated in an online setting. I describe my process of pivoting from in-person to online interviews, and craft vendors’ parallel pivot from in-person to online craft vending. I then introduce three categories of objects—spontaneous objects, pandemic objects, and wearable objects—to illustrate methodological insights relating to space and location, time and context, and embodiment and attachment.
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