Photovoice. Dr. Kevin J. Graziano Prepared for the Marino Institute of Education, Dublin Ireland, May 2012. Acknowledgement. Marino Institute of Education Development and InterCultural Education. Wiki. http://miephotovoice.wikispaces.com/. Biography.
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Dr. Kevin J. Graziano
Prepared for the Marino Institute of Education,
Dublin Ireland, May 2012
Know Want to Know Learn
A Guiding Framework for Participatory Research for Social Change, Community Development Project, Urban Justice Center, prepared for Spin Project Workshop on Making News with Reports, June 16, 2005; Some Important
PAR uses a variety of methods. Some of the common methods include: (quantitative and qualitative techniques)
Inner preparation: You need to prepare yourself inwardly, trying to think as the people think, to live as the people live, to eat as they.
Our inner reflective processes will help us in achieving authenticity in our research and in the reflective dialogues that we intend to engage in with our participants.
Outer participation: initial identification of people, leaders, and activists with whom you can begin dialogue.
Who would you include in the dialogue on…
School drop out rates,
Wages and inequity in pay,
The nature and variety and of books available to families and children in local libraries,
In traditional research, researchers often say, I already know what I think about this topic. Now let me see if I can find a way to validate what I think.
You do not begin with a hypothesis. Instead you enter the research with a set of fundamental concerns, issues, or problems. You are looking for solutions or insights that you do not already have. You are looking for a deeper understanding of the issues or problems.
The major research questions will arise from narrowing the topic and from your initial observations and conversations held with people in the community.
The entire scope of your inquiry and research will inspire your questions: the literature, your own observations, what is known about the community, and your dialogues with the people that facilitate your entry into the community.
PAR is not driven by having a set number of participants to validate the integrity of the research.
By reflecting in depth with a few people who are members of the community we can illuminate many of the issues that concern that community.
What was the "muddiest point" so far with today\'s lecture? What is most confusing or unclear?
I. Conceptualizing the Problem
a. Selecting the site
b. Selecting the methodology
c. Sampling and recruiting
II. Implementing Method
a. Conducting photovoice training
b. Devising the initial theme for taking pictures
c. Taking pictures
III. Participatory Analysis, Critical Reflection, and Dialogue
a. Selecting photographs for discussion
b. Contextualizing and storytelling
c. Codifying issues, themes, and theories
d. Documenting the stories
IV. Disseminating Findings
a. Selecting slides and stories for presentation
b. Writing journal articles
V. Advocating Policy
a. Sharing information with policy makers and the broader community
b. Implementing policy
The participatory analysis of photovoice involves three stages:
(1) selecting (choosing photographs that most accurately reflect participants’ concerns and needs as depicted by the research questions);
(2) contextualizing (telling stories about what the photographs mean);
(3) _________(identifying themes, issues and theories that emerge) Transcripts
The questioning acronym PHOTO was used in my study to contextualize the meaning of participants’ photographs.
The Creative Dialogue
By Alma Flor Ada
Guiding the Dialogue…..
Questions to ascertain the comprehension of the story and its concepts.
Questions to invite sharing personal experiences, feelings and emotions.
Questions to promote critical reflection and anti-bias awareness.
Questions to promote transformative attitudes.
Questions asked in one of my studies to guide the group dialogue (codifying) :
disadvantages of this consent.
One participant photographed a classroom window with frosted tint on the window and bars that prevent the window from opening. She argued, in the warmer months when the air conditioning is not working and there is no ventilation in the building, students are too hot to work and there is no window to open. In the colder months when the heater is not working, she argued, the frosted window pane prevents sunlight from entering the classroom and it is often too cold to work. A lot of instructional time is lost due to the dilapidated conditions at my school, she concluded.
This is my classroom carpet. About four years ago, the school’s roof leaked, leaving about 3 inches of water in many classrooms. During the flood, our class was relocated to the library until the roof was fixed. After the roof was fixed and the carpet dried enough to walk on it, we returned to the classroom. The carpet was never replaced. Since then it has been rippled and quite often grows mold. The entire room has a damp and musty smell. With mold spores being present both teacher and students are at risk for nasal stuffiness, eye irritation, wheezing, and skin irritation. If one has asthma, as I do, it can cause severe asthma episodes.
This is the air circulation vent in my classroom. It blows forced hot air in the winter and circulating air during the remaining seasons. As you can, there is an array of problems in this area. The gum that is stuck in the vent has been long before I started teaching in this classroom. I have asked for it to be removed, but it still remains. You can also see chunks of dust that periodically shoot out with the air. In addition to dust, we find an assortment of dead bugs along the air vents on a daily basis. Each night the counters around the vent are wiped and by the afternoon of the next day, they look this way again, filthy. With the dirty vent supplying our classroom with circulating air, it is clear that there are problems with the air quality in the classroom.
Lack of functioning windows is a problem in neglected buildings. The better maintained building feature new windows. The paint has hardly dried. In contrast, my classroom features a textbook propping the window open. During the warm months circulating air is needed. The afternoons are very uncomfortable and staying focused on learning becomes difficult. A cross breeze would help us have a better learning environment. After submitting maintenance request for three years, my husband has promised to buy hinges and replace them for me this September. To improve the educational environment, sometimes teachers needs to take matters into their own hands.
July 2007. The neglected school is adverting a meeting from last October. The comparative school is telling the public about its current summer schedule. The public and teachers, including myself, in the first community feel that the school and its events are unimportant. Has anything really happened at this school in nine months or does nobody notice this neglect? The comparison allows us to see what is being done at a school five miles down the road. If I mention this to my principal, will he regard me as “ squeaky wheel?”
elementary and secondary pre-service teachers
Robert Taylor Elementary School
Brown Jr. Middle School
Part A. Documenting Prior Experience
Part B. Assessing Student’s Learning
Part C. Photovoice: What are your everyday realities as an English Language Learner at (have student fill in his or her school)?
Part D. NSC students’ Findings: conclusions, interpretations, challenge system
Case studies are shared in class and with principals and teachers at PDS.
“I took this picture because it shows how I am left out at times because I can’t talk to other people in class…I always feel kinda sad because I don’t hang around with other kids and play.”
This is a basket of lunchboxes in the lunchroom. The lunch basket is brought to the lunchroom after morning announcements. I took this picture because it reminded me of Kindergarten. Those picture tells about my life as an English student because the lunch basket helped me find my lunch by looking at the number or picture of the teacher. This picture of a lunch basket shows how English student’s lives can be improved because it gives students a job to do and you need to make sure the number is clear.
This is the Nurse’s office. The beds are here. In the summer, it isn’t cool in my house; it’s very hot. I took a picture of this because I like the cool air in the office.
There is a CD that we hear in the car. I took the picture because this is what helps me listen and practice English in the car with my dad. We then have to listen and watch the movie to learn how to speak in English and understand when you talk to someone else.
This is a picture of the turtle home in the courtyard of school. The turtle is trying to go into the water. I remember learning about turtles. It helped me learn how to spell turtle. Students can learn by watching and seeing how it (the turtle) moves.
In the library, there’s a lot of books that help me and it helped me learn with the picture books and stuff. When I see the pictures they help me think of words in English. The High School Musical book helped me learn English. Last year I only got Spanish books, but this year I am choosing English because I want to learn English better. The Spanish books made my English worse. I am happy to have a library because there are books that help me to read and learn English. I have never visited a library before Whitney. It was hard for me to find books to read in the library because I have to read the spine of the books but didn’t know what it says, but then a friend helped me learn how.
I love to read now. I didn’t in Cuba because we didn’t have any books. The books I read were the ones my mama bought me, perothey weren’t a lot. There wasn’t a public library where I lived. The schools in Cuba do not have libraries. If you want to read, you need to buy your own books. They cost a lot so no one has a lot of books. I took a picture of the library because now I have the opportunity to read all the books. I want to read without worrying about money. I wanted to learn English so that I could read the letters in the books so that I could understand the books now that I had books available. Many people do not have books and by giving them books, they will want to learn English just like me.
Maria: “I took this picture of the playground with the tetherball and monkey bars because it represents recess. Recess is my favorite time at school because I do not have to talk when I am on the monkey bars and playing tetherball. I am good at those things without having to speak English to anyone.”
(Participants compile list and share with group)
(Participants compile list and share with group)
(Participants compile list and share with group)