Twenty-sixth International Conference on Learning

Abstract

This paper will discuss the premise and use of Photovoice, a community-based participatory research methodology, which was used with graduate students to engage them in action research to establish meaningful connections between course curriculum and experiential learning. Photovoice methodology according to Wang and Burris (1997), provides a process by which people can “identify, represent, and enhance their community through a specific photographic technique” (p. 369). The methodology draws from the fields of feminist theory, the works of Paulo Freire’s problem-posing education teachings, documentary photography, and from practical photographic traditions. Finding unique ways to engage students in their education through a deeper level of critical thinking is a continual challenge. In this project the premise was about engaging students in a doctoral course in Educational Leadership on Diversity and Leadership to use Photovoice methodology to engage with critical consciousness about diverse students in their school and understand the forces that shape decisions related to these students. The objective was to use photography to engage with critical reflection about places where they saw social injustice in their school context and to discuss these experiences and share their feelings to bring about social action to remove barriers for diverse learners. The paper will describe how the methodology provided students with opportunities to examine, reflect, and identify opportunities for social change in their schools. Additionally, student testimonials on the power of using visual images, associated meanings, and the ensuing narratives that helped raise social awareness to bring about social action will also be shared.