Visual Research–photo elicitation

“photographs do not hold meaning, only information, and meaning can only come from the individual who took the photo; the individual who has a story, an experience, a memory, or an emotion to share.” p. 73

Grimmet, K (2018). Using Photo-Elicitation to Break the Silence. In M. L. Boucher, Ed. Participant Empowerment Through Photo-elicitation in Ethnographic Education Research New Perspectives and Approaches, Springer

“Each photo acted as a concrete symbol of an abstract thought, concept, or memory, thus allowing each participant to articulate a free-flowing thoughts, ideas, and answers to the research questions.” p. 91

Spencer, 2010: Mapping Society, a Sense of Space

Spencer, 2010: Mapping Society, a Sense of Space in Spencer, S. (2010). Visual research methods in the social sciences: Awakening visions. New York, NY: Routledge 

“Henri Lefebvre’s The Production of Space criticised much modern theory for taking space as a given rather than a highly problematic and undertheorised concept, a concept in need of its own science which might distinguish between and examine its different forms: mental, physical and social.” p.70

Understanding space and sense of place brings together philosophical concepts of production and dialectical change (Hegel, Marx and Nietzche) p. 70

While the mechanics of vision have a biological and physiological basis, the way in which we ‘see’ the world is culturally ascribed, learnt, a process of recognising and separating pre-determined categories and meanings from the visual array before us. p. 71

Photo sequence project

Had and idea to explore reading environments of a Kindergarten student (Danny). There are some interesting studies on the topic of early literacy, so I figured it would be neat to approach it from the Bronfenbrenner’s angle. I would like to take into the accout several factors: the social context (for example, maybe he is reading to impress his teacher or peers), lack of distractions or alternatives for other activities, plethora of reading choices make it interesting, a chance to spend wuality time together….

Wanted to give Dan my phone and ask him to take pictures of all places that he reads books.  I figured I could interview him about these photos later, ask him what spot is his favorite, if he remember what books he read in this particular spot, what books he likes to read, if anyone helps him make book choices, etc.

Now I am having second thoughts: (1) he is not too enthusiastic about the project, and (2) pics he snapped in his classroom today have hardly any detail. I think I must either change the topic (because the assignment is due in 4 days), or take photos myself. If I decide to do the second, I will need to develop a protocol for sure, Also need to figure out how to talk to Danny’s teacher and not scare her with my request to take photos of her classroom. I wish I had more time to figure it out…

Participant Empowerment Through Photo-Elicitation Michael L. Boucher

Participant Empowerment Through Photo-Elicitation in Ethnographic Education Research by Michael L. Boucher (Editor)

ISBN: 9783319644127
Publication Date: 2017-10-23

Photo-voice, photo-elicitation, photo-essays, (p. 16) they are used to communicate when writing or putting things into words is not a good option due to participants’ age, skill, condition, etc.

Yet, it still takes skill to be able to reflect on an idea or a point, to express something. In other words, a person would have to be able to evaluate cognitions in order to make a decision about what to show in the frame. Is it not too abstract for someone with autism?