Blurring the Boundaries between Photovoice and Narrative Inquiry: A Narrative-Photovoice Methodology for Gender-Based Research

Abstract

Photovoice provides alternative ways of doing research with schoolgirls, who are vulnerable and often under-acknowledged research participants. It is particularly valuable in dealing with sensitive topics such as gender-based violence, poverty and HIV/AIDS and other chronic illnesses. Photovoice is thus widely employed in disciplines such as health, education, economics, sociology, anthropology, and geography. Up until now, however, it has been predominantly underpinned by participatory action research and other communitybased participatory related methodologies. This article explores the possibility of blurring the boundaries between photovoice and narrative inquiry to create a narrative-photovoice methodology for gender-based research. In this study, South African schoolgirls participate as coresearchers employing narrative-photovoice and reflect on the value and limitations of this methodology for making meaning of gender (in)equity in their everyday lives. The main findings are categorized into the following themes: (a) superstition and suspicion: a gatekeeper to gaining access, (b) embracing creativity, (c) moving beyond the abstract, (d) digital versus disposable camera, (e) and having fun while learning. In the conclusion, the authors reflect on the participants' experiences of doing narrative-photovoice and highlight particular considerations for using this methodology.

From Community to Individual. Re-Thinking Photovoice Methodology for Education Research

“…First, the subjects participating in research capture in situ their experiences (Hernandez, Shabazian, & McGrath, 2014;(Simmonds, Roux, & Ter Avest, 2015). Thus, the researcher gains access to an inner perspective of a social or individual http://dx.doi.org/10.15405/epsbs.2017.05.02.55 Corresponding Author: Loredana Manasia Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 452 phenomenon.…”

“…Finally, photovoice methodologies involve more than taking pictures and talking about them (Simmonds, Roux, & Ter Avest, 2015). PVM stimulates reflection.…”

“…In PVM, the participants are provided with disposable cameras to identify, document, and represent strengths, weaknesses, and concerns of their community (Sutton-Brown, 2014, p. 169) from an inner perspective. Since its inception, PVM has increased its popularity and has been applied to disciplines like psychology (Brunsden & Goatcher, 2007), education (Hernandez, Shabazian, & McGrath, 2014;Mulder & Dull, 2014;Stroud, 2014), nursing (Burke & Evans, 2011Leipert & Anderson, 2012), parenting, refugees, and other marginalized groups (Barlow & Hurlock, 2013;Simmonds, Roux, & Ter Avest, 2015).…”

“…In this particular study, photovoice was applied as narrative-photovoice (Simmonds, Roux, & Ter Avest, 2015) in an intensive longitudinal design. Narrative-photovoice draws on constituencies of photovoice and photo-narratives, but is underpinned explicitly by narrative inquiry theory.…”

The Collapse of the Morandi Bridge in Genoa on 14 August 2018: A Collective Traumatic Event and Its Emotional Impact Linked to the Place and Loss of a Symbol

“…The photovoice technique was developed in the early 1990s by Caroline Wang et al [16]. Since its inception, photovoice has gained popularity and has been applied to different disciplines, such as psychology [17][18][19][20], education [21][22][23][24], and nursing [25,26], and to study particular issues such as those related to parenting, refugees, intercultural relations, and other marginalized groups [27][28][29].…”