Doing Visual Ethnography

Pink, Sarah

doi:10.4135/9780857025029

Cited by 1,605 publications

(1,505 citation statements)

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“…Latha, Indira, Vinodha and Parvati, despite sharing similarities in their domestic situations, are all very different to each other as people and the film demonstrates that it is possible to portray nuanced gendered identities and articulate difference; that gendered identities are plural, by nature, rather than binary (Pink 2001). I hope, too, that Village Tales (2015 shows that it is possible to have a kind of humanistic knowledge that does not play a dominant role over the people it seeks to study (Chambers 1980, 512).…”

Section: Resultsmentioning

confidence: 99%

Locating a ‘third voice’: participatory filmmaking and the everyday in rural India

Sudbury

2016

Journal of Media Practice

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Section: Resultsmentioning

confidence: 99%

Locating a ‘third voice’: participatory filmmaking and the everyday in rural India

Sudbury

2016

Journal of Media Practice

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“…We draw on qualitative data from one of the three clubs 1 and its connected learning opportunities (summer internships), gathered over three years through visual ethnography, participant observation and interviews of all participants (2011-2014Green, Skukauskaite and Cordova, 2007;Pink, 2001). …”

Section: Methodsmentioning

confidence: 99%

Youth-voice driven after-school science clubs: A tool to develop new alliances in ethnically diverse communities in support of transformative learning for preservice teachers and youth

2016

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In this paper, we draw on data collected in the context of a three-year action research project that involved the development of after-school science clubs in three high schools in ethnically diverse communities, made possible through a partnership between a university, the schools and the community. We document the evolution of a youth-voice driven science club over time and the kind of transformative learning it supported for youth who are for the most part first-generation immigrants growing up in an underserved urban centre. We also explore how the alliance between the university, the school and the community enriched the learning ecologies of the participating youth and how it was experienced by the instructors and preservice teachers who pursued service learning projects in the clubs as part of their university course work in education. We show how such diverse experiences offer rich insights into ways of building alliances among schools, community resources and the university to support equity-driven practices that are inclusive and supportive of ethnically diverse youth with complex immigration histories

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“…These ambitions led to the decision to use video diaries as a tool to collect data and in that way study decision-making in a context outside school, in a situation where making a decision affects life. The video diary is a form of visual ethnography (Pink 2001) where the informant gets instructions, but chooses for him or herself what, where and when documenting is carried out. Andrew Noyes (2004) and Debby Cotton et al (2010) assert that data from video diaries provide a fuller representation or description of social life.…”

Section: Methodsmentioning

confidence: 99%

“…It can be discussed how ''in the wild'' any type of observation study is, even this one. The presence of a video camera affects the informant's behavior (Pink 2001) and the task was given by a researcher. However, an out of school context is regarded as more ''in the wild'' compared to the classroom.…”

Section: Methodsmentioning

confidence: 99%

To vaccinate or not to vaccinate: how teenagers justified their decision

Lundström

Ekborg

Ideland

2012

Cult Stud of Sci Educ

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This article reports on a study of how teenagers made their decision on whether or not to vaccinate themselves against the new influenza. Its purpose was to identify connections between how teenagers talk about themselves and the decision they made. How do the teenagers construct their identities while talking about a specific socio-scientific issue? Seven teenagers between 17 and 19 years of age participated in the study. The informants were requested to document in video diary situations in which their decisions about the vaccination were discussed. All the teenagers recorded their diaries during the weeks of the vaccination programme. The students were also interviewed 1-4 weeks after completing their diaries. A discourse psychology framework (Potter and Wetherell 1987) was used to analyse the video diaries and the interviews. In this context, decision-making on a socioscientific issue must be understood as an appropriation and use of discursive repertoires, and also as meaning-making in relation to other fields, such as society and identity. It must also be understood in relation to the use of science repertoire-or actually, the school science repertoire-how available is this discourse in different contexts outside school? The repertoires were categorised into two main types; experienced emphases and important actors. The first included the categories of risk, solidarity and knowledge. The second included family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education seem not to be an interpretative repertoire available to them. Instead, the risk, solidarity, family and friends and the media repertoires were available in their talk about vaccination. These results indicate the need to use media reports in dealing with scientific literacy and also in risk assessment discussions in school. It also indicates the importance of relating school science closely to the students' daily life.

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Doing Visual Ethnography

Cited by 1,605 publications

References 0 publications

Locating a ‘third voice’: participatory filmmaking and the everyday in rural India

Locating a ‘third voice’: participatory filmmaking and the everyday in rural India

Youth-voice driven after-school science clubs: A tool to develop new alliances in ethnically diverse communities in support of transformative learning for preservice teachers and youth

To vaccinate or not to vaccinate: how teenagers justified their decision

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