Facilitating Self-Reflection: The Integration of Photovoice in Graduate Social Work Education

Abstract

This article details a series of assignments, employing a photovoice method, designed to enhance self-awareness for first year Master of Social Work students. This descriptive article discusses styles of learning and the development of self-awareness in social work education. In addition, the article examines the use of photovoice within a research context, as well as the adaptation to the classroom setting. Both processes seek a venue for participants, students in this case, to explore and discuss aspects of their lived histories and development of their values and perceptions. In addition to scrutinizing the assignment design, logistical concerns, challenges, and benefits of photovoice within the classroom setting, this article also considers how photovoice might help socialize students to the social work discipline. As photovoice commonly serves as a research method, the use of this method as a pedagogical tool is considered, as well as the perspectives of a faculty member and a graduate student. Finally, the processes and benefits of peer debriefing and photovoice as a mechanism for creating dialogue within the classroom are addressed.

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

“…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).…”

As potencialidades do photovoice enquanto metodología participativa na formação de Educadores Sociais

“…6. DOI: 10.17979/reipe.2015 os alunos pensassem, partilhassem e recebessem dos colegas histórias, experiências e diferentes pontos de vista (Chio & Frandt, 2007;Mulder & Dull, 2014). A exploração de ideias através do photovoice permite dar um significado pessoal aos conteúdos mais conceptuais, bem como um maior envolvimento dos estudantes no processo de aprendizagem (Schell, Ferguson, Hamoline, Shea, & Thomas-Maclean, 2009).…”

The development of the reflective practitioner through digital storytelling

“…We often assume that students, the future practitioners, possess the capacity for selfreflection (Mulder and Dull, 2014), although as Ryan and Ryan (2013) point out, reflection is not intuitive and educators need to consider where and how students will be introduced to reflective practice. Furthermore, as Boud and Walker (1998) advise, reflection needs to be put into a professional context where students can understand the link between the activity and their future professional career.…”