Methodological Insights About Photovoice as a Pedagogical Tool From Implementation With Graduate Students as Co-Researcher-Participants

Abstract

Experiential learning is important in preparing the next generation of public health professionals to address health inequities. Students who aspire to work in community health must learn to engage with communities and advocate for change that aligns with community priorities. Learning about Community-Based Participatory Research (CBPR) and related methodologies can facilitate students’ understanding of community engagement and community organizing. Photovoice, a CBPR methodology, provides a unique opportunity to understand the lived experiences of participants while identifying community-led solutions to address public health challenges. Photovoice has been used as a pedagogical tool to engage students as participants in reflection, critical thinking, discussion, and experiential learning. However, the peer-reviewed literature often lacks detailed accounts of methodology, and barriers and facilitators to engaging participants in photovoice. We provide a detailed account of our methodology as we co-learned with 23 graduate students as co-researcher-participants in a photovoice experiential learning project as part of a CBPR course at the University of Illinois Chicago School of Public Health. Students reflected on their experience with the methodology by completing a series of fieldnotes while participating in photovoice. Fieldnotes were analyzed using an iterative inductive coding process. We present five themes from student reflections that convey barriers and facilitators to engaging in photovoice, and share related recommendations for using photovoice as a pedagogical tool to prepare the next generation of public health professions.