Photo-voices from the classroom: photovoice as a creative learning methodology in social work education

Real-Time Lived Experience of Social Work Students in Their Field Training during the Coronavirus Crisis: Insights from Photovoice-Based Research

“…The conclusions of this article join the call to assimilate into the learning and training processes for social work students (as well as for social workers themselves) creative–experiential and reflective learning approaches (e.g. Malka, 2020 ; Archer-Kuhn, 2020 ; Baum, 2004 ; Rodham et al , 2020 ), which enable real-time processing and learning, and within which the professional/student, as a learner, researcher and active actor, has the ability to draw from existing knowledge, as well as creating new knowledge, in dealing with a crisis. The research process as well as its findings points to the uniqueness of the photovoice methodology in the implementation of creative and entrepreneurial models of teaching and practice, which allows the inclusion of different types of knowledge and life experiences.…”

“…Thus, in the first example, Sharona points to the basic understanding that with the change in normal circumstances, new and adapted ideas are needed. Accordingly, Sharona ‘freezes’ through photography a specific pedagogical moment in the learning process ( Malka, 2020 ), expressing her phenomenological point of view through creative–artistic means ( Huss, 2012 ), which allows for expressing the idea of a new pattern of thinking. Indeed, with regard to a new form of thought and practice, Revital’s photovoice presents a practice of coping that illustrates the pressure of the ‘professional self’: when the student is required to manage oneself from within the home, the boundaries between private and professional time become fluid.…”

“…Agarwal et al , 2015 ; Gutierrez and Wolff, 2017 ) and specifically in social work education (e.g. Peabody, 2013 ; Mulder and Dull, 2014 ; Malka, 2020 ). Photovoice has been found to contribute to teaching creativity, the development of critical dialogue, and developing students’ reflexive ability.…”

“…Thus, the applied and theoretical knowledge, accumulated within the social work field (e.g. Malka, 2020 ; Malka and Langer, 2019 ; Mulder and Dull, 2014 ; Yoshihama and Yunomae, 2018 ), provides the inspiration and justification for using the photovoice methodology in this study.…”

Reviewing Home Education Literature: Does It Matter Where We Learn?

“…Less research has been done that firstly considers the narratives of the home educated child, and secondly uses creative methods (see Photovoice for example) to support children in sharing their stories (Jones 2013, Fensham-Smith andFlack 2020). Creative methodologies have been tried and tested in a number of studies where participants are part of marginalised, fringe communities on the edge of the larger society; see for example (Wilson, Dasho et al 2007, Simmonds, Roux et al 2015, Latz 2017, Liebenberg 2018, Barry, Monahan et al 2020, Malka 2020.…”