Seeing Voices and Hearing Pictures: Image as discourse and the framing of image-based research

Piper, Heather; Frankham, Jo

doi:10.1080/01596300701458954

Cited by 69 publications

(49 citation statements)

References 20 publications

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“…For example, Gibson (2005) and Pink (2007), while applauding the potential for empowerment and collaboration that video diaries hold, stressed the importance of reflexivity in the conduct of associated research. This was a point realised by Branch (2000) who found that her students' 'self-discourse' was coming to closely mirror her own; that is, she was unduly influencing the students' thoughts and talk (echoing Piper and Frankham's [2007] claim of 'ventriloquization') . Such concerns resonate with those of Buckingham (2009), who subsequently questioned 'whose voice do such methods actually represent'?…”

Section: Why Video Diaries? a Contested Terrainmentioning

confidence: 99%

“…Such concerns resonate with those of Buckingham (2009), who subsequently questioned 'whose voice do such methods actually represent'? In doing so, a claim of 'naïve empiricism' has been made in terms of the inability of such methods to actually enable people to 'tell their own stories' (Buckingham, 2009;Piper & Frankham, 2007). Hence, although some change in the power relationship could result from their use, visual means cannot be claimed to abolish the established hierarchy completely (Pauwels, 2004).…”

Section: Why Video Diaries? a Contested Terrainmentioning

confidence: 99%

“…What becomes clear then, is that the 'empowering' significance of video diaries is not as sequential or functional as first assumed. Such a view was given sharp focus through Piper and Frankham's (2007) recent reproof of such 'empowering' claims as being inflated and uncritical. Their critique was 8 based on a counter claim that far from allowing participants to 'speak for themselves', video diaries merely allow a 'ventriloquization' to occur; a point also supported by Bragg (2007) directly in relation to 'student voice'.…”

Section: Why Video Diaries? a Contested Terrainmentioning

confidence: 99%

See 2 more Smart Citations

The promise and problems of video diaries: building on current research

Jones

Fonseca

Silva

et al. 2014

Qualitative Research in Sport, Exercise and Health

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Mesquita, I. (2015). The promise and problems of video diaries: building on current research. Qualitative Research in Sport, Exercise and Health, 7,[395][396][397][398][399][400][401][402][403][404][405][406][407][408][409][410] Dette er siste tekst-versjon av artikkelen, og den kan inneholde små forskjeller fra forlagets pdf-versjon. Forlagets pdf-versjon finner du på www.tandfonline.com: http://dx.doi.org/10. 1080/2159676X.2014.938687 This is the final text version of the article, and it may contain minor differences from the journal's pdf version. The original publication is available at www.tandfonline.com: http://dx.doi.org/10.1080/2159676X.2014.938687The promise and problems of video diaries: The promise and problems of video diaries: building on current research. AbstractThe purpose of this paper was to further explore the use of video diaries as a research method. Specifically, the principal objective was to detail and deconstruct the use of video diaries in relation to some of the claims made on their behalf, particularly those related to participant voice, empowerment and spontaneity. The paper is presented through the illustration of a longitudinal case study into under-graduate sports coaching students' learning and identity, in which video diaries were used alongside participant reflective logs and focus group interviews. Building on previous work, the findings give credence to an increasingly problematic conceptualisation of data derived from video diaries. Here, the claimed spontaneous and empowering nature of such diaries is questioned in light of the substantial role adopted by researchers to secure their production. The findings, however, also point to the realistic use of such methods which require careful consideration of context, and to being the principal, as opposed to a complimentary, research means within any given study.

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Section: Why Video Diaries? a Contested Terrainmentioning

confidence: 99%

Section: Why Video Diaries? a Contested Terrainmentioning

confidence: 99%

Section: Why Video Diaries? a Contested Terrainmentioning

confidence: 99%

See 1 more Smart Citation

The promise and problems of video diaries: building on current research

Jones

Fonseca

Silva

et al. 2014

Qualitative Research in Sport, Exercise and Health

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“…Whilst researchers have become aware of the dangers of presenting a singular voice, the response has sometimes been to pluralise voice through including more voices in accounts, or drawing upon more sophisticated methodologies designed to elicit such voices (Piper & Frankham, 2007). However, as Mazzei and Jackson (2009, p. 2) note, this merely side-steps the problem without overcoming a particular metaphysics in which voice is regarded as 'present, stable, authentic, and self-reflective'.…”

Section: Observementioning

confidence: 99%

Beyond the Child's Voice: Towards an Ethics for Children's Participation Rights

I’Anson

2013

Global Studies of Childhood

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This article begins by identifying some of the reasons why children are marginalised in adult social and theoretical contexts. Western styles of thinking, whether of a liberal or poststructuralist persuasion, install what the anthropologist Tim Ingold refers to as a 'logic of inversion' that variously complicates, translates and blocks possibilities for the actualisation of children's participation rights. A key strategy to redress the child's social exclusion has been attending to 'the child's voice' in both political and research contexts. Whilst this has led to children's voices becoming heard and innovations in research methods, the extent to which the definition of 'the child's voice' steers clear of the difficulties identified in the first part of this article is questionable. A significant concern is the extent to which researchers, as authors of texts, reinscribe adult interests in the crafting of 'the child's voice' as it appears in their writing. Having problematised some of the ways in which 'the child's voice' has been mobilised in research, the article then addresses some of the ethical responsibilities for adults in moving beyond these limitations. Taking up such responsibility, it is argued, involves new forms of ethical practice that acknowledge the other's subjectivity and the limits of knowing that this implies, together with writing practices that interrupt the appropriation and colonisation of the child's experience.

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“…Numerous studies have explored visual theory and practice methods in education (Prosser, 2007;Thomson, 2008) including children's expressions of their world and experiences, through the use of cameras (Burke, 2008). The use of photography provides participants with a visual voice (Piper & Frankham, 2007). And whilst the exploration of captured images naturally embraces the subjective nature of such images (Brace-Govan, 2007), multiple meaning can be explored as it is through dialogue between the researched and the researcher that 'the researcher can take the image and it's meaning to new places that were previously unexplored' (Pope, 2010, p. 193).…”

Section: Methodsmentioning

confidence: 99%

Capturing the world of physical education through the eyes of children with autism spectrum disorders

Lamb

Firbank

Aldous

2014

Sport, Education and Society

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The potential benefits of physical education (PE) are universal for all pupils. However, facilitating such benefits in children with autism spectrum disorders (ASD) requires careful planning. This paper reports on a small-scale case study at one school in eastern England, exploring physical education through the eyes of children (n = 5), aged 12-16, with autistic spectrum disorders. Photo-elicitation was adopted as the research tool to accord authority to the voices of the pupils, empowering them to share their feelings towards the subject by capturing significant aspects of physical education. The photographs provided prompts for greater exploration during unstructured interviews. Using the concepts of Bourdieu's reflexive sociology, the paper draws attention to how pupil's embodied dispositions interacted with what may be illustrated as the delimited spaces of the physical education field-physical education changing rooms, physical education corridors, the physical education teacher's office and physical education activities in the development of positive and negative positions and practices. The teacher's office was regarded positively as were activities that provided opportunities for engagement with peers. Opportunities to be heroic, such as scoring a goal for their team or being given an official role were important factors as was the opportunity to engage in some team sports. However, pupils' interaction with the changing rooms and physical education corridors were viewed with trepidation, worry and fear. The paper concludes by highlighting that both positive and negative interactions with the spaces of physical education develop forms of social and symbolic capital shaping the physical education experiences for pupils with ASD. Anticipating barriers presented within these integral fields of physical education space can help in preparing a rich and inclusive experience for pupils with ASD. Teachers may be better informed in providing strategies to facilitate communication and social interaction whilst allowing all pupils to engage positively with physical education.

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Seeing Voices and Hearing Pictures: Image as discourse and the framing of image-based research

Cited by 69 publications

References 20 publications

The promise and problems of video diaries: building on current research

The promise and problems of video diaries: building on current research

Beyond the Child's Voice: Towards an Ethics for Children's Participation Rights

Capturing the world of physical education through the eyes of children with autism spectrum disorders

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