The use of photovoice with people with intellectual disabilities: reflections, challenges and opportunities

Povee, Kate; Bishop, Brian; Roberts, Lynne D.

doi:10.1080/09687599.2013.874331

Cited by 90 publications

(92 citation statements)

References 36 publications

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“…Literature suggests that photovoice is effective for engaging and allowing meaningful participation in research by people often underrepresented, including people with mobility limitations due to neurological conditions (Bishop, Robillard, & Moxley, 2013) and mental illnesses (Cabassa, Nicasio, & Whitley, 2013), as well as migrants, homeless people, people living with HIV, gender based violence survivors and people with chronic diseases (Catalani & Minkler, 2010;Hergenrather, Rhodes, Cowan, Bardhoshi, & Pula, 2009). As Povee, Bishop, and Roberts (2014) note on their work using photovoice with people with intellectual disabilities, participatory approaches to research such as photovoice allow greater meaningful participation and influence by people with intellectual disabilities in research as they become actively engaged partners or co-researchers. Since people with ASD have difficulty in communication (American Psychiatric Association [APA], 2013), visual support strategies and techniques are suggested as effective strategies in improving the understanding and communication with people with ASD (Hodgdon, 1995;Wong et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

‘Closer to my world’: Children with autism spectrum disorder tell their stories through photovoice

Whittaker

2016

Global Public Health

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One of the challenges in doing research with individuals with autism spectrum disorder (ASD) is the difficulty in communication. This study employed a modified form of photovoice with a group of young people with ASD in Hanoi, Vietnam, to provide a means of meaningful participation in research about their lives, experiences, and needs. We describe the process of conducting photovoice with nine children with ASD from June 2011 to May 2012, many of whom had limited verbal communication skills. More than 2100 photos were taken by children. Undertaking photovoice with children with ASD required some modification of the method. In particular we consider the difficulties in analysing and interpreting the photographs produced by children with ASD. Due to the ambiguities of the visual images produced we found content analysis of photographs alone was inadequate. There was a discrepancy between our initial interpretations of the photographs and our understandings derived from information from interviews with children, parents, carers, and our own observations. Our study points to the need to understand context through multiple methods and the potential of photovoice as a means to mediate communication and participation in research for groups with communication difficulties.

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Section: Introductionmentioning

confidence: 99%

‘Closer to my world’: Children with autism spectrum disorder tell their stories through photovoice

Whittaker

2016

Global Public Health

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“…Upon much reflection, we have concluded that we are undoubtedly the main beneficiary of this research. I have obtained data to complete my PhD, had the opportunity to present the research at two international conferences, and we have published about the process (Povee et al, 2014) and outcomes (Dorozenko et al, 2014) of the research. I also feel that throughout the research project, I…”

Section: Who Gains From the Research?mentioning

confidence: 99%

“…Causal layered analysis (Inayatullah, 1998), an indepth, multilevel analysis that enables the factors that perpetuate social issues to be identified through the interaction of several different levels of understanding, was used to analyse both the Member and staff interview data. For a detailed description of the research process and a summary of the research findings, please see Povee, Bishop, and Roberts (2014) and Dorozenko, Roberts, and Bishop (2014).…”

Section: The Researchmentioning

confidence: 99%

Fumblings and faux pas: Reflections on attempting to engage in participatory research with people with an intellectual disability

Dorozenko

Bishop

Roberts

2016

Journal of Intellectual & Developmental Disability

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Background Reflexivity is fundamental to developing methodologically and ethically sound research, and is particularly important for researchers exploring the experience of oppression.Method We offer reflections on the process of engaging in participatory research with people with an intellectual disability (ID). A reflexive journal was maintained throughout the duration of a research project that used Photovoice and conversational interviewing to explore the identities and social roles of 18 Members of an Advocacy Agency for people with ID. Results Challenges and tensions arose throughout the research process including, difficulties reproducing ideal participatory research, issues of informed consent and tensions surrounding the beneficiaries of the research. Broader social processes were mirrored in interactions with the Members, and damaging stereotyped identities were imposed.Conclusions Self-awareness and critical reflection is necessary to ensure that the existing power relations in traditional disability research (and wider society) are not replicated during the research process.Keywords: Intellectual disability, participatory research, reflection, reflexivity, empowerment.Those who create new settings always want to do something new, usually unaware that they are armed with, and will subsequently be disarmed by, categories of thought 2 which help produce the conditions the new setting hopes to remedy (Sarason, 1974, p. xii).

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“…audio-recorded group discussions around guide-selected photographs. Secondly, since knowledge exchange and building capacity is valued by photovoice participants (Castleden, Garvin, & Huu-ay-aht First Nation, 2008;Povee et al, 2014), and is a goal of engaged scholarship (Saal & Minson, 2016), in addition to training in how to use the digital cameras on loan, SB drew on her experience as an amateur photographer to create a very introductory overview of basic photographic concepts such as subject, perspective and composition. The emphasis was explicitly not on image quality however, but rather on digital storytelling through photographs, and worked to expand, rather than limit, participants' photographic voice, creativity and ability to capture and communicate aspects of their community through images (Wang & Burris, 1997).…”

Section: The Photodocumentary Was Officially Incorporated Into the Cumentioning

confidence: 99%

“…Photovoice projects typically include an output for action, such as community exhibitions (Massengale, Strack, Orsini & Herget, 2016), community or class presentations (Chio & Fandt, 2007 (Allen & Hutchinson, 2009). Photovoice has been referred to as a democratic approach as it attempts to redress the power imbalance between researchers and participants by repositioning the latter as coproducers of knowledge (Novak, 2010;Povee, Bishop, & Roberts, 2014).…”

Section: Introductionmentioning

confidence: 99%

Photovoice and Photodocumentary for Enhancing Community Partner Engagement and Student Learning in a Public Health Field School in Cape Town

Wainwright

Bingham

Sicwebu

2017

Journal of Experiential Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Background: Field school research which begins by considering communitypartners as pedagogues and thus exploring their perspectives on student learning, is uncommon. Photovoice is a method for self-expression of such marginalized voices. Purpose: Describe the photovoice to photodocumentary process and present results of its evaluation. Methodology/Approach: We employed photovoice with the local guides who accompany community health research field school students in Cape Town. Guides were prompted to take photographs of what students may not see or understand about their community. These were discussed at three workshops and developed into a photodocumentary for inclusion in the curriculum. Twenty-one students completed an open-ended questionnaire. These, and student/staff discussions, were thematically analyzed. Findings/Conclusions: Students reported learning about cultural practices which otherwise would not be visible to them. They felt greater connection to their guides who they saw in a new light, and became aware of how topic-specificity drew attention away from overarching characteristics of community life. Questions raised might be better explored through facilitated discussion rather than question and answer sessions alone. Implications: Field schools depend on academic-community partnerships. Photovoice can create space for community-partner reflection on student learning and the co-creation of effective pedagogical tools valued by students.

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The use of photovoice with people with intellectual disabilities: reflections, challenges and opportunities

Cited by 90 publications

References 36 publications

‘Closer to my world’: Children with autism spectrum disorder tell their stories through photovoice

‘Closer to my world’: Children with autism spectrum disorder tell their stories through photovoice

Fumblings and faux pas: Reflections on attempting to engage in participatory research with people with an intellectual disability

Photovoice and Photodocumentary for Enhancing Community Partner Engagement and Student Learning in a Public Health Field School in Cape Town

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