The use of visual methodologies in social work research over the last decade: A narrative review and some questions for the future

Abstract

This paper outlines the use of visual methodologies in international social work research over the past ten years. It presents a narrative overview of the types and range of visual methodologies that have been used, explores the benefits of employing visual methodologies in social work research and outlines some considerations for researchers thinking of working with the visual. The review is not intended to be an exhaustive overview of the field but rather highlights important issues and concerns when using visual methodologies. A deeper, reflexive engagement with complexities (practical as well as methodological and epistemic) of undertaking visual research is required. By necessity, this will be situated within a specific research project, but importantly, engaging in the issues we raise will enable social work research to make valuable contributions to the wider field of visual researching.

Use of Photo-elicitation to evoke and solve Dilemmas that prompt changes Primary School Teachers’ visions

“…To obtain data on teachers' dilemmas, contradictions and inconsistencies, the four teachers were given a camera and, consequently, to use the language of photography as a means to represent and visually communicate these mental processes (Banks & Zeitlyn, 2015; Barthes, 1989). Another important aspect of photography in data collection within situations of photo-elicitation, is that it mitigates any possible hierarchical power relations that may exist between researcher and informan (Clark & Morriss, 2017;Collier, 1954;Grimmet, 2018;Harper, 1987;Kearns, 2012;Walls & Holquist, 2019). It was for these reasons, that we employed this technique to collect data, asking the four teacher informants to take photographs that would form the basis of their respective sessions.…”

Social representations of teachership based on students’ and teachers’ drawings of a typical teacher

“…Since pictures are created from a number of motivations not detectable by observing the visual expression alone, the participants were asked to write about their drawings as well (Mitchell et al 2011;Rose 2014). Within the frame of social constructionism, drawing pictures can be understood as a process of visual sense-making, interlacing subjective experiences with social and cultural practices (Clark and Morris 2017;Mitchell et al 2011).…”

Learning from failure: are practitioner researchers the answer when conducting research on sensitive topics with vulnerable children and young people?

“…Selecting an appropriate method, however, is crucial in engaging young people and in helping to redress some of this imbalance (Aldridge, 2012;Phelan & Kinsella, 2013). In this regard, participatory methods are designed to better involve children and young people directly in research and include: interviews; vignettes; role play; picture prompts; drawings (Hill, 1997) and, more recently, photography and other arts-based techniques (Clark & Morriss, 2017;Coad, 2007;Driessnack & Furukawa, 2012;Kolb, 2008). This power imbalance is to some extent addressed by the photoelicitation method which allows children control about what subjects are discussed (Cappello, 2005;Einarsdottir, 2005), and also gives them the time and space to process and organise their thoughts before they are asked to share them (Driessnack & Furukawa, 2012).…”