Visual Research Ethics at the Crossroads1

Wiles, Rose; Clark, Adele; Prosser, Jon

doi:10.4135/9781446268278.n36

Cited by 78 publications

(85 citation statements)

References 39 publications

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“…For existing data, secondary data, an important issue concerns whether the original study participants were aware of future uses of the data. It might be tempting to assume that research on 'normal classroom practice' could be collected, but researchers will need to take into account appropriate ethical measures (Wiles, Clark, and Prosser 2011). Another reason concerns the logistics of installing cameras, staffing and arranging resources.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Exploring classroom interaction with dynamic social network analysis

Bokhove

2016

International Journal of Research & Method in Education

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This article reports on an exploratory project in which technology and dynamic social network analysis (SNA) are used for modelling classroom interaction.SNA focuses on the links between social actors, draws on graphic imagery to reveal and display the patterning of those links, and develops mathematical and computational models to describe and explain those patterns (Freeman 2004).Dynamic SNA extends SNA and builds on previous research on network change (e.g. Moody, McFarland, and Bender-deMoll 2005). Utilizing data from six videos from the TIMSS video study (Hiebert et al. 2003) and a convenience sample of five observations of one teacher in a secondary school in the south of England, a methodology for dynamic SNA was applied to classroom interaction data. The results are in two ways relevant for this journal. Firstly, they show that recent developments in social network analysis might be usefully applied to furthering knowledge about the dynamics of classroom interaction. Secondly, the results provide an example of the use of tablet technology for fieldwork data collection.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Exploring classroom interaction with dynamic social network analysis

Bokhove

2016

International Journal of Research & Method in Education

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“…Banks (2007, 3-4) asserts the two good reasons for employing photographs in research: a) the ubiquity of images in society; and b) photographs 'reveal some sociological insight that is not accessible by any other means' (see also Rose 2014;Wiles et al 2011), possibly because visual methods 'provide access to thoughts, feelings and beliefs, which are difficult to express verbally' (Hryniewicz et al 2014, 32). Rose (2014, 28-29) adds that through reflection, visual research also helps participants to expose what is 'hidden' and to make explicit what is 'implicit'.…”

Section: Photographs In Visual Methods Researchmentioning

confidence: 99%

“…Nevertheless, we strongly agree that improving ethical awareness deserves further discussion specifically in 'grey areas', e.g. inability to seek consent, copyright ownership of images and researchers' rights to use and reproduce photographs, often informed by numerous factors (Clark 2013;Mitchell 2011;Rowe 2011;Tilley and Woodthorpe 2011;Wiles et al 2011). As Rowe (2011, 709) puts it '[t]he more the researcher and author know about rights and permissions, the better they can communicate and negotiate to insure that intended uses are accurately described, potential risks are moderated and the decisions made are as reasonable as possible'.…”

Section: The Studymentioning

confidence: 99%

Capturing visual metaphors and tales: innovative or elusive?

Elliot

Reid

Baumfield

2016

International Journal of Research & Method in Education

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Section: Introductionmentioning

confidence: 99%

“…However, the enthusiasm for the potential of photography has also led to neglect regarding the complex dynamics which shape each image. Some authors have indeed stressed a need for caution, particularly with reference to the possible influences that other people -including the absent-yet-3 present researcher -may exercise on young participants' choice of subject (Barker and Smith, 2012;Langevang, 2007;Kesby, 2007;Sime, 2008); to the dangers of analysing and interpreting visual data from an adult perspective (Cook and Hess, 2007;Luttrell, 2010;Barker and Smith, 2012); to the lack of a clear framework for the analysis and interpretation of photographs (Punch, 2002; Catalani and Minkler, 2012); and also to the ethical issues relating to anonymity and confidentiality that are specific to visual data (Crow and Wiles, 2008;Wiles, Clark and Prosser, 2011).However, the discussion has, to the best of my knowledge, largely ignored a simple, yet important element: the act of taking photographs is one that can attract attention, and this simple circumstance may pose serious limitations to the range of places young people are willing to access, something which, in turn, has repercussions on the choice of subjects for children's photographs. Weariness, combined with the limited range of movement that younger children experience, can mean that the subjects young people portray may be the ones that are available within specific confines determined by reachability and comfort, rather than the ones that could best reflect their experiences or views.…”

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confidence: 99%

Using photography in research with young migrants: addressing questions of visibility, movement and personal spaces

Fassetta

2016

Children's Geographies

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This article discusses the experience of using photography in a research project with young (prospective) migrants in Ghana and Italy. Photography can be an empowering research tool, one that offers young participants a degree of control over the research process and thus allows their points of view to emerge. However, researchers need to consider that the choice of subjects may be influenced by the children's desire to avoid taking photographs in public, as they may attract attention and the act of pointing a camera may provoke unwanted questions and comments. Moreover, young people often lack the means to move independently, and this may further restrict the subjects they are able to photograph. Finally, they may resent adults' intrusion into their free time and therefore see taking photographs as a chore. I argue that all these factors need to receive greater attention when choosing photography in research with young participants. KeywordsVisual research; photography; children; young people 2 Using photography as a data collection technique in social research has grown increasingly common as equipment has become cheaper and simpler to use, and as participants' direct involvement in the process of inquiry has gained traction amongst investigators. Photography is used to gather insights into a wide range of subjects, and is utilised by both academic and non-academic researchers (Barker and Smith, 2012;Lal, Jarus and Suto, 2012). It is particularly favoured in research with children 1 , offering young participants the freedom to choose a response away from the researcher's direct presence and the consequent pressure this can entail (Barker and Weller, 2003). Photography is also selected in research with young people on the grounds that it is a pleasurable activity, one that can add a 'fun' dimension to a research project (Punch, 2002). Because of the greater degree of flexibility and creativity it can offer, photography is thus seen as a tool that can include young people as active participants in the research process (Luttrell, 2010), involving them directly in an enjoyable and engaging manner.While the positive aspects of photography as a data collection technique in social research are many, and while they have been repeatedly emphasised, many of the questions raised by the use of this technique have yet to find an answer (Luttrell and Chalfen, 2010). Engaging photography to capture the intentions and understandings of young people on their own terms has led to postulate its potential as a technique that allows researchers to '[see] through the eyes of children' (Banks, 2007, 5), and ensured the popularity of the technique. However, the enthusiasm for the potential of photography has also led to neglect regarding the complex dynamics which shape each image. Some authors have indeed stressed a need for caution, particularly with reference to the possible influences that other people -including the absent-yet-3 present researcher -may exercise on young participants' choice of subject (Barker and Smith, ...

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Visual Research Ethics at the Crossroads1

Cited by 78 publications

References 39 publications

Exploring classroom interaction with dynamic social network analysis

Exploring classroom interaction with dynamic social network analysis

Capturing visual metaphors and tales: innovative or elusive?

Using photography in research with young migrants: addressing questions of visibility, movement and personal spaces

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