Additional+Resources

Feel free to add additional photovoice resoures here.

Photovoice study working with English Language Learners

I have been using **www.screenr.com** it is very similar to **jing** and allows you to download the video files as mp4's It is also really easy to upload the video to youtube. This is helpful for students as youtube is a platform that many are familiar with and therefore is perhaps easier to access.

[] Photovoice overview

[] [] Photovoice examples

Classroom example of Jing with Online course []

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I've used photovoice in a few projects with action research objectives. Papers follow. Claudia Baldwin

The peer-reviewed paper 'Bridging Troubled Waters' explains use of photovoice to identify interests and values of farming stakeholders and government representatives to contribute to a consensus-building process about water allocation.

The following peer-reviewed papers are about a PV workshop run as part of the Floating Land environmental arts festival. The two papers are written from different perspectives, one shows use of PV to elicit perceptions of climate change - 'Voices of community on Climate change'; the other focussing on PV as a collaborative photo narrative - 'Reflections from the Water's Edge: Collaborative photographic narratives addressing climate change'. We also produced another as a conference publication and book chapter in relation to visual literacy.

Along the way my students in the course "Participation and Conflict Resolution in Planning' used photovoice for a student assignment to engage stakeholders and help them voice their perceptions of the built environment. I co-authored an article with one of the students for Queensland Planner - 'Planning students put theory into practice'.

The latest project is complex,using PV with seniors in Brisbane and Sunshine Coast to illustrate positives and challenges in the built environment at neighbourhood and accomodation level. The seniors presented their photo stories to a team of urban designers, local and State gov't. The seniors were then involved in designing accomodation typologies. This peer-reviewed paper, 'Voices of Older Australians on infill development' focusses on the PV phase of the project and is also available in the proceedings of the State of the Australian Cities conference 2011.

//Looking, listening and learning from young people through photographs: a photovoice project with young Aboriginal people in Carnarvon, Western Australia//

The method used to engage young Aboriginal people to discuss their sexual health is called photovoice. It is a participatory action research method that has been used with urban disadvantaged youth in the United States and in developing countries with target groups as diverse as women in China and young people in the highlands of Papua New Guinea. As far as we know, this is the first time photovoice has been used in Australia. An excellent overview of photovoice is available at www.photovoice.com maintained by Caroline Wang, an academic at the University of Michigan and the leading proponent of the method.

Larson, A., Mitchell, E., & Gilles, M. (2001, 4-7 March 2001). Looking, listening and learning from young people through photographs: a photovoice project with young Aboriginal people in Carnarvon, Western Australia. Paper presented at the 6th National Rural Health Conference, Canberra, Australian Capital Territory.

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//Modifying Photovoice for community-based participatory Indigenous research//

Scientific research occurs within a set of socio-political conditions, and in Canada research involving Indigenous communities has a historical association with colonialism. Consequently, Indigenous peoples have been justifiably sceptical and reluctant to become the subjects of academic research. Community-Based Participatory Research (CBPR) is an attempt to develop culturally relevant research models that address issues of injustice, inequality, and exploitation. The work reported here evaluates the use of Photovoice, a CBPR method that uses participant-employed photography and dialogue to create social change, which was employed in a research partnership with a First Nation in Western Canada. Content analysis of semi-structured interviews (n&#xa0;=&#xa0;45) evaluated participants' perspectives of the Photovoice process as part of a larger study on health and environment issues. The analysis revealed that Photovoice effectively balanced power, created a sense of ownership, fostered trust, built capacity, and responded to cultural preferences. The authors discuss the necessity of modifying Photovoice, by building in an iterative process, as being key to the methodological success of the project.

Castleden, H., Garvin, T., & First Nation, H.-a.-a. (2008). Modifying Photovoice for community-based participatory Indigenous research. Social Science &amp; Medicine, 66(6), 1393-1405. doi: 10.1016/j.socscimed.2007.11.030

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//Principles for participatory action research//

For serious practitioners of participatory action research, it is helpful to identify its principles. This paper outlines some principles of participatory action research in Australia that have been derived from theory and practice in both Western and cross-cultural contexts. Participatory action research is identified with critical social theory and is exemplified with two perspectives from participatory action research in Northern Australian Aboriginal communities.

McTaggart, R. (1991). Principles for participatory action research. Adult Education Quarterly, 41(3), 168-187. doi: 10.1177/0001848191041003003

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//'We're the mob you should be listening to' : Aboriginal elders at Mornington Island speak up about productive relationships with visiting teachers//

This paper explores, with a qualitative framework, critical social theory and thematic analysis, the narratives of many Aboriginal elders of Mornington Island (Kunhanhaa) about their history and their potential to form productive kin-based relationships with visiting teachers in order to influence the curriculum and pedagogy delivered at the local school. One exemplary teacher's journey provides educational insights that teachers need to be culturally responsive, friendly and compassionate and should heed the advice of senior Indigenous members of a community to be successful teachers. No other teachers are interviewed, nor are the opinions of the Queensland Department of Education sought. The author spent from 1998 to mid 2003 researching this topic for a PhD project after many of the elders asked for help to improve the educational outcomes of the local school and the lives of the children in the community. Thirty of the male elders and 12 female elders asked the author to help them regain their former positions as teachers at the local school, as they had severe misgivings about prevailing relationships with the teachers and the contribution of the school to their community. This participatory action-research paper positions the elders as active agents, insistent that teachers act as edu-carers to ensure the community's young people's survival in the face of worsening anomie. [Author abstract, ed]

Bond, H. (2010). 'We're the mob you should be listening to' : Aboriginal elders at Mornington Island speak up about productive relationships with visiting teachers. Australian journal of Indigenous education, 39(2010), 40-53.

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