Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-29T07:54:45.487Z Has data issue: false hasContentIssue false
  • English
  • Français

Rebraiding Photovoice: Methodological Métissage at the Cultural Interface

Published online by Cambridge University Press:  10 November 2014

Marc Higgins
Marc Higgins*
Affiliation:
Centre for Cross-Faculty Inquiry, Faculty of Education, University of British Columbia, Vancouver, British Columbia, Canada
*
address for correspondence: Marc Higgins, Centre for Cross-Faculty Inquiry, Faculty of Education, University of British Columbia, V6T 1Z4, Canada. Email: [email protected]
Get access

Abstract

Photovoice, the most prevalent participatory visual research methodology utilised within social science research, has begun making its way into Indigenous contexts in light of its critical and pedagogical potential. However, this potential is not always actualised as the assumptions that undergird photovoice are often the same ones that (re)produce inequalities. Working from the notion that methodologies are the space in between theory, methods, and ethics, this manuscript works with/in the cultural interface between the Western theories that shape photovoice (i.e., standpoint theory, praxis) and Indigenous analogues (i.e., Nakata's [2007a, 2007b] Indigenous standpoint theory, Grande's [2004, 2008] Red pedagogy) in order to differentially (re)braid photovoice. Following a thumbnail description of these four bodies of scholarship, a concept key to photovoice (i.e., voice) is differentially configured with, in, and for the cultural interface to provide research considerations for various stages of participatory visual research projects (i.e., fieldwork, analysis, dissemination).

Keywords

photovoicepraxisstandpoint theorycultural interface
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 43 , Issue 2 , December 2014 , pp. 208 - 217
Copyright
Copyright © The Author(s) 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, D., & Hutchinson, T. (2009). Using PAR or abusing its good name? The challenges and surprises of photovoice and film in a study of chronic illness. International Journal of Qualitative Methods, 8 (2), 115–128.Google Scholar
Anderson, E. (2011). Feminist epistemology and philosophy of science. In E.N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2011 Edition). Retrieved April 1, 2011, from http://plato.stanford.edu/archives/spr2011/entries/feminism-epistemologyGoogle Scholar
Battiste, M. (2005). You can't be the global doctor if you’re the colonial disease. In Tripp, P. & Muzzin, L.J. (Eds.), Teaching as activism (pp. 121–133). Montreal, Canada: Queen's University Press.Google Scholar
Battiste, M., Bell, L., Findlay, I., Findlay, L., & Henderson, J. (2005). Thinking place: Animating the Indigenous humanities in education. The Australian Journal of Indigenous Education, 34, 7–18.Google Scholar
Brayboy, B. (2005). Toward a tribal critical race theory in education. The Urban Review, 37 (5), 425–446.Google Scholar
Brayboy, B., & Maughan, E. (2009). Indigenous knowledges and the story of the bean. Harvard Educational Review, 79 (1), 1–21.Google Scholar
Cajete, G. (1994). Look to the mountain: An ecology of Indigenous education. Durango, CO: Kivaki Press.Google Scholar
Castellano, M. (2004). Ethics of Aboriginal research. Journal of Aboriginal Health, 98–114.Google Scholar
Castleden, H., Garvin, T., &Huu-ay-aht First Nation. (2008). Modifying photovoice for community-based participatory Indigenous research. Social Science & Medicine, 66, 1393–1405.CrossRefGoogle ScholarPubMed
Cook, K., & Buck, G. (2010). Photovoice: A community-based socioscientific pedagogical tool. Science Scope 33 (7), 35–39.Google Scholar
Davis, M. (2008). Indigenous knowledge: Beyond protection, towards dialogue. The Australian Journal of Indigenous Education, 37S, 25–33.Google Scholar
Dei, G.S. (2000). Rethinking the role of Indigenous knowledges in the academy. International Journal of Inclusive Education, 4 (2), 111–132.Google Scholar
Donald, D. (2011). Indigenous Métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25 (5), 535–555.Google Scholar
Evans, M., Hole, R., Berg, L., Hutchinson, P., & Sookraj, D. (2009). Common insights, differing methodologies: Towards a fusion of Indigenous methodologies, participatory action research, and white studies in an urban Aboriginal research agenda. Qualitative Inquiry, 15, 893–910.Google Scholar
Francis, D. (1992). The imaginary Indian: The image of the Indian in Canadian culture. Vancouver, Canada: Arsenal Pulp Press.Google Scholar
Freire, P. (2000). Pedagogy of the oppressed. New York: Continuum International Publishing Group.Google Scholar
Grande, S. (2004). Red pedagogy: Native American social and political thought. New York: Rowman & Littlefield Publishers.Google Scholar
Grande, S. (2008). Red pedagogy: The un-methodology. In Denzin, N.K., Lincoln, Y.S., & Smith, L.T. (Eds.), Handbook of critical and Indigenous methodologies (pp. 225–254). London: Sage.Google Scholar
Harding, S. (2004). Introduction: Standpoint theory as a site of political, philosophic, and scientific debate. In Harding, S. (Ed.), The feminist standpoint theory reader: Intellectual & political controversies (pp. 1–15). New York: Routledge.Google Scholar
Harding, S. (2008). Sciences from below: Feminisms, postcolonialities, and modernities. Durham, NC: Duke University Press.Google Scholar
Harding, S. (2009). Standpoint theories: Productively controversial. Hypatia, 24 (4), 192–200.Google Scholar
Hasebe-Ludt, E., Chambers, C., Oberg, A., & Leggo, C. (2008). Embracing the world with all our relations: Métissage as an artful braiding. In Springgay, S., Irwin, R., Leggo, C., & Gouzouasis, P. (Eds.), Being with a/r/tography (pp. 57–68). Rotterdam: Sense Publishing.Google Scholar
Hergenrather, K., Rhodes, S., Cowan, C., Bardhoshi, G., & Pula, S. (2009). Photovoice as community-based participatory research: A qualitative review. American Journal of Health Behavior, 33 (6), 686–698.Google Scholar
Higgins, M. (2014). De/colonizing pedagogy and pedagogue: Science education through participatory and reflexive videography. Canadian Journal of Science, Mathematics and Technology Education, 14 (2), 154–171.CrossRefGoogle Scholar
Higgins, M., Madden, B., & Korteweg, L. (2013). Witnessing (the lack of) deconstruction: White teachers’ ‘perfect stranger’ position in urban Indigenous education, Race Ethnicity and Education, 1–26, doi:10.1080/13613324.2012.759932Google Scholar
Jennings, D., & Lowe, J. (2013). Photovoice: Giving voice to Indigenous youth. Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health, 11 (3), 521–537.Google Scholar
Jordan, S. (2003). Who stole my methodology? Co-opting PAR. Globalism, Societies and Education, 1 (2), 185–200.Google Scholar
Jordan, S., Stocek, C., Mark, R., & Matches, S. (2009). Doing participatory evaluation: from ‘jagged world views’ to Indigenous methodology. The Australian Journal of Indigenous Education, 38, 74–82.Google Scholar
Krieg, B., & Roberts, L. (2007). Photovoice: Insights into marginalisation through a ‘community lens’ in Saskatchewan, Canada. In Kindon, S., Pain, R., & Kesby, M. (Eds.), Participatory action research approaches and methods: Connecting people, participation and place (pp. 150–159). Abingdon, UK: Routledge.Google Scholar
Lee, T. (2006). ‘I came here to learn how to be a leader’: An intersection of critical pedagogy and Indigenous education. InterActions: UCLA Journal of Education and Information Studies, 2 (1), 1–24.Google Scholar
Little Bear, L. (2000). Jagged worldviews colliding. In Battiste, M. (Ed.), Reclaiming Indigenous voice and vision (pp. 77–85). Vancouver, Canada: University of British Columbia.Google Scholar
Lutrell, W. (2010). ‘A camera is a big responsibility’: A lens for analyzing children's visual voices. Visual Studies, 25 (3), 224–237.Google Scholar
Madden, B., Higgins, M., & Korteweg, L. (2013). ‘Role models can't just be on posters’: Re/membering barriers to Indigenous community engagement. Canadian Journal of Education, 36 (2), 211–247.Google Scholar
Madden, B., & McGregor, H. (2013). Ex(er)cising student voice in pedagogy for decolonizing: Exploring complexities through duoethnography. Review of Education, Pedagogy, and Cultural Studies, 35 (5), 371–391.Google Scholar
McCall, S. (2011). First person plural: Aboriginal storytelling and the ethics of collaborative authorship. Vancouver, Canada: UBC Press.Google Scholar
McGloin, C. (2009). Considering the work of Martin Nakata's ‘cultural interface’: A reflection on theory and practice by a non-Indigenous academic. The Australian Journal of Indigenous Education, 38, 36–41.Google Scholar
Meyer, H., & Kroeger, S. (2005). Photovoice as an educational action research tool. Qualitative Research Journal, 5 (2), 185–194.Google Scholar
Nakata, M. (2006). Australian Indigenous studies — A question of discipline. The Australian Journal of Anthropology, 17 (3), 265–275.Google Scholar
Nakata, M. (2007a). Disciplining the savages: Savaging the disciplines: Exploring inscriptions of Islanders in western systems of thought. Canberra, Australia: Aboriginal Studies Press.Google Scholar
Nakata, M. (2007b) The cultural interface. The Australian Journal of Indigenous Education, 36, 7–14.Google Scholar
Papademas, D. (2004). Editor's introduction: Ethics in the visual research. Visual Studies, 19 (2), 122–126.CrossRefGoogle Scholar
Pauwels, L. (2008). Taking and using. Visual Communication Quarterly, 15 (4), 243–257.Google Scholar
Pohlhaus, G. (2002). Knowing communities: An investigation of Harding's standpoint epistemology. Social Epistemology, 16 (3), 283–293.Google Scholar
Prosser, J. (2011). Visual methodology: Toward a more seeing research. In Denzin, N.K. & Lincoln, Y.S. (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 479–496). Thousand Oaks, CA: Sage.Google Scholar
Rose, G. (2007). Researching visual materials: Towards a critical visual methodology. In Rose, G. (Ed.), Visual methodologies: An Introduction to the interpretation of visual materials (pp.1–27). London: Sage.Google Scholar
Smith, L.T. (1999). Decolonizing methodologies: Research and Indigenous people. London: Zed Books.Google Scholar
Smith, L.T. (2005). On tricky ground: Researching the native in the age of uncertainty. In Denzin, N.K. & Licoln, Y.S. (Eds.), The SAGE handbook of qualitative research (3rd ed., pp. 85–108). London, UK: Sage.Google Scholar
Truchon, K. 2007. Challenging stereotypes about First Nations children and youth: Collaborative photography with the Innu from Uashat mak Mani-Utenam. Children, Youth, and Environments, 17 (2), 254–279.Google Scholar
Wang, C. (2000). Strength to be: Community visions and voices. Ann Arbor, MI: University of Michigan.Google Scholar
Wang, C. (2006). Youth participation inn photovoice as a strategy for community change. Journal of Community Practice, 14 (1), 147–161.Google Scholar
Wang, C., & Burris, M. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21, 171–186.CrossRefGoogle ScholarPubMed
Wang, C., & Burris, M. (1997). Photovoice: Concept, methodology and use for participatory needs assessment. Health Education and Behaviour, 24, 369–387.Google Scholar