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<noinclude>{{RECOUP_header|Using_photography}}</noinclude>{{ | <noinclude>{{RECOUP_header|Using_photography}}</noinclude>{{Template:RECOUP/Shortheader|title=Using Photography}} | ||
|title= | |||
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=Introducing photographs in research= | =Introducing photographs in research= | ||
[[Image:RECOUP_Researcher photography.jpg|thumb|150px|researcher photograph of a school in Kenya]] | |||
'''Time:''' 40 minutes | '''Time:''' 40 minutes | ||
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'''Preparation:''' | '''Preparation:''' | ||
* | * {{Template:RECOUP/PRA|Presentation 1 on visual images in research}} | ||
* Flip chart | * Flip chart | ||
* ''Born into Brothels'' video clip | * ''{{Template:RECOUP/SPA|Born into Brothels}}'' video clip | ||
'''Process:''' | '''Process:''' | ||
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Begin by asking the participants the various reasons for using photographs in research. Brainstorm these as a big group and write all the reasons on a flip chart so that everyone can see them. | Begin by asking the participants the various reasons for using photographs in research. Brainstorm these as a big group and write all the reasons on a flip chart so that everyone can see them. | ||
Leading on from these discussions, introduce participants to the three main ways in which photography can been used in research. You can use the | Leading on from these discussions, introduce participants to the three main ways in which photography can been used in research. You can use the {{Template:RECOUP/PR|Presentation 1 on visual images in research}} to further illustrate these points: | ||
* '''Researcher photography:''' when researchers take photographs to capture contexts, as the research text itself, or in order to later write thick description. Photographs that the researcher takes acts as an aid memoire, allowing for later description and analysis not possible in real time. The examples provided in the powerpoint are images that were captured by the RECOUP researchers when undertaking a field trip in the partner countries. | * '''Researcher photography:''' when researchers take photographs to capture contexts, as the research text itself, or in order to later write thick description. Photographs that the researcher takes acts as an aid memoire, allowing for later description and analysis not possible in real time. The examples provided in the powerpoint are images that were captured by the RECOUP researchers when undertaking a field trip in the partner countries. | ||
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* '''Autophotography (also called photovoice):''' when research participants are asked to take photographs of a phenomenon. Autophotography is usually accompanied by the research participants' commentaries on their photographs, which is recorded and transcribed, prior to analysis. A very useful example of this approach is illustrated in the video clip provided for this session, ''Born into Brothels''. | * '''Autophotography (also called photovoice):''' when research participants are asked to take photographs of a phenomenon. Autophotography is usually accompanied by the research participants' commentaries on their photographs, which is recorded and transcribed, prior to analysis. A very useful example of this approach is illustrated in the video clip provided for this session, ''Born into Brothels''. | ||
=Introduce ''Born into Brothels'' to the participants = | ==Introduce ''Born into Brothels'' to the participants == | ||
''Born into Brothels'' is a documentary about Zana Briski’s use of photography in the red light district of Calcutta (India). She is not a researcher but a documentary maker and photographer, but the film - which won an the Best Documentary Oscar in 2005 – raises many of the issues relevant to researchers proposing to use photography (especially auto-photography). | ''Born into Brothels'' is a documentary about Zana Briski’s use of photography in the red light district of Calcutta (India). She is not a researcher but a documentary maker and photographer, but the film - which won an the Best Documentary Oscar in 2005 – raises many of the issues relevant to researchers proposing to use photography (especially auto-photography). | ||
#Play the ''Born into Brothels'' video clip | #Play the ''{{Template:RECOUP/SP|Born into Brothels}}'' video clip | ||
#Ask the group to work in small groups of 4/5, reflecting on the following issues: Strengths of using photographs in research | #Ask the group to work in small groups of 4/5, reflecting on the following issues: Strengths of using photographs in research | ||
#* Weaknesses of using photographs in research | #* Weaknesses of using photographs in research | ||
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#*What are the issues around the use of visual images and the safety of young people? | #*What are the issues around the use of visual images and the safety of young people? | ||
#*How can researchers deal with 'dangerous' information? | #*How can researchers deal with 'dangerous' information? | ||
=Setting up the use of photography in research= | =Setting up the use of photography in research= | ||
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'''Preparation:''' | '''Preparation:''' | ||
* {{Template:RECOUP/PRA|Presentation 2 on visual images in research}} | |||
*A {{Template:RECOUP/HOA|Checklist for researchers}} which can be used as a handout; individual copies for all the workshop participants | |||
'''Process:''' | '''Process:''' | ||
These are the points which need to be discussed in this primarily didactic session. Some aspects of these discussions can be supported by the use of the attached | These are the points which need to be discussed in this primarily didactic session. Some aspects of these discussions can be supported by the use of the attached {{Template:RECOUP/PR|Presentation 2 on visual images in research}} | ||
== Clear indication of the usefulness of photographs in your research focus == | == Clear indication of the usefulness of photographs in your research focus == | ||
It is important to be clear about the research questions/topic that you would like to base your photographic exploration around. It is important to state it in a clear and an unambiguous manner. Even though analysis happens after the data collection, it is important to begin with a clear idea about how these will be analysed. There are many different ways in which images could be analysed – the content of photographs, the quantities of specific artefacts produced or the proportion of people who produce photographs about various themes or indeed what has not been represented. | It is important to be clear about the research questions/topic that you would like to base your photographic exploration around. It is important to state it in a clear and an unambiguous manner. Even though analysis happens after the data collection, it is important to begin with a clear idea about how these will be analysed. There are many different ways in which images could be analysed – the content of photographs, the quantities of specific artefacts produced or the proportion of people who produce photographs about various themes or indeed what has not been represented. | ||
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Besides these ethical quagmires, how photographs are presented is also fraught with difficulty. Researchers need to be particularly careful that not only the spectacular images make it to conference presentations and reports. If these ethical considerations are negotiated with care photography can be an enormous asset to research, socially in allowing young people to represent their own lives. | Besides these ethical quagmires, how photographs are presented is also fraught with difficulty. Researchers need to be particularly careful that not only the spectacular images make it to conference presentations and reports. If these ethical considerations are negotiated with care photography can be an enormous asset to research, socially in allowing young people to represent their own lives. | ||
= Post session | = Post session = | ||
It would be useful for the workshop participants to get a copy of the | It would be useful for the workshop participants to get a copy of the {{Template:RECOUP/HO|Checklist for researchers}} handout as a reminder of things that need to be considered in setting up an auto-photographic project. | ||
= References = | = References = | ||
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Alam, S. (1994). The Visual Representation of Developing Countries by Developmental Agencies and the Western Media. Retrieved 7 March, 2007, from http://zonezero.com/magazine/articles/shahidul/shahidul.html | Alam, S. (1994). The Visual Representation of Developing Countries by Developmental Agencies and the Western Media. Retrieved 7 March, 2007, from http://zonezero.com/magazine/articles/shahidul/shahidul.html | ||
Becker, H. S. (1986). Do Photographs Tell the Truth? In H. S. Becker (Ed.), Doing things together: selected papers (pp. pp. 273-292.). Evanston, Ill.: Northwestern University Press. | Banks, M. (2007). ''Using visual data in qualitative research''. Los Angeles, CA and London: Sage. | ||
Becker, H. S. (1986). Do Photographs Tell the Truth? In H. S. Becker (Ed.), ''Doing things together: selected papers'' (pp. pp. 273-292.). Evanston, Ill.: Northwestern University Press. | |||
Becker, H. S. (2002). Visual evidence: A Seventh Man, the specified generalization, and the work of the reader. ''Visual Studies'', 17(1), 11. | |||
Coover, R. (2004) ‘Using digital media tools in cross-cultural research, analysis and representation’, ''Visual Studies'', 19(1), 6-25. | |||
Dodman, D. (2003) ‘Shooting in the city: An autophotographic exploration of the urban environment in Kingston, Jamaica’, ''Area'', 35(3), 293-304. | |||
'''Abstract:''' | |||
This paper reports the results of an autophotographic study carried out in Kingston, Jamaica. Cameras were distributed to high school students from different social backgrounds in order for them to record their own impressions and interpretations of the urban environment. This combination of an unusual methodology with a high level of youth participation provides a unique insight into the human–environment interactions taking place in the city, and reveals a variety of information about the ways in which social class, age and gender influence perceptions of and relationships with the urban environment | |||
Emmison, M., & Smith, P. (2000). Researching the visual: images, objects, contexts and interactions in social and cultural inquiry. London: Sage Publications. | Emmison, M., & Smith, P. (2000). ''Researching the visual: images, objects, contexts and interactions in social and cultural inquiry''. London: Sage Publications. | ||
Harper, D. (2000). Reimagining visual methods. In Y. S. Lincoln (Ed.), Handbook of qualitative research (2nd ed.). London: Sage Publications. | Harper, D. (2000). Reimagining visual methods. In Y. S. Lincoln (Ed.), ''Handbook of qualitative research'' (2nd ed.). London: Sage Publications. | ||
Ziller, R. C. (1990). Photographing the self: methods for observing personal orientations. Newbury Park, Calif.: Sage. | Ziller, R. C. (1990). ''Photographing the self: methods for observing personal orientations''. Newbury Park, Calif.: Sage. | ||
<noinclude>{{RECOUP_footer|Using_photography}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude> | <noinclude>{{RECOUP_footer|Using_photography}}</noinclude><noinclude>[[Category:RECOUP]]</noinclude> | ||
