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RECOUP/Using photography: Difference between revisions
From OER in Education
→Introducing photographs in research
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#Play the ''Born into Brothels'' video clip | #Play the ''Born into Brothels'' video clip | ||
#Ask the group to work in small groups of 4/5, reflecting on the following issues: | #Ask the group to work in small groups of 4/5, reflecting on the following issues: | ||
* Strengths of using photographs in research | ** Strengths of using photographs in research | ||
* Weaknesses of using photographs in research | ** Weaknesses of using photographs in research | ||
* Potential dilemmas in asking research participants to capture visual images | ** Potential dilemmas in asking research participants to capture visual images | ||
#Bring participants back into the main group and ask each group to report their perspective. These discussions should shed light on the following issues: | #Bring participants back into the main group and ask each group to report their perspective. These discussions should shed light on the following issues: | ||
*Is the use of visual images in research exploitative? | **Is the use of visual images in research exploitative? | ||
*What are the issues around confidentiality? | **What are the issues around confidentiality? | ||
*Can the use of visual images intrude into the privacy of people? | **Can the use of visual images intrude into the privacy of people? | ||
*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? | ||
<u>BJOERN: not sure how to get the numbering right using the # function on wiki. Please help format the numbers, they all read 1 now! Also in the next lesson of this session... </u> | <u>BJOERN: not sure how to get the numbering right using the # function on wiki. Please help format the numbers, they all read 1 now! Also in the next lesson of this session... </u> | ||
