12,782
edits
RECOUP/Using photography: Difference between revisions
From OER in Education
m
no edit summary
mNo edit summary |
|||
| Line 13: | Line 13: | ||
'''Preparation:''' | '''Preparation:''' | ||
* {{PRA|Pesentation on visual images in research (part 1) | * {{PRA|Pesentation on visual images in research (part 1)}} | ||
* Flip chart | * Flip chart | ||
* ''{{SPA|Born into Brothels}}'' video clip | * ''{{SPA|Born into Brothels}}'' video clip | ||
| Line 21: | Line 21: | ||
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 {{PR|Presentation on visual images in research (part 1) | Leading on from these discussions, introduce participants to the three main ways in which photography can been used in research. You can use the {{PR|Presentation on visual images in research (part 1)}} 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. | ||
