Examples of Photovoice Background and History of Photovoice Photovoice traces its history back to its pioneers – Drs. Caroline Wang and Mary Ann Burris – who gave out cameras to rural women in China so that they can document their lives (Oden, 2013). The goal was to use the photographs as a means to assist these women to critically reflect on their day-to-day lives and situations. Ultimately, these photographs tell a story of their needs in order to raise the consciousness of policy makers so as to enact social change (Oden, 2013). Its philosophical roots stem from the tenets of participatory action research and critical theory, with the goal of giving voice to disempowered populations in order to advocate for social change (Wang, 1999). Photovoice was first utilized in the field of public health and since then it has been applied in a variety of fields/disciplines such as nursing and healthcare (Peabody, 2013). References: Oden, M. (2013). Using photo voice to teach social issues with undergraduate social work students. Texas Public Health Journal, 65(4), 7-10. Peabody, C.G. (2013). Using Photo voice as tool to engage social work students in social justice. Journal of Teaching in Social Work, 33(3), 251-265. Wang, C. (1999). Photo voice: A participatory action research strategy applied to women’s health. Journal of Women’s Health, 8(2), 185–192. Examples of Photovoice The following are some examples of photos for photovoice projects. These examples may help you to respond to the discussion question for this week. EXAMPLE 1: Mulder, C. (2014). Unraveling students’ experiences with religion and spirituality in the classroom using a photovoice method: implications for MSW programs. Social Work & Christianity, 41(1), 16–44. When asked to locate a photo to symbolize how spirituality and religion is incorporated into social work curriculum, one student took the following photo and wrote: Now my picture, it looks like just a snow hill, but we went sledding yesterday. This picture—I was trying to get a picture of a kid going down a jump, but I missed it because he flew by so fast, which is spirituality and religion in the classroom. I mean sometimes it was like ‘Oh, was it there!’ (dramatic looking over the shoulder) but you don’t always catch it. Another student used a photo of scissors to represent inclusion of spirituality and religion into curriculum. They wrote: It’s hard to assess because I have not seen any spiritual training! There isn’t any. The reason I took this is I thought in terms of how spiritual training can be used… Depending on how it’s taught or how it’s perceived, it can either shape or destroy. So, the reason I took this scissors was is it going to be used to shape this paper into a nice long lasting thing or is just going to cut it into little pieces and destroy it and let it fall apart? So, it’s really delicate…. Is it [spiritual training] going to be done in a manner which we think is the right way but then maybe turns up causing more destruction? EXAMPLE 2: Broers, D. (2017, March). Photovoice as a methodology. Presentation at Walden University PhD Residency, Atlanta, GA. One instructor from another university shared how she used Photovoice. This was the assignment’s instructions: You will take a photograph of something that is meaningful to you about your placement—the people, the agency, the employees, the system, politics, the community, etc. Make sure you do not photograph any confidential information, including paperwork or pictures of clients. You will insert this photo onto a Word document and write a paragraph or two summary beneath explaining why the photo is meaningful to you. What are your feelings about this? Why did you choose it? What can you learn from it? Here are two examples of photos and written narratives to portray how her students’ felt about their field placement: Photo of Origami © Victoria Carbonell One of the clients made this simple piece of origami and gifted it to me. This small and frail gift represents the reward it has been for me to intern with adolescents whose lives are fragmented with pain ―lots and lots of pain. If one takes the time to look closely enough, there are also fragments of hope scattered amidst the pain in these adolescents’ lives. This gift from a client reminds me of one of the biggest lessons I’ve learned at my internship― relationships can permanently change and impact a life. Relationships provide the opportunity to see beyond a stereotype or mental health diagnosis, but to see the value of another life. I’m honored to have been able to build relationships with adolescents the world sees as the “toughest of the tough”, but who I have gotten to know as young people full of potential and inherent value. So, to the client who gifted me so much more than this simple piece of origami― I hope I have been able to give a gift just as powerful back to you. Photo of Dining Room © Kat Grimes I took this picture of the dining room table at youth shelter where I am an intern. This table is so significant because it represents hundreds of years of shared meals and conversation. Our shelter is designed to be ran like a home and part of that is sitting down together every night for dinner. Sharing dinner with a group of adolescent girls has taught me a lot about building rapport, cultural diversity, and community. EXAMPLE 3: Chilton, M., Rabinowich, J., Council, C. & Breaux, J. (2009). Witnesses to hunger: Participation though photovoice to ensure the right to food. Health and Human Rights Journal, 11(1). Retrieved from https://www.hhrjournal.org/2013/09/witnesses-to-hungerparticipation-though-photovoice-to-ensure-the-right-to-food/ A Photovoice project asked mothers what they want the public to see or understand about poverty and hunger. One woman found this photo and wrote: Week 2 Discussion Directions for Posting a Photo For this discussion, choose one of the NASW Code of Ethics (2008) values listed below that influenced your decision to become a social worker. Post a photograph that represents or symbolize the value. Then, briefly explain why you chose this the photograph and describe how it represents your personal and professional value. • Service • Social justice • Dignity and worth of the person • Importance of human relationships • Integrity • Competence To upload your photograph, follow these steps. 1. Go to the Discussion Forum. Click on the Week 2 Discussion thread. 2. Click "Reply" and the text box will come up. 3. In the third row of the visual editor is an “Attach Image” button that can be used to embed a photograph within the post. (Do not attach using the paperclip) 4. A pop-up box will appear. Select "Browse My Computer" and select the image file that you would like to display. 5. Once you have selected the image from your computer, click "Insert" 6. The photo should now appear in the text reply box. Underneath the photograph, you can begin writing. 7. Finally, click submit to post to the discussion board. 8. Remember to return to the discussion and respond to at least 2 colleagues.
Purchase answer to see full attachment