![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
In this methodological discussion, the authors detail and reflect on the processes of using photo-elicitation interviewing as a way to align with positive qualitative methodologies, to gain access to participant beliefs and values, and to highlight participant voices through their choices of words and visuals. A review of the literature and an overview of the educational research experiences leading to the discussion are included. Next, the discoveries regarding what is methodologically new and/or valuable concerning this visual method is presented. In the final section, the authors reflexively contemplate aspects of visual methodological processes in an effort to address methodological crossroads of potential and tension including: (1) the potential of decontextualized photos, (2) photos as metaphors of meaning, (3) photos as representations of inherent meaning, (4) participant empowerment, and (5) graphic representation or graphic portraits.
Acknowledgement
We gratefully acknowledge Lisa A. Rue, University of Northern Colorado, for her support and providing Veronica with the two evaluation experiences referenced in this manuscript. Without these experiences, the present information would not have been as broad in scope – in participants, research topics, contexts, or discoveries.
Notes
1. A decontextualized photo set is a set of photographs chosen by the researcher that has no direct connection to the participants, the topic, or to the setting in which the research is conducted. According to Banks (Citation2007), this form of photo-elicitation is the most uncommon form used in social research and the most problematic.