Documenting a Geographical Issue and Its Consequences Using Photovoice as a Pedagogical Tool in Geography Education

Abstract

This study examines the application of photovoice as a pedagogical tool in a geography class. The main stages of photovoice were modified to suit the context for learning about a geographical issue, animal rights in relation to street cats in South Korea. Data were collected, and grounded theory was applied for the analysis. Based on the results, the paper discusses the implications of photovoice as a pedagogical tool for helping student learn geography by studying place/community as well as engaging in active learning and citizenship, authentic learning and assessment, and social justice and change in a critical geographic context.

Keywords:

• Photovoice
• geographical issue
• critical pedagogy; active learning and citizenship
• authentic learning and assessment
• social justice and change

Additional information

Notes on contributors

Chul-Ki Cho

Chul-Ki Cho is a professor in the Department of Geography Education at Kyungpook National University, Daegu Metropolitan City, South Korea. His research focuses on citizenship education, development education, and critical pedagogy in geography.

Byung-Yeon Kim

Byung-Yeon Kim is a geography teacher with a Ph.D. in Geography Education at Dasa High School, Daegu Metropolitan City, South Korea. His research focuses on ecological citizenship and critical pedagogy education in geography.

Joseph Stoltman

Joseph P. Stoltman is a distinguished professor in the Department of Geography and in the Mallinson Institute for Science Education at Western Michigan University in Kalamazoo, Michigan, USA. He teaches a variety of courses including World Regional Geography and Geospatial Technology in Teaching Geography and Social Studies. His research primarily concerns issues of geography education.