Photo-voices from the classroom: photovoice as a creative learning methodology in social work education

ABSTRACT

Studies have demonstrated the need for innovative and creative teaching methodologies in the field of social work education; some have pointed to the photovoice model of qualitative research in the social work classroom as a model that embodies these criteria. This paper presents implementations of the photovoice model used in three different courses for social work students: 1) International Social Work; 2) Community Work; 3) Orientation to Social Work.

The paper presents four different examples, demonstrating photovoice’s potential as a creative tool in student learning processes. These examples are discussed with reference to the value of creativity in the social work education framework: facilitating the internalization of the values, professional goals, modes of action of the social work; and phenomenological examination of social realities, in a way that allows the student to “freeze” certain moments in the learning experience, and to critically examine different interpretations and meanings of these realities.

KEYWORDS:

• Creativity
• learning process
• photovoice
• social work education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Menny Malka

Menny Malka (PhD) is a lecturer at the School of Social Work at Sapie Academic College. His research areas include at-risck children and adolescents, marginalized communities, domestic violence, international social work and developing critical pedagogy in social work education. His research is based on collaborative and critical methodologies including photovoice, participatory action research (PAR) community based research (CBR) and community based participatory research (CBPR).