Images and stories: through the eyes of at-risk college learners

Abstract

In a study with at-risk Scottish college learners (n = 81), a participatory action research method called Photovoice was strategically employed. Participant-driven photographs were used to access learners’ intimate thoughts and emotions while photograph-inspired stories were used to understand further their views and experiences. This photo-elicitation method provided access to rich and informative findings and enhanced the overall research process where photographs and narratives encouraged reciprocal validation. The study uncovered four key aspects in supporting at-risk learners: (a) overcoming psychological barriers; (b) addressing physical barriers; (c) providing adequate social support; and (d) assistance through suitable support for learning. This led to three pragmatic results: it (a) raised awareness about the plight of vulnerable learners, (b) afforded them a coordinated voice and (c) brought real benefits to both at-risk and other college learners alike. The implications of the study findings were discussed using the Human Capital Theory.

Keywords:

• visual research
• Photovoice
• at-risk learners

Acknowledgements

We would like to thank the other members of the research team – Maureen Meeke, Sharon Giannasi and Nyree Rothwell – for discussion, encouragement and support. We are also grateful to Professor Ian Menter, School of Education, University of Glasgow for his feedback on an early draft of this paper.