1 / 10

A composite picture.

University of Glasgow, 19 th June 2014 . A composite picture. Using photography in research with young participants: a critical review. Giovanna Fassetta. Overview. The project The technique Why photography? The issues faced Children’s view on the technique Summary. The project.

kagami
Download Presentation

A composite picture.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. University of Glasgow, 19th June 2014 A composite picture. Using photography in research with young participants: a critical review Giovanna Fassetta

  2. Overview • The project • The technique • Why photography? • The issues faced • Children’s view on the technique • Summary

  3. The project • Research questions: • How do children imagine countries they do not know directly but to which they have links through significant others? • How do young people assess their imaginings and expectations in the light of the encounter with reality? • Techniques: • Focus groups • Photography • Individual (unstructured) interviews • Participants: • 41 children between 10 and 15 years of age • (30 female, 11 male): • 13 children left behind; 15 migrant children; • 13 children born in Italy of Ghanaian parents • 6 schools

  4. The technique • Child-led (participant-led) photography (Participant-driven photo-elicitation; auto-driven photography, etc.) • Technology: disposable cameras • Choice whether to take cameras • Time: one week • Procedure: • two sets of prints • Participants to withdraw prints prior to conversation • Discuss photograph with the participants (not to misinterpret them) • Annotate photographson the back • Analysis: coding by subject Brief: Children asked to take photographs of similarities and differences (expected or experienced) between the two countries.

  5. Why photography? • Empowers children by giving them a more active role in the research process and can help to redress the imbalance of power • Allows children to choose their responses away from immediate adult pressure • Can be a support in case of language difficulties • It is more ‘fun’ • Can become an aid for individual interviews, by shifting the focus of attention • Allows for triangulation

  6. Other people’s eyes The researcher’s ‘absent presence’ ‘Staged’ pictures The voices of other people (but also the hands…)

  7. Holding a camera Same places? Personal spaces? Safe places?

  8. The children’s views GF: listen… was it a problem taking the photographs? Did you mind it? B: no. It was a pleasure. If you want I’ll do some more [laughs] [Benedetta, female age 12 – Italy, born in Ghana] GF: and was it a problem taking the photographs? R: no, it was not a problem [Roberto, male age 15 – Italy, born in Ghana] GF: was taking the photographs a chore? M: yes, a bit… because you had to have a picture… and you needed to think about it a lot, too. [Marty, male age 12 – born in Italy] G: was it a burden? A: yes, to tell you the truth it was a burden… […] because I didn’t know what… which things to… which things to photograph G: and so… and so it was a worry for you? A: yes [Amauri, male age 11 – Italy, born in Ghana]

  9. Summary • Limitations • Attracting attention • Mobility • Understanding of research process (ethical issues) • Is it ‘fun’? • Open issues of analysis and interpretation • Positive aspects • Children’s agency and researcher’s control • Photography and interviews • Triangulation • Diverse techniques for diverse participants • Possible improvements? • Maximise the interactive, collective nature • Digital cameras and manipulation

  10. Thank you g.fassetta@strath.ac.uk

More Related