Analysis of the Use of Photovoice in an Inclusive Research Process
DOI:
https://doi.org/10.18172/con.6297Keywords:
Photovoice, Inclusively Research, Intellectual and developmental disabilities, Co-research, ParticipationAbstract
Photovoice is a technique that facilitates the expression of information through the taking of images and their corresponding analysis to extract their meaning. This study involves an inclusive research process developed by students with Intellectual and Developmental Disabilities (IDD) within a training programme called Investiguem, a programme where students learn to research within an inclusive research process carried out in a post-secondary inclusive education course at the Jaume I University of Castellon. The aim of this study is to analyse how the use of photovoice favours the participation and learning of all students in an inclusive research process and to detect the facilitating and limiting elements of its implementation and the development of the procees. Methodologically, this is an exploratory study carried out through a process of systematic non-participant observation and focus groups made up of students and researchers. The results indicate that the photovoice technique favours the participation and learning of all people by allowing different possibilities of communication and expression, as well as developing a sense of belonging throughout the process. Planning within a framework of universal design for learning is seen as an enabler. However, limiting factors directly related to the process and not to the technique have been detected, related for example to the processes of analysis and selection of information. From the conclusions of the study, recommendations are made for future implementation, taking into account the facilitators detected and transforming the limiting factors found in order to further promote student empowerment through the use of the technique within an inclusive research process.
Downloads
References
Anderson, K., Elder-Robinson, E., Howard, K. y Garvey, G. (2023). A systematic methods review of Photovoice research with indigenous young people. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231172 DOI: https://doi.org/10.1177/16094069231172076
Aparicio, E. M., Kachingwe, O. N., Phillips, D. R., Jasczynski, M., Cabral, M. K., Aden, F., ... y Childers, C. (2021). “Having a baby can wait”: Experiences of a sexual and reproductive health promotion program in the context of homelessness among Asian American, Native Hawaiian, and other Pacific Islander youth captured through photovoice. Qualitative Health Research, 31(2), 228-240. https://doi.org/10.1177/1049732320964423 DOI: https://doi.org/10.1177/1049732320964423
Aston, D., Grummell, B., Lynn, E. y Slattery, Ó. (2022). Embedding inclusive education initiatives and access routes into the higher education landscape in the Republico Ireland. In Conference Proceedings ESOTA 2022 (pp. 68).
Banyard, V., Edwards, K., Herrington, R., Hopfauf, S., Simon, B. y Shroll, L. (2022). Using photovoice to understand and amplify youth voices prevent sexual and relationship violence. Journal of community psychology, 50(1), 90-110. DOI: https://doi.org/10.1002/jcop.22495
Barton, K. C. (2015). Elicitation Techniques: Getting people to talk about ideas they don't usually talk about. Theory Research in Social Education, 43(2), 179-205. DOI: https://doi.org/10.1080/00933104.2015.1034392
Bigby, C., Frawley, P. y Ramcharan, P. (2014). Conceptualizing inclusive research with people with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 27(1), 3-12. DOI: https://doi.org/10.1111/jar.12083
Bottomley, M., Bradley, J., Clark, L., Collis, B., Srdanovic, B. D., Farnsworth, V., Ferguson, A., Goodley, D., Fox, A., Hayden, N. K., … Wood, T. A. (2024). Co-producing ethics guidelines together with people with learning disabilities. British Journal of Learning Disabilities, 1-22. https://doi.org/10.1111/bld.12590 DOI: https://doi.org/10.1111/bld.12590
Chinn, D. y Balota, B. (2023). A systematic review of photovoice research methods with people with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 36(4), 725-738. https://doi.org/10.1111/jar.13106 DOI: https://doi.org/10.1111/jar.13106
Camedda, D., Shevlin, M. y Kubiak, J. (2022). University For ALL? The case oftheArts, Science and Inclusive Applied Practice Certificate. In Conference Proceedings ESOTA 2022 (pp. 11).
Camedda, D. y Aston, D., (2024). La inclusión universitaria de estudiantes con discapacidad intelectual en Irlanda. En Moliner, O. (Ed.), Democratizar la universidad (pp. 47-69). Octaedro.
Cueva, K., Speakman, K., Neault, N., Richards, J., Lovato, V., Parker, S., ... y Barlow, A. (2020). Cultural connectedness as obesity prevention: Indigenous Youth Perspectives On Feast For The future. Journal Of Nutrition Education and behavior, 52(6), 632-639. DOI: https://doi.org/10.1016/j.jneb.2019.11.009
Carracedo, M., Sánchez, D. y Zunino, C. (2017). Consentimiento informado en investigación. Anales de la Facultad de Medicina, 4, 16-21.
Collins, A., Azmat, F. y Rentschler, R. (2018). ‘Bringing everyone on the same journey’: revisiting inclusion in higher education. Studies in higher education, 44(8), 1475-1487. https://doi.org/10.1080/03075079.2018.1450852 DOI: https://doi.org/10.1080/03075079.2018.1450852
Cook, T. y Hess, E. (2007). What the camera sees and from whose perspective: Fun Methodologies For Engaging Children in Enlightening adults. Childhood, 14(1), 29-45. https://doi.org/10.1177/0907568207068562 DOI: https://doi.org/10.1177/0907568207068562
Cooper, E. (2022). Brave spaces: indigenous children in Canada plan for a different tomorrow. Applied Physiology, nutrition, and metabolism, 47(6), 659-670. DOI: https://doi.org/10.1139/apnm-2021-0470
Di Lorito, C., Bosco, A., Birt, L. y Hassiotis, A. (2018). Co‐research with adults with intellectual disability: A systematic review. Journal of Applied Research in Intellectual Disabilities, 31(5), 669-686. https://doi.org/10.1111/jar.12435 DOI: https://doi.org/10.1111/jar.12435
Fullana, J., Pallisera, M., Vilà, M. y Puyalto, C. (2016). Las personas con discapacidad intelectual como investigadoras. Debates, retos y posibilidades de la investigación inclusiva. Empiria: Revista de metodologia de ciencias sociales, 33, 113-138.
Gibbs, G. (2013). El análisis de datos cualitativos en investigación cualitativa (Vol. 6). Ediciones Morata.
Gilson, C. B. y Carter, E. W. (2016). Promoting social interactions and job independence for college students with autism or intellectual disability: A pilot study. Journal of Autism and Developmental Disorders, 46, 3583-3596). https://doi.org/10.1007/s10803-016-2894-2 DOI: https://doi.org/10.1007/s10803-016-2894-2
Goodall, C. (2018). ‘I felt closed in and like I couldn't breathe’: A qualitative study exploring the mainstream educational experiences of autistic young people. Autism & Developmental Language Impairments, 3. https://doi.org/10.1177/2396941518804407 DOI: https://doi.org/10.1177/2396941518804407
Guillemin, M. y Drew, S. (2010). Questions Process in participant-generated visual methodologies. Visual studies, 25(2), 175-188. DOI: https://doi.org/10.1080/1472586X.2010.502676
Hewitt, O., Langdon, P. E., Tapp, K. y Larkin, M. (2023). A systematic review and narrative synthesis of inclusive health and social care research with people with intellectual disabilities: How are co‐researchers involved and what are their experiences? Journal of Applied Research in Intellectual Disabilities, 36(4), 681-701. DOI: https://doi.org/10.1111/jar.13100
Hudson, B. W., Spence, J. C. y McHugh, T.F.L. (2020). An exploration of the physical activity experiences of northern aboriginal youth: A community-based participatory research project. Qualitative Research in Sport, Exercise and Health, 12(1), 108-124. DOI: https://doi.org/10.1080/2159676X.2019.1584123
Jull, J., Giles, A. y Graham, I. D. (2017). Community-based participatory research and integrated knowledge translation: advancing the creation of knowledge. Implementation Science, 12, 1-9. DOI: https://doi.org/10.1186/s13012-017-0696-3
Kenny, N., Doyle, A. y Horgan, F. (2023). Transformative inclusion: Differentiating qualitative research methods to support participation for individuals with complex communication or cognitive profiles. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069221146992 DOI: https://doi.org/10.1177/16094069221146992
Kubiak, J., Spassiani, N., Shevlin, M. y O’Keeffe, M. (2018). Developing Post-Secondary Education Programmes for People with Intellectual Disablities at Trinity College, the University of Dublin, Ireland. People with intellectual disability experiencing university life (pp. 141-153). Brill. DOI: https://doi.org/10.1163/9789004394551_009
Lapenta, F. (2011). Some theoretical and methodological views on photo-elicitation. The SAGE handbook of visual research methods, 1 (pp. 201-213). https://doi.org/10.4135/9781446268278 DOI: https://doi.org/10.4135/9781446268278.n11
McDonald, F., Robinson, K., Gallagher, A.L. y Pettigrew, J. (2021). Exploring the co-involvement disabled adolescents in participatory action research; protocol for a critical interpretative synthesis. HRB Open Res 2021, 4: 79. https://doi.org/10.12688/hrbopenres.13343.1
McDonald, F. (2024). A critical interpretive synthesis examining the-involvement of disabled adolescents in participatory action research. (Doctoral dissertation, University Of Limerick).
MacLeod, A., Allan, J., Lewis, A. y Robertson, C. (2018). ‘Here I come again’: The cost of success for higher education students diagnosed with autism. International Journal Of Inclusive Education, 22(6), 683-697. https://doi.org/10.1080/13603116 DOI: https://doi.org/10.1080/13603116.2017.1396502
McMahon, D., Cihak, D. F. y Wright, R. (2015). Augmented reality as a navigation tool to employment opportunities for postsecondary education students with intellectual disabilities and autism. Journal of Research On Technology in Education, 47(3), 157-172. DOI: https://doi.org/10.1080/15391523.2015.1047698
Medina, M., Rojas, R. y Bustamante, W. (2023). Metodología de la investigación: Técnicas e instrumentos de investigación. Instituto Universitario de Innovación Ciencia y Tecnología Inudi Perú. DOI: https://doi.org/10.35622/inudi.b.080
Messiou, K., Ainscow, M., Galbally, L. y Page, R. (2020). Primary school children becoming researchers: The use of Inclusive Inquiry. Impact.
Moliner, O. (Coord.). (2024). Democratizar la universidad: Retos de la educación inclusiva en la formación postsecundaria de jóvenes con discapacidad intelectual. Ediciones Octaedro. DOI: https://doi.org/10.36006/09601-0
Moliner, O., Fullana, J. y Puyaltó, C. (2024). “Investiguem”: Un curso de formación en investigación de jóvenes con discapacidad intelectual. En Moliner, O. (Ed.), Democratizar la universidad (pp. 219-241). Octaedro.
Nind, M. (2011). Participatory data analysis: a step too far? Qualitative Research, 11(4), 349-363. DOI: https://doi.org/10.1177/1468794111404310
Nind, M. (2014). What is Inclusive Research? A & C Black. DOI: https://doi.org/10.5040/9781849668149
Nind, M., Chapman, R., Seale, J. y Tilley, L. (2016). The conundrum of training and capacity building for people with learning disabilities doing research. Journal of Applied Research in Intellectual Disabilities, 29(6), 542-551. DOI: https://doi.org/10.1111/jar.12213
Overmars‐Marx, T., Thomése, F. y Moonen, X. (2018). Photovoice in research involving people with intellectual disabilities: A guided photovoice approach as an alternative. Journal of Applied Research in Intellectual Disabilities, 31(1), 92-104. DOI: https://doi.org/10.1111/jar.12329
Parrilla, Á., Raposo-Rivas, M. y Martínez-Figueira, M. E. (2016). Procesos de movilización y comunicación del conocimiento en la investigación participativa. Opción, 32(12), 2066-2087.
Parrilla, Á., Raposo-Rivas, M. y Martínez-Figueira, E. (2017). Materiales didácticos para todos: el carácter inclusivo de fotovoz. Education Siglo XXI, 35(3), 17-38. https://doi.org/10.6018/j/308881 DOI: https://doi.org/10.6018/j/308881
Price, R., Marsh, A. J. y Fisher, M. H. (2018). Teaching young adults with intellectual and developmental disabilities community-based navigation skills to take public transportation. Behavior Analysis in practice, 11, 46-50. DOI: https://doi.org/10.1007/s40617-017-0202-z
Ross, J., Marcell, J., Williams, P. y Carlson, D. (2013). Postsecondary Education Employment and independent living outcomes persons with autism and intellectual disability.
Saarinen, M. K., Jahnukainen, M. T. y Pirttimaa, R. (2016). The Social Networks of People with Intellectual Disabilities during the On-Campus Supported Adult Education Programme. Journal of Education and Learning, 5(2). https://doi.org/10.5539/jel.v5n2p302 DOI: https://doi.org/10.5539/jel.v5n2p302
Sales, A., Ferrández-Berrueco, R., Sanahuja, A. y Moliner, O. (2024). Knowledge mobilization strategies for responsible and inclusive academic research. European Journal of Higher Education, 14(1), 20-39. https://doi.org/10.1080/21568235.2022.2113904 DOI: https://doi.org/10.1080/21568235.2022.2113904
Sánchez Carlessi, H., Reyes Romero, C. y Mejía Sáenz, K. (2018). Manual de términos en investigación científica, tecnológica y humanística.
Sánchez Fuentes, S. (2023). El Diseño Universal para el Aprendizaje: Guía práctica para el profesorado (Vol. 236). Narcea Ediciones
Sandín, M. P. (2003). Tradiciones en la investigación cualitativa. Investigación cualitativa en educación. Fundamentos y tradiciones, 1-70.
Shaffer, R. (1979). Beyond The Dispensary (On Giving balance to primary health care). Nairobi, Kenya: African Medical and Research Foundation.
Shiels, T., Kenny, N., Shiels, R. y Mannix-McNamara, P. (2021). Incivility in higher education: Challenges of inclusion for neurodiverse students with traumatic brain injury in Ireland.Societies, 11(2), 60. https://doi.org/10.3390/soc11020060 DOI: https://doi.org/10.3390/soc11020060
Strnadová, I., Cumming, T. M., Knox, M., Parmenter, T. y Welcome to Our Class Research Group. (2014). Building An inclusive research team: The Importance Of Team building and skills training. Journal of Applied Research in Intellectual Disabilities, 27(1), 13-22. DOI: https://doi.org/10.1111/jar.12076
Tilley, E., Strnadová, I., Ledger, S., Walmsley, J., Loblinzk, J., Christian, P. A. y Arnold, Z. J. (2022). ‘Working together is like a partnership of entangled knowledge’: 25 exploring sensitivities doing participatory data analysis with people with people with learning disabilities. In Unpacking Sensitive Research (pp. 52-64). Routledge. DOI: https://doi.org/10.4324/9781003252320-8
Uchima, O. K., Garcia, B. K., Agustin, M. L. y Okihiro, M. M. (2021). Insights in PublicHealth: Ask the Keiki: Perceived Factors that Affect Asthma Among Adolescents from the Waianae Coast Using Photovoice. Hawai'i Journal of Health & Social Welfare, 80(9), 222.
UNESCO (2017). Educación para los Objetivos de Desarrollo Sostenible. Objetivos de aprendizaje. París: UNESCO.
Verhage, M., Lindenberg, J., Bussemaker, M. y Abma, T. A. (2024). The Promises of Inclusive Research Methodologies: Relational Design and Praxis. International Journal of Qualitative Methods, 23. https://doi.org/10.1177/16094069241230407 DOI: https://doi.org/10.1177/16094069241230407
Walmsley, J. y Johnson, K. (2003). Inclusive Research with People with Learning Disabilities: Past, Present and Future. London. Jessica Kingsley Publishers.
Walmsley, J., Strnadová, I. y Johnson, K. (2018). The Added Value Of inclusive research. Journal of Applied Research in Intellectual Disabilities, 31(5), 751-759. DOI: https://doi.org/10.1111/jar.12431
Wang, C. y Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369. DOI: https://doi.org/10.1177/109019819702400309
Wang, C. (1999). Photovoice: A participatory action research strategy applied to women’s health. Journal of Women’s health, 8(2), 185-192. DOI: https://doi.org/10.1089/jwh.1999.8.185
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Aitana Salva Pont, Odet Moliner García
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain copyright of articles and authorize Contextos Educativos. Revista de Educación the first publication. They are free to share and redistribute the article without obtaining permission from the publisher as long as they give appropriate credit to the editor and the journal.
Self-archiving is allowed too. In fact, it is recommendable to deposit a PDF version of the paper in academic and/or institutional repositories.
