photovoice

The Project
 * Work with another person to analyze the photos
 * Pick two or three questions to analyze the photos
 * Pick one issue to do in depth -- depth > breadth
 * Conversation about interests
 * Take some time to develop the assignments for individuals
 * Go wherever you need to to take the pictures
 * Tomorrow morning (8am-9am) bring images to determine what you want to work with more in depth
 * SHOWED Processto get feedback
 * Perceptions of what we are recording/capturing and how to balance it with your work
 * If you need to print images -- Laura will collect them (up to 10 images) and print them via the Women's Center
 * Final Product: 3 photos and analysis of the photos -- contextualizing the piece

DISCUSSION PHOTOVOICE CHARACTERISTICS
 * Research done by and for the participants
 * Is the researcher a resource or a guide to the process?
 * PAR: Constructivist way of knowing -- knowledge is constructed together --
 * Partially a guide -- bringing the experience together
 * How you are conceptualizing the guide -- here is the design, here is what we are trying to accomplish -- ideas you do not have -- and how participants and researcher/facilitator -- how they are positioned is very different
 * There is a facilitative component -- there is co-learning that would happen
 * Co-learning happens throughout the process -- the participants are helping shape it with you -- you are learning with the participants --
 * It is discovery and not necessarily experiment -- it is a discovery process
 * Experiments are often within a lab - where discovery is in the participants own environment
 * Balancing all of the elements -- participatory and action and research are all balanced -- it is about the knowledge recorded
 * Strong responsibility to the community you are working with at all levels
 * To what degree are policy makers a part of the process?
 * Reflection is a greater part of it because it brings the community into action

GOALS
 * ability to create their own metaphors from their own knowledge and experience in the discovery
 * Make choices independently -- i.e. the African-American hospital
 * multiple ways of knowing
 * enabling participants to describe their own way of knowing -- removed from what we do as researchers -- autonomous way of creating meaning
 * reaching policy makers
 * promoting critical dialogue --- without the ability to describe and identify the ways of knowing -- we come with our own knowledge -- we cannot tell the story -- they are the ones responsible for telling their story

ANALYSIS PROCESS -- at this stage it is important to include the participants in the knowledge building -- we do not distort -- putting it into a manageable system within their heads
 * Select and talk
 * Frame stories
 * Codify issues, themes -- construct knowledge - the language we apply does not distort the information - they are aware of the language we are utilizing -- and the codifying is constructed with the participants

SHOWED
 * Utilizing SHOWed
 * What do you SEE here?
 * What is really HAPPENING here?
 * How does this relate to OUR lives?
 * WHY does this situation, concern, or strength EXIST?
 * What can we DO about it?

HOW TO UTILIZE SHOWED Do analysis from a personal level to a pragmatic level to involve policy makers What is happening? How does it relate to their lives? Serendipitous moments CNN piece -- utilizing the church to instruct to eat healthier

Resources and Examples for Photovoice
Cultural Agents Toolkit: [] Kids with Cameras: [|http://www.kids-with-cameras.org/home/] Photoblogs: [] Kid Gallery: []

Born into brothels
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Why Teachers Teach
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