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ERIC Number: EJ1136229
Record Type: Journal
Publication Date: 2012-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0256-0100
"We Grew as We Grew": Visual Methods, Social Change and Collective Learning over Time
Walsh, Shannon
South African Journal of Education, v32 n4 p406-415 Nov 2012
Educational research using visual methods has the power to transform the society in which we live and the communities in which we work. We must not naïvely imagine that having the desire to make change in people's lives will mean that it will happen, as sometimes there may be surprising, unintended negative repercussions as well. Other constraints, such as structural violence and institutional racism, can also intersect with the possibility of making tangible change through educational research using visual methods. Qualitative assessment with a longitudinal approach is one approach that can reveal both the impact, and the limitations, of educational research on social change. I discuss these issues through grounded examples from an HIV educational project that used visual methodologies with a group of youths in Cape Town, South Africa over a number of years. Almost ten years later we interviewed three of the former participants about what impact the work has had on their lives. Each has travelled a different journey and been faced with different constraints that have implications for the effectiveness of such work. Where are they now, and as adults, what do they have to say about the visual methodologies, memory, and social change?
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa