Creating Space for Visual Ethnography in Educational Research

Keywords: educational research, visual ethnography, visual methods, ethics, bias.

Abstract

This article maps the territory of visual ethnography as a key and accessible research methodology in education. It aims to provide an overview and to present theory and practice for future research. The origins and principles of visual ethnography are disclosed as well as some methods to gather data. From the premise that either created by the researcher, by the participants, or through collaboration between both, images may be the core of analysis of social and cultural views and perceptions of students, educators, administrators and community members. The author addresses ethical issues like confidentiality, and highlights possible biases like authenticity, negotiated construction, trustworthiness, and deception of information. The main conclusions highlighted the importance of visual ethnography as a key methodology to elicit rich data that access students’ voices, the space for participatory techniques, and the role of technology as an undeniable participant.

Author Biography

Lena Barrantes-Elizondo, University of Calgary
Currently a PhD student in Educational Research-Adult Learning in the University of Calgary, Canada. She is getting this degree as part of the Academic Strengthening Program of UNA, Brunca Extension where she has been a language instructor and coordinator of projects since 2001. She has presented in international and national conferences and published in different academic journals in Costa Rica. 

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Published
2019-02-06
How to Cite
Barrantes-Elizondo, L. (2019). Creating Space for Visual Ethnography in Educational Research. Revista Electrónica Educare, 23(2), 1-15. https://doi.org/10.15359/ree.23-2.19
Section
Essays (Peer Reviewed Section)