Using photovoice as a teaching tool to foster culturally responsive teaching of pre-service teachers in special education

• In Event: Unforgetting to Imagine Otherwise: Methodological Multiplicity in Teaching and Teacher Education

Abstract

While the primary purpose of adopting photovoice has been for participatory action research, researchers have also applied photovoice as a pedagogical tool. This case study examined the efficacy of photovoice as a pedagogical tool in an education specialist teacher education program, with a specific focus on its role in fostering culturally responsive teaching practices. By analyzing discussion postings, the study provides insights into how pre-service teachers plan to implement photovoice in their practice and what they consider culturally responsive teaching. The study identified three themes: 1) pre-service teachers' intention to use photovoice to help students with disabilities express their ideas through images, 2) empower minoritized students by giving them a voice, and 3) promote equity, cultural identity, and community wealth.

Authors

• Sung Hee Lee, California State University - Fullerton

• Rosalinda Larios, California State University - Fullerton

• Jacqueline Valencia, California State University - Fullerton

• Benikia Kressler, California State University - Fullerton