Visual Research Methods in Education: Recent Qualitative Dissertations Designed to Promote Social Justice

• In Event: Visual Research Methods in Education: Recent Qualitative Dissertations Designed to Promote Social Justice

Abstract

The need for multimodal and visual research has been well documented by educational researchers (Albers, 2007; Kendrick, et. al., 2010; Serafini, 2011). Many suggest these methods to help understand how children make sense of content knowledge (Cappello & Walker, 2019; Ranker, 2009; Wiseman, Kupianinen, Maiken, 2016). However, a new generation of scholars have begun to adopt these expansive and innovative qualitative research methods to address the intersectional identities we bring to the complexities of learning and to disrupt the deficits too often attributed to students from diverse cultural and linguistic backgrounds.

The studies were brought together because they leverage visual and multimodal research methodologies to study the intersectional identities of a wide range of students while advocating for educational equity in multiple contexts. Each recently completed dissertation was designed to center participants and provide multiple modes for reflection and for communicating “where language does not limit cognition” (Eisner, 2002, p. 12). These studies used visual-based data collection methodologies including photovoice (Wang & Burris, 1997), participatory drawings (Hayik, 2011; Literat, 2013), visual thinking strategies (Yenawine, 2013) and visual elicitation interviews (Cappello, 2005; Harper, 2002; Wesson & Salmon, 2001) as well as an array of multimodal analytic approaches such as Serafini’s tripartite framework of perspectives (2010) as well as visual discourse analysis (Albers, 2007) critical visual analysis (Hayik, 2011), and multimodal content analysis (Serafini & Reid, 2019).

We take seriously AERA’s call to “be laser-focused on understanding and redressing educational inequalities and build systems that embrace equity and justice,” and agree that “the problems we seek to solve… will require an expanded theoretical and empirical toolset….and thoughtful and innovated approaches to research method and methodologies…” (AERA rfp, 2021, p.1).

The studies in this proposed symposium help us realize the potential of inclusive research methodologies that move us toward more equitable educational systems. Indeed, the purpose of our symposium it to demonstrate how visual-based research can fill the urgent need for innovative approaches that facilitate access and equity for all of our students. In addition, we also hope to encourage other doctoral programs to think more broadly about what counts as research and encourage new scholars to try on a wider variety of methodologies that best suit their inquiries.

This session will include opening remarks to contextualizes the doctoral program and articulate the need for expansive visual and multimodal research designs. Four emerging scholars will share from their recent dissertation studies, focusing on the methodologies used to help center participants and advocate for social justice. Our session will conclude with a discussion from a well-respected scholar who is not affiliated with the program.

It was necessary for us to organize this symposium with presentations from the same program because there are few scholars utilizing visual based methods for the purpose of social justice and educational equity. In addition, we hope that highlighting the work of one setting will encourage other doctoral programs to broaden their thinking about what counts as research as we “redress educational inequalities and build systems that embrace equity and justice.”

Author

• Marva Cappello, San Diego State University