Photography, Identity, and Dialogue: Visual Discourse Analysis and Photo-Elicitation Interviews With Latino Elementary Students

• In Event: Visual Education Research: Exploring Photographic Research Methods in Education

Abstract

PURPOSE
The purpose of this qualitative study is to describe the use of photoelicitation interviewing (PEI) as a means to examine (bi)cultural identity (BI) development and sense of school belongingness (SSB) of sixth-grade self-identified Latino students in mainstream English-Only (EO) and two-way immersion (TWI) programs.
FRAMEWORK
This study is influenced by Vygotsky’s sociocultural theory (1978): Humans learn about their world from their surroundings, and they influence their world through active participation. I also incorporated the principles of critical pedagogy, multiculturalism, and constructivism throughout the study as we (participants and myself) explored the interconnections among language, culture, identity, and agency to answer the question, “How do Latino students develop and express (bi)cultural identity and school belongingness in EO and TWI programs?”
METHODS
This paper focuses upon the use of photography as a way to access participants’ perceptions of BI and SSB.
There were eight participants in this study: Two boys and two girls from each educational program (EO or TWI). Each student received one disposable camera with 24-exposures. They were instructed to “Show me your life through photographs” and took photos in school, at home, and throughout their community for a week. Once the photos were developed, each student met with me and together we explored the images they created. A loosely structured protocol based on visual discourse analysis (VDA) guided the conversations.
DATA SOURCES AND EVIDENCE
While the larger study triangulated data from multiple sources (including surveys, journals, observations, and focus groups), this specific paper focuses on PEI. Photos were analyzed with the students using VDA (Christmann, 2008) modified for elementary students using both an inductive and a deductive approach. Inductive codes were based upon existing literature related to identity and belongingness. Deductive codes were generated through the observations, dialogue journals, and focus groups.
Participants were engaged throughout the process by using PEI. They were asked to review their own photos and select those most important to talk about. Using these photos, students were guided though a VDA process in which they were asked to talk about the content, context, and mode (what it says) of each photo. Examples of visual discourse analysis (transcribed PEI) will be discussed during this session.
RESULTS
Preliminary findings suggest that PEI using VDA strategies help elementary students articulate (bi)cultural identity and school belongingness—two difficult concepts for this age group to describe. Furthermore, the use of student-generated photography built rapport and fostered engagement which improved interview quality and provided agency and autonomy to students.
Data gathered during the PEI process revealed similarities and differences in BI and SSB for Latino students based upon program. While all students reported the importance of relationships in the development of (bi)cultural identity and school belongingness, (bi)cultural identity was operationalized differently for students in EO versus TWI programs.
SIGNIFICANCE
Findings from this study address the sociocultural implications of different models of English learner education. Furthermore, this work contributes to the limited literature pertaining to the use of PEI in elementary contexts, specifically student photography as tool for data generation and analysis.

Author

• Rhianna Henry Casesa, Sonoma State University