Why study power in digital spaces anyway? Considering power and participatory visual methods

Authors

  • Casey Burkholder McGill University, Canada
  • Mona Makramalla McGill University, Canada
  • Ehaab Abdou McGill University, Canada
  • Nazeeha Khoja McGill University, Canada
  • Fatima Khan McGill University, Canada

DOI:

https://doi.org/10.38140/pie.v33i4.1926

Abstract

In this article, we interrogate notions of power in relation to three participatory visual methods: drawing, photovoice, and making cellphilms (videos made on cell phones). In particular, we address power from the perspectives of Foucault, Freire, Giroux, and hooks in a consideration of the power structures operating in and around participatory visual research. We seek to understand the power dynamics that operate in participatory visual research—particularly in relation to digital media. In so doing, we foreground the notion of power in a discussion of a workshop on participatory visual methodologies that we conducted as part of a graduate student conference. Since participatory visual research artifacts can be both created and disseminated through digital spaces, this work offers implications for researchers working in this field. We conclude that more theoretical work needs to be done to enable us to articulate more fully the power dynamics at play in participatory visual research.

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Published

2015-12-18

How to Cite

Burkholder, C., Makramalla, M., Abdou, E., Khoja, N., & Khan, F. (2015). Why study power in digital spaces anyway? Considering power and participatory visual methods. Perspectives in Education, 33(4), 6–22. https://doi.org/10.38140/pie.v33i4.1926

Issue

Section

Research articles