In this paper, we critically reflect on our conceptualization and operationalization of “rapid photovoice” as a close-up, emancipatory, action research methodology which has multiple, intersecting social-justice goals; and consider the methodology’s potential for helping to achieve such goals. We first consider photovoice in relation to its typical use in public health research, as well as in prior research into student experiences of higher education. We then consider our pragmatic redesign of the methodology as rapid photovoice (RPV), which we conceptualized in response to the goals, parameters, and constraints inherent in our project, which studied student movement violence and wellbeing. In the third part of the article, we describe and discuss our operationalization of RPV in this study on four university campuses in South Africa. In the fourth section, we reflect on some of the ethical considerations arising from the topic and the methodology. In the final section of the article, we critically assess the interim outcomes of our use of RPV in terms of (1) psychologically empowering students to reflect on traumatic experiences in a safe space and enhancing their self-awareness of wellbeing, wellbeing resources and coping strategies; (2) the politically emancipatory potential of photovoice to represent student experiences authentically and with immediacy to higher education policy role-players, and (3) its ability to co-create artifacts of collective memory that provide authentic empirical material for making trustworthy knowledge claims.

在本文中，我们批判性地反思了“快速光声”的概念化和可操作性，它是一种具有多个相互交叉的社会正义目标的近距离，解放性的行动研究方法。并考虑该方法论有助于实现这些目标的潜力。我们首先考虑光声语音在公共卫生研究中的典型用法，以及在对高等教育学生经验的先前研究中的典型用法。然后，我们将对方法进行的实用重新设计视为快速照相（RPV），我们将其概念化以响应项目中固有的目标，参数和约束，从而研究了学生运动的暴力和福祉。在本文的第三部分中，我们将描述和讨论我们在南非的四个大学校园中进行的RPV的运营。在第四部分中，我们回顾了该主题和方法论引发的一些道德考虑。在本文的最后部分，我们将严格评估我们使用RPV的中期结果，这些方面包括：（1）从心理上赋予学生在安全的空间中反思创伤经历并增强他们的幸福感，幸福感和应对能力的自我意识策略；（2）摄影声在政治上的解放潜力可以真实地代表学生的经历，并立即代表高等教育政策的角色扮演者；（3）它可以共同创造集体记忆的产物，从而为作出可信的知识主张提供真实的经验材料。我们从以下方面严格评估我们使用RPV的中期结果：（1）从心理上赋予学生在安全的空间中反思创伤经历并增强他们对幸福感，幸福感资源和应对策略的自我意识的能力；（2）摄影声在政治上的解放潜力可以真实地代表学生的经历，并立即代表高等教育政策的角色扮演者；（3）它可以共同创造集体记忆的产物，从而为作出可信的知识主张提供真实的经验材料。我们从以下方面严格评估我们使用RPV的中期结果：（1）从心理上赋予学生在安全的空间中反思创伤经历并增强他们对幸福感，幸福感资源和应对策略的自我意识的能力；（2）摄影声在政治上的解放潜力可以真实地代表学生的经历，并立即代表高等教育政策的角色扮演者；（3）它可以共同创造集体记忆的产物，从而为作出可信的知识主张提供真实的经验材料。