ABSTRACT

Although scholars identify critical consciousness as an outcome of photovoice research, few studies specify the form in which the critical consciousness takes shape. This study analyzes the coursework from 55 Masters of Social Work (MSW) students who implemented and evaluated three photovoice projects. Using Charmaz's Constructing Grounded Theory, we find that the students learned how to de-center the social worker and critique resistance to the project. We also evaluated the community's response to the photovoice project. The photovoice assignment taught students the importance of de-centering the social worker’s agenda for creating change and to center the community's concerns. Critiquing resistance shows how the students learned to critique resistance to change in community practice. The community response to the project demonstrated how photovoice generates a creative, accessible, and moving way to engage with a difficult topic. These findings correspond with Freire's conceptualization of critical consciousness, a) developing an awareness of oppression, and b) taking action to address the oppression. The results demonstrate how using photovoice as an educational strategy with social work students enhances students' ability to perceive and attend to oppression. We conclude with implications for teaching and research, including preparatory exercises and how photovoice method engages resistance.

摘要

尽管学者们认为批判意识是光声研究的结果，但很少有研究具体说明批判意识形成的形式。本研究分析了 55 名社会工作硕士 (MSW) 学生的课程作业，他们实施并评估了三个 photovoice 项目。使用 Charmaz 的构建扎根理论， 我们发现学生们学会了如何让社会工作者去中心化并批评对项目的抵制。我们还评估了社区对 photovoice 项目的反应。摄影配音的任务让学生们了解，让社会工作者的议程去中心化以创造变革并以社区的关注为中心的重要性。批评抵抗展示了学生如何学会批评对社区实践变革的抵抗。社区对该项目的反应展示了 photovoice 如何产生一种创造性的、可访问的、动人的方式来参与一个困难的话题。这些发现与弗莱尔对批判意识的概念化相对应，a）发展对压迫的意识，b）采取行动解决压迫。结果表明，使用照片语音作为社会工作学生的教育策略如何提高学生感知和关注压迫的能力。我们总结了对教学和研究的影响，包括准备练习以及照片语音方法如何参与阻力。