Undergraduate Student Process Reflections on Utilizing Photovoice to Learn Principles of Feminist Research

Authors

Rachel C. Ormsbee, Montana State University, BozemanFollow
Ashtyn Winchell, Montana State University, BozemanFollow
Jenny English, Montana State University, BozemanFollow
Allie Martian, Montana State University, BozemanFollow
Molly L. Craig, Montana State University, BozemanFollow
Nikki M. Michaels, Montana State University, BozemanFollow
Amanda Haab, Montana State University, BozemanFollow
Abigail Girardot, Montana State University, BozemanFollow
Lauren Winter, Montana State University, BozemanFollow
Penelope Reed, Montana State University, BozemanFollow
Clare J. Hendricks, Montana State University, BozemanFollow
Alison Gaarsland, Montana State University, BozemanFollow
Elizabeth H. D'Amico, Montana State University, BozemanFollow
Alysah K. Southworth, Montana State University, BozemanFollow
Lilyanna Blevins, Montana State University, BozemanFollow
Tricia Saam, Montana State University, BozemanFollow
Genevieve R. Cox, Montana State University, BozemanFollow

Abstract

Photovoice is a qualitative research method often applied within participatory action research (PAR). Photovoice centers on the experiences and perspectives of its research participants, who capture photographs and develop narratives highlighting their communities’ strengths and concerns from their individual lens. Due to its connections with and development from feminist theories, Photovoice offers pedagogical potential in teaching feminist research principles. This article explores student process reflections on the application of Photovoice as a qualitative investigative method in an undergraduate capstone course where students act as the researchers. Integral to the course was the analysis of existing research, critical discussion, and Photovoice projects—the subject of this article from the first-person perspective of the students. Students found their research projects to be challenging, yet rewarding, and effective in facilitating the learning of feminist research principles. Through critical reflection, students identify limitations to their methodology and emphasize the importance of project time for future applications of Photovoice within the classroom.

Recommended Citation

Ormsbee, Rachel C.; Winchell, Ashtyn; English, Jenny; Martian, Allie; Craig, Molly L.; Michaels, Nikki M.; Haab, Amanda; Girardot, Abigail; Winter, Lauren; Reed, Penelope; Hendricks, Clare J.; Gaarsland, Alison; D'Amico, Elizabeth H.; Southworth, Alysah K.; Blevins, Lilyanna; Saam, Tricia; and Cox, Genevieve R. (2024) "Undergraduate Student Process Reflections on Utilizing Photovoice to Learn Principles of Feminist Research," Feminist Pedagogy: Vol. 5: Iss. 1, Article 1.
Available at: https://digitalcommons.calpoly.edu/feministpedagogy/vol5/iss1/1