A constructivist examination of using photovoice as a teaching method with MSW students and involving the larger community

Abstract

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.