Facilitating Self-Reflection: The Integration of Photovoice in Graduate Social Work Education

Abstract

This article details a series of assignments, employing a photovoice method, designed to enhance self-awareness for first year Master of Social Work students. This descriptive article discusses styles of learning and the development of self-awareness in social work education. In addition, the article examines the use of photovoice within a research context, as well as the adaptation to the classroom setting. Both processes seek a venue for participants, students in this case, to explore and discuss aspects of their lived histories and development of their values and perceptions. In addition to scrutinizing the assignment design, logistical concerns, challenges, and benefits of photovoice within the classroom setting, this article also considers how photovoice might help socialize students to the social work discipline. As photovoice commonly serves as a research method, the use of this method as a pedagogical tool is considered, as well as the perspectives of a faculty member and a graduate student. Finally, the processes and benefits of peer debriefing and photovoice as a mechanism for creating dialogue within the classroom are addressed.