Photovoice : usage

Explain the aim of the process

Explain to the group as a whole the aim of the process, which is to use photos to answer the research questions that will have been determined together.

Defining the issues

In groups, based on the themes that the researcher has identified, discuss the issues that directly affect community members. (Record meetings.)

Photography training

Set up a training that addresses using a camera, as well as issues of ethics, safety, respect, and anonymity related to picture-taking.

Consent

Emphasize consent in order to better understand the issues related to using photography as a means of expression, and train community members to act with respect and dignity.

Consideration should be given to the fact that it can be difficult to put image rights in accessible language and to create an easy-to-use form for co-researchers. It is important to ensure that people do not limit themselves to taking pictures of objects rather than humans due to consent procedures encumbering the process.

Establish guidelines

Allow an unlimited number of photographs while notifying the co-researchers that only 5-6 photographs may be shared with the group. Although the message is more important than the quality of the image in this scientific process, it is important to be attentive to the artistic performance of the people who participate. Indeed, failing to take into account the person’s objectives can expose them to failure if they are not satisfied with the artistic result. It is better to accompany them to retake the photo so that the result does not affect their self-esteem.

Allocate a period of time

Once the cameras have been handed over to the co-researchers, allow some time for learning how to use them.

Logbook

It is possible to provide co-researchers with a logbook in which research questions are noted so that they can reflect on them during their research. 

Group discussion

Have the selected photos presented in a group to hear everyone’s impressions. Each person in turn comments on what they see in the image. Then, the photographer explains their thought process.

Tools can be implemented during the process such as talking sticks and visual signs to allow people to express themselves equally. For example, when a person wants to speak, they take the talking stick. Or, if the discussion is going in circles or wandering off topic, someone can raise a toy boat to warn the group to focus back on the objectives and ‘bring the ship safely to port.’

Most often such practices are sufficient for the group to develop the ability to self-regulate, and these tools for managing communication enable them to respect everyone’s speaking time more and remain focused on the discussion.

Reflexivity

Group discussions around photos help to generate insight and raise awareness through interactions and support for researchers in their reflection.

Sometimes communication can be chaotic and uncomfortable to manage. On the other hand, these feelings must be considered as a necessary setting to let people express themselves without restriction. This is an important reflective process; discussions that are too closely managed will block spontaneity.

Analysis and facilitation of group discussions

The group analysis of the photos is a key stage of the process. Time and care should be taken to do things properly. During the analysis, it is useful to hear the opinions of other co-researchers from the community before the person who took the photo gives their own. On the other hand, some concepts may need to be explained, as they are more nebulous or abstract. This way of proceeding prepares co-researchers to hear the different perceptions that their photos may evoke and to be confronted with opinions the photos may raise among the target audience.

To conduct the analysis properly, it is crucial to ask questions that feed the discussion. Draft questions may be proposed to co-researchers but should not be imposed. It is rather preferable to co-construct the questions with them. For example, giving the photo a title or identifying what is not seen in the photo may be interesting points to raise for discussion.

In a photovoice process, each individual photo becomes a collective photo that helps build a shared vision in answer to the research question.

Present the photovoice results

Present the research data to the community with co-researchers and raise awareness among decision-makers.

Consent is not always recognized by university ethics committees. It sometimes happens in a photovoice process that the person who took a photo wishes to put their full name on their photos and all the writings that are published. However, this form of recognition of the work of co-researchers goes against the ethical principle of confidentiality in research.

Click here for an example of ceonsent used by the Collective for a Québec Without Poverty.

Vernissage Presentation

Here is an example of a vernissage that was the outcome of a study on pleasure, in which the Collectif pour un Québec* sans pauvreté was involved.

* The Collectif pour un Québec sans pauvreté (Collective for a Poverty-Free Quebec) is a group of provincial organizations and regional collectives. It works WITH people experiencing poverty to lay the permanent foundations for a poverty-free and inclusively prosperous Quebec. The aim of the Collective is to make real in practice the rights that are recognized for all.

• The Collectif believes that society as a whole must act to eradicate poverty in order to achieve the full realization of human rights. Its main demand is as follows: that elected officials and governments act to transform public policies and adopt new ones in order to:
• to eradicate poverty,
• to continuously reduce socioeconomic inequalities,
• to counter prejudices against people experiencing poverty.

According to the Collectif, this must be done in a concerted, comprehensive, and structured way, in association with people experiencing poverty and the organizations that represent them.