Language is so important in how we speak, what we say and what is heard. In research, the terminology is fraught with contention. Words that were acceptable yesterday, have a new connotation when viewed in the light of today. We have moved away from a mindset that research is ‘done’ to someone, and we have (thankfully) evolved into a time where we work with the people around us.
Working with people, I think is key to understanding what we’re researching. From an action research point of view – I’m learning and researching an area that will improve my job and the way I work. I don’t claim any expertise in this research area, that’s why I’m taking time to learn and explore. I have experience in information literacy; however, I’ve not used the photovoice method before and I’ve never been an international student coming to the UK to study on a masters’ programme. Therefore, in my research I wanted to work with my ‘population’ or group.
So, if I accept the principle that I’m not the expert and I want to work with the individuals relevant to the research project, I feel I can call them co-researchers. They are reflecting and investigating their own experience. However, I’m conscious that some interpretations of the co-researcher role involve those individuals designing, planning, delivering and analysing the research (Sierra‐Martínez et al., 2024). Whilst this is the ideal, I don’t think it’s achievable in my context. The ethical guidelines at my institution state I can’t provide any incentive for taking part of the research. Therefore, I’ve tried to reduce the burden of taking part as much as possible. Planning, delivering, analysing and disseminating research takes a lot of time, I don’t feel I can ask that of students who are primarily here to study. I feel cheeky asking for 4-5 hours of their time when I have nothing to offer them than the experience of taking part.
However, they do get knowledge and experience through taking part in this project. They are exploring a visual research method that stems from their own field – public health (Wang and Burris, 1997). Using photography to showcase their experience. They decide how and what the research focuses on. They also gain experience through their involvement in the process, seeing what’s involved, reflecting on their experience and considering what they could do differently. They’ll have an opportunity to meet other students on their course and hear their experiences moving to the UK for the same course. Seeing if they have similar experiences and potentially learning useful things to help them succeed.
At the end, of the project, they get to see their photographs and experiences exhibited for the university and wider community. Celebrating them as individuals and given them an opportunity to highlight what the experience has been like for them.
So calling them participants feels like it undermines their involvement and my respect for their experience. They’re not just participating; they are fundamentally shaping the research. Without them, the research would not take place.
One of the studies I’ve read, recently, referred to those generating the images in a photovoice project as ‘informants’. They provided the images and captions for the project, but they weren’t otherwise involved, and I don’t think they took part in discussions around the photographs – they were submitted to the research group and analysed separately. The project created a high volume of images (over 700) so I can understand the distinction between the informant, who submitted the images versus the co-researchers, who were actively involved in planning, delivering and analysing the research (Sierra‐Martínez et al., 2024). I’ve perhaps watched too many detective shows, but I’m wary of calling anyone an informant.
Yet participant seems disconnected too. I don’t feel it gives enough credit to the individuals’ input into the project. So, I’ll stick with co-researcher when talking about my project. For me, they are integral to the work, I would have nothing without them, and they are going to be the ones defining the outcomes. They’ll discuss the photographs and captions, identify the themes and share what their experience has been. I think, for my project, co-researchers shows the respect I have for the students I work with and how integral they are.
Lessons learnt:
- Look up the terminology.
- Be prepared to justify your choices!
References:
Sierra‐Martínez, S., Martínez‐Figueira, M., Castro Pais, M. D., & Pessoa, T. (2024). ‘You work, I copy’. Images, narratives and metaphors around academic plagiarism through Fotovoz. British Educational Research Journal, berj.3977. https://doi.org/10.1002/berj.3977
Wang, C., & Burris, M. A. (1997). Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment. Health Education & Behavior, 24(3), 369–387.
Comments closed