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Image Based Research
Transcript of Image Based Research
Participants as researchers
Images that already exist
Textbooks; websites; photograph albums & environmental text
Images that the Researcher
Created ..... the researcher actually has a role in shaping the data
Creating images from the field of research
Different order of data
Providing access to spaces that the researcher may not normally be able to access eg homes or other private spaces
All Photos Lie .....
Goldstein 2007 in Stanczak:
Viewers should not approach an image assuming
it will reflect reality
- they should anticipate that it will not...
A 2 dimensional view of a 3D world
A moment frozen in time - we can look again
a different way of seeing - closer than the naked eye/ wider than our vision/ a slowed version/ a speeded version
Taken cumulatively images are signifiers of a culture; taken individually they are artefacts that provide us with very particular information about our existence. Images provide researchers with a different order of data and, more importantly, an alternative to the way we have perceived data in the past.
(Prosser, J. 1998:1)
The time freezing aspect of photography
can lure you into believing that you are
seeing absolute reality .... as it really is .
... but the nature of the world is that it is
time oriented and time does not stand still
Photography first thought of in terms of:
“the camera never lies”
“a simple truth revealing mechanism”
“camera as reflective rather than interpretative”
“sample of reality”
The camera Never lies ....
photograph is a material object with form as well as content. ….Once manifest it begins a career and accumulates a series of linkages and social embeddings (Appadurai, 1986). ….. Another part of its history is revealed by its formal similarity or connection to other such objects … and the social context within which such subjects exist.
A restructuring of experience
“ ... a created tale … should draw on narrative; emphasizing the point of view, voice and experience of the author.”
The illusion that the photograph provides simple, compelling evidence about the real world is ending. But it is only illusion that photographs are somehow automatic - scientific - reflections of the world that should be abandoned. In its place must come the idea that the photograph can provide evidence of the real world in a way more akin to the evidence provided by painting or writing.
There is a kind of transparency to photography which leads us to read it at face value and overlook the extent to which it too mediates what it records, and constructs what it wants us to see. In fact the same interpretive challenge lies here as with any other medium. If we do not remember this it can lead us to focus too narrowly on what the photograph shows, and ask too few questions about what it might mean.
(Moss 2001: 289)
Images to illustrate an education-related concept