Photographs as a research tool in child studies: Some analytical metaphors and choices

• David Poveda ^[1] ; Mitsuko Matsumoto ^[1] ; Marta Morgade ^[1] ; Esperanza Alonso ^[1]
  1. [1] Universidad Autónoma de Madrid

     Universidad Autónoma de Madrid

     Madrid, España

     
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 7, Nº. 2, 2018, págs. 170-196
• Idioma: inglés
• DOI: 10.17583/qre.2018.3350
• Títulos paralelos:
  • Las fotografías como herramienta de investigación en los estudios de la infancia: Algunas metáforas y opciones analíticas
• Enlaces
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    En este artículo metodológico analizamos cómo las fotografías pueden ser utilizadas en proyectos de investigación con infancia y familias que usan diferentes clases de datos. Planteamos las fotografías como un artefacto digital the "baja fidelidad" ("low-fi") versátil que puede utilizarse bajo una variedad de condiciones de investigación y discutimos críticamente esta herramienta visual, particularmente en el contexto de la creciente investigación visual y multimodal con infancia y familias. La discusión crítica se basa en una serie de proyectos de investigación en los que hemos empleado fotografías (los temas de los proyectos incluyen diversidad familiar o rutinas de la infancia). La comparación entre los proyectos sirve para resaltar algunas de las opciones analíticas y procedimentales que se abren cuando se usan fotografías. Específicamente, nos centramos en dos cuestiones: (a) las diferencias que surgen cuando los materiales fotográficos son creados por los participantes o son provocados por la investigación y; (b) las metáforas que se aplican para interpretar y trabajar con fotografías.

  • English

    This methodological paper discusses how photographs can be used in multi-layered data projects with children and families. We present photographs as a versatile low-fi digital artifact that can be used under a variety of research circumstances and critically discuss this particular visual tool in the context of the growing body of visual and multimodal research with children and families. The critical discussion draws on a series of research projects in which we have employed photographs (topics of the projects include family diversity or children's routines). The comparisons between projects highlights some of the procedural and analytical choices that are opened up when using photographs. In particular, we focus on two issues: (a) differences that emerge when materials are created by participants or are elicited by researchers, and; (b) the metaphors that are applied to interpret and work with photographs.

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