moss-visualresearch-2013.pdf (678.33 kB)
Visual research methods in education: in between difference and indifference
The aim of this paper is to support critical and scholarly debates that relate to the increasing role of visual research in education, youth studies, sociology, and studies of mental health. Researching in fields where young people are central exposes many struggles, not least issues of how to represent students who end up on the margins. School disaffection intersects with curriculum practices. When threading together visual research methods and matters of curriculum studies, seduction can set in, and unintentionally curriculum research can become indifferent to difference, the counterpoint often sought by researchers. Some scholars may argue that this debate has been well rehearsed in the curriculum field; I, however, take the opposite view. The constraints of curriculum studies, issues of student disaffection and the exclusions of schooling - when analysed through the perspectives of visual research - trouble our research designs and understandings of data and therefore require more, not less, interrogation. Rethinking the intersection points between visual research methods (VRM) and visuality, a concept that is critical to cultural and visual studies, opens out new spaces in the field of curriculum studies and reframes the methodological decisionmaking process for researching issues that pertain to student disaffection.
History
Journal
International journal on school disaffectionVolume
10Issue
2Pagination
63 - 77Publisher
Institute of Education PressLocation
Stoke-on-Trent, EnglandISSN
1478-8497Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2013, Institute of Education PressUsage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC