Abstract
Since the COVID pandemic encouraged a transition to the digital classroom, some Jamaican secondary students have disconnected from themselves and one another. In this chapter, I will discuss how some visual arts instructors in central Jamaica have embraced digitizing their classrooms despite experiencing several hurdles. Drawing on an autoethnographic inquiry into my own experiences, I highlight obstacles encountered while transitioning from embodied teaching to setting up and employing innovative techniques to reach teachers and students in the digital visual arts classroom in the context of Jamaica. Drawing on Pauwels’s (2010, 506) suggestion that “the valuable scientific understanding of society may be gained by viewing, examining, and comprehending its visual manifestations,” I will also discuss how I engaged in photo-elicitation with four teachers to explore their experiences. Photo-elicitation interviews (PEIs) have been shown to transform power dynamics, empower children in research, and promote dialogue, allowing them to participate in ways other than formal interviews (Epstein et al. 2006; Harris et al. 2014). This chapter will also examine the challenges and possible solutions of engaging in a photo-elicitation interview (PEI) in digital classrooms.
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Palmer-Carroll, L. (2023). Facilitating Art in Digital Classrooms During COVID-19: Engaging in Inquiry with Jamaican Visual Art Teachers. In: Burkholder, C., Schwab-Cartas, J., Aladejebi, F. (eds) Facilitating Visual Socialities. Social Visualities. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-25259-4_17
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