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2nd International Handbook of Self-Study of Teaching and Teacher Education pp 1–31Cite as

Participatory Visual Methodologies in Self-Study for Social Justice Teaching

A Reflexive Eye

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Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Some of the least resourced communities in terms of teacher support in South Africa are the places where teachers (and the school itself) are in the best position to make a difference in the community. As we highlight in this chapter, in rural areas of sub-Saharan Africa in particular, schools are one of the few social services available to children and young people, with teachers expected to play an important role. The visual, and especially in the context of participatory visual methodologies such as participatory video and cellphilming, along with photovoice can be used by teachers and teacher educators both for seeing and making visible key issues and for providing important platforms for reflexive engagement. Four case studies of work with preservice and in-service teachers and teacher educators draw attention to the ways in which the visual can help to support a “starting with ourselves” approach. These case studies point the way to new areas for using self-study in relation to addressing social justice issues.

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Author information

Authors and Affiliations

  1. Department of Integrated Studies in Education, McGill University, Montreal, QC, Canada

    Claudia Mitchell

  2. School of Education, University of KwaZulu-Natal, Durban, South Africa

    Claudia Mitchell & Relebohile Moletsane

  3. Dalla Lana School of Public Health, University of Toronto, Toronto, ON, Canada

    Katie MacEntee

  4. Faculty of Education, Nelson Mandela University, Port Elizabeth, South Africa

    Naydene de Lange

Authors
  1. Claudia Mitchell
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  2. Relebohile Moletsane
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  3. Katie MacEntee
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  4. Naydene de Lange
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Corresponding author

Correspondence to Claudia Mitchell .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  4. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

Section Editor information

  1. Department of Secondary and Special Education, Montclair State University, Montclair, New Jersey, USA

    Monica Taylor

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Mitchell, C., Moletsane, R., MacEntee, K., de Lange, N. (2019). Participatory Visual Methodologies in Self-Study for Social Justice Teaching. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_23-1

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  • DOI: https://doi.org/10.1007/978-981-13-1710-1_23-1

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  • Print ISBN: 978-981-13-1710-1

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