Photovoice has come to be valued as an important participatory tool since it was first developed by Caroline Wang and her colleagues in 1992 (Shimshock, 2008). It was used for the Women’s Reproductive Health and Development Program in Yunnan, China (Wang, 2003). Photovoice may be defined as a “process by which people can identify, represent, and enhance their community through a specific photographic technique” (as cited in Wang, 2003). Incorporating Paul Freire’s approach towards empowerment education, Photovoice helps communities in identifying “hidden voices” or issues that can hinder their learning, exhibits characteristics of critical learning through dialogue, and facilitates problem solving within a community through strategies that can create positive change (Wang, 2003).
According to Wang and Burris (1997) Photovoice has three main goals (as cited in Wang 2003):
1. To enable people to record and reflect their community’s strengths and concerns
2. To promote critical dialogue and knowledge about important issues through large and small group discussion of photographs
3. To reach policymakers
Photovoice can in fact be a powerful tool to spur research, needs assessment, social movements, policy change etc.
The link below is for the prezi on photovoice. In addition to general concepts and steps, it also provides links for resources on photovoice and related studies.
Additionally, the following are the photoboards created during the photovoice workshop representing themes for the topic ‘The impact of community environment (both built and social) on mental well-being’.
Aislin and Dhaarna