Photovoice as a Tool for Decolonial Pedagogy
Photovoice as a Tool for Decolonial Pedagogy: Adapting Photovoice for Critical Self Reflection, Re-embodiment, and Healing in Classroom and Community Settings
Juan Carlos Jimenez
Chapter Summary:
This chapter provides four vignettes on applying photovoice as a pedagogical tool. The use of photovoice is examined in both a community-based educational setting with Salvadorian Canadians in Toronto and in classroom settings at the University of Toronto. The author uses these cases to highlight how photovoice can be a useful tool for decolonial pedagogy. Through critical self and societal reflection, photovoice can encourage students to reflect on their sense of self and their roots, epistemologies, and previously silenced knowledge. Photovoice can be used by social justice-oriented facilitators to teach decolonial thinking through the expansion of political consciousness, reparation, and collective identities and communities.
Resources and Supplementary Material
I. Facilitator’s Toolkit for a Photovoice Project: This toolkit provides facilitators with the steps involved in utilizing photovoice as a pedagogical tool.
II. Photovoice Class Activity: This is a practical activity for using photovoice in the classroom.
III. Recommended Readings: These are recommended readings to support instructors implementing photovoice activities in the classroom.
IV. Examples of Photovoice: These are photovoice examples from Jimenez and his students.