Claudia Mitchell

The Use of Drawings in Social Change Research is a practice-oriented guide to draw-and-write and draw-and-talk methods in qualitative research. It offers a clear, structured account of how drawing, paired with participant explanation, can be used to generate and interpret visual–narrative data in research concerned with social change. Grounded in applied work, the book demonstrates how these methods operate across diverse social, cultural, and institutional settings. The book provides step-by-step guidance on designing prompts, supporting participants, and analysing drawings alongside written or spoken accounts. It addresses ethical questions of consent, power, language, and dissemination, equipping readers to work responsibly with visual material. Contributions from scholars working internationally show how drawing practices can surface nuanced accounts of lived experience across age groups, disciplines, and research aims. The final section extends the methodology into emerging areas, including creative and embodied approaches, comics-based research, and AI-supported practices. This book is written for researchers, practitioners, and postgraduate students engaged in qualitative, arts-based, participatory, educational, health, or child-centred research, particularly those working on issues of social justice and social change.

The Use of Drawings in Social Change Research is a practice-oriented guide to draw-and-write and draw-and-talk methods in qualitative research. It offers a clear, structured account of how drawing, paired with participant explanation, can be used to generate and interpret visual–narrative data in research concerned with social change. Grounded in applied work, the book demonstrates how these methods operate across diverse social, cultural, and institutional settings. The book provides step-by-step guidance on designing prompts, supporting participants, and analysing drawings alongside written or spoken accounts. It addresses ethical questions of consent, power, language, and dissemination, equipping readers to work responsibly with visual material. Contributions from scholars working internationally show how drawing practices can surface nuanced accounts of lived experience across age groups, disciplines, and research aims. The final section extends the methodology into emerging areas, including creative and embodied approaches, comics-based research, and AI-supported practices. This book is written for researchers, practitioners, and postgraduate students engaged in qualitative, arts-based, participatory, educational, health, or child-centred research, particularly those working on issues of social justice and social change.

This book demonstrates how data from participatory visual methods can take people and communities beyond ideological engagement, initiating new conversations and changing perspectives, policy debates, and policy development. These methods include, for example, photo-voice, participatory video, drawing/mapping, and digital storytelling. Organised around a series of tools that have been used across health, education, environmental, and sociological research, Participatory Visual Methodologies illustrates how to maintain participant engagement in decision-making, navigate critical issues around ethics, track policies, and maximize the potential of longitudinal studies. Tools discussed include: Pedagogical screeningsDigital dialogue devicesUpcycling and ‘speaking back’ interventionsParticipant-led policy briefs An authoritative and accessible guide to how participatory visual methods and arts-based methods can influence social change, this book will help any postgraduate researcher looking to contribute to policy dialogue.

This book demonstrates how data from participatory visual methods can take people and communities beyond ideological engagement, initiating new conversations and changing perspectives, policy debates, and policy development. These methods include, for example, photo-voice, participatory video, drawing/mapping, and digital storytelling. Organised around a series of tools that have been used across health, education, environmental, and sociological research, Participatory Visual Methodologies illustrates how to maintain participant engagement in decision-making, navigate critical issues around ethics, track policies, and maximize the potential of longitudinal studies. Tools discussed include: Pedagogical screeningsDigital dialogue devicesUpcycling and ‘speaking back’ interventionsParticipant-led policy briefs An authoritative and accessible guide to how participatory visual methods and arts-based methods can influence social change, this book will help any postgraduate researcher looking to contribute to policy dialogue.

Participatory video is a growing area of research and an increasingly popular tool among practitioners, researchers, and NGOs working with communities around the world. The Handbook of Participatory Video advances the field, engaging critically with it as a research methodology and method and interrogating assumptions about its emancipatory nature and potential for social change. In twenty-eight chapters, contributors examine historical, ethical, methodological, and technical aspects of participatory video and discuss power, ownership, and knowledge production. The Handbook is organized into six parts: Locating Participatory Video, Participatory Video as a Critical Research Methodology, Working with Visual Data, Power and Ethics in Participatory Video, Dissemination and Reaching New Audiences, and Communities and Technologies. This benchmark work takes an interdisciplinary and global approach and will be invaluable to researchers, practitioners, and students.

Doing Visual Research offers an innovative introduction to the use of photography, collaborative video, drawing, objects, multi-media production and installation in research. Claudia Mitchell explains how visual methods can be used as modes of inquiry as well as modes of representation for social research. The book looks at a range of conceptual and practical approaches to a range of tools and methods, whilst also highlighting the interpretive and ethical issues that arise when engaging in visual research. Claudia Mitchell draws on her own work in the field of visual research throughout to offer extensive examples from a variety of settings and with a variety of populations. Topics covered include: • Photographs and memory work studies • Video and social change • Participatory archiving with drawings and photos • Working with images/Writing about images • Can visual methods make a difference? From practice to policy Doing Visual Research takes an interdisciplinary approach to the subject of visual research, producing a practical introduction to the subject that will be of great use to students and researchers across the social sciences, and in particular in education, communication, sociology, gender, development, social work and public health.

In today's society, more and more mass media and popular culture is being produced for, about, and by pre-adolescent and adolescent girls than ever before. "Girls" (and/or their behavior, dress, relationships, education, and more) have driven investigative documentaries and fueled plot lines for mainstream films and prime-time television dramas. In addition, young women have become a valuable target market as the rise of "girl power" scripted young women as--at once--a commercially lucrative and hyper-sexualized population. Reaction to the "new" girl of the millennium has been as diverse as it has been swift, due in part to the unclear definition of what constitutes a "girl.""Girlhood "is a collection of essays on girls, girlhood, and girl culture. Drawing from the works of national and international scholars, this book focuses on the multifaceted nature of girls' "lived "experiences. Examined is racism, sexism, and classism; girlhood and girl gangs; the power and politics of schoolgirl style; encounters with violence; chatrooms; sexuality; and identity formation and popular culture. This groundbreaking collection offers a complicated portrait of girls in the twenty-first century: good girls and bad girls, girls who are creating their own girl culture and giving a whole new meaning to girl power. These provocative essays cover all aspects of girlhood as they bring to life the ever-changing identities of today's young women. Yasmin Jiwani received a Doctor of Philosophy in communication studies from Simon Fraser University in British Columbia. She is the author of "Discourses of Denial: Uncovering Race, Gender, and Violence in Society." Claudia Mitchell, PhD, is a professor and chair in the faculty of education at the University of Natal, involved in developing a curriculum on girl-child education in Zambi. Candis Steenbergen holds a PhD in interdisciplinary studies in society and culture from Concordia University in Quebec. She is the editor of "good girl magazine."

The place of childhood in popular culture is one that invites new readings both on childhood itself, but also on approaches to studying childhood. Discussing different methods of researching children's popular culture, they argue that the interplay of the age of the players, the status of their popular culture, the transience of the objects, and indeed the ephemerality - and long lastingness - of childhood, all contribute to what could be regarded as a particularized space for childhood studies - and one that challenges many of the conventions of "doing research" involving children.

The place of childhood in popular culture is one that invites new readings both on childhood itself, but also on approaches to studying childhood. Discussing different methods of researching children's popular culture, they argue that the interplay of the age of the players, the status of their popular culture, the transience of the objects, and indeed the ephemerality - and long lastingness - of childhood, all contribute to what could be regarded as a particularized space for childhood studies - and one that challenges many of the conventions of "doing research" involving children.

Designed for use by teachers and teacher educators, this text should help both novice and experienced teachers reinterpret their working lives. The reader is led on a path of personal exploration that goes beyond standard approaches and leads from the personal to the critical. Illustrative material is drawn from all levels, from kindergarten to high school, to illuminate issues and questions fundamental to teachers' lives. Film and literary narratives supply further case studies and contribute to the fusion of critical reflection and everyday realities that typically inform teachers' experiences of work.

Designed for use by teachers and teacher educators, this text should help both novice and experienced teachers reinterpret their working lives. The reader is led on a path of personal exploration that goes beyond standard approaches and leads from the personal to the critical. Illustrative material is drawn from all levels, from kindergarten to high school, to illuminate issues and questions fundamental to teachers' lives. Film and literary narratives supply further case studies and contribute to the fusion of critical reflection and everyday realities that typically inform teachers' experiences of work.

What do you see when you think of teacher? Where does what you see come from? This is a book about the images of teachers and teaching which permeate the everyday lives of children and adults, shaping in important but unrecognised ways their notions of whom teachers are and what they do. The authors show how, using a creative interdisciplinary approach, it is possible to analyse drawings of teachers, television programmes, films, cartooons, comics and even Barbie dolls. Illustrated with colour reproductions and excerpts from interviews and journals, this book should appeal to teachers, academics and anyone who is interested in the popular culture of childhood, gender issues, professional identity and teacher education.

What do you see when you think of teacher? Where does what you see come from? This is a book about the images of teachers and teaching which permeate the everyday lives of children and adults, shaping in important but unrecognised ways their notions of whom teachers are and what they do. The authors show how, using a creative interdisciplinary approach, it is possible to analyse drawings of teachers, television programmes, films, cartooons, comics and even Barbie dolls. Illustrated with colour reproductions and excerpts from interviews and journals, this book should appeal to teachers, academics and anyone who is interested in the popular culture of childhood, gender issues, professional identity and teacher education.