Using Photovoice to Teach an Undergraduate Psychology of Women Course: An Intersectional-Feminist Approach

Agarwal N. Moya E. M. Yasui N. Y. Seymour C. (2015). Participatory action research with college students with disabilities: Photovoice for an inclusive campus. Journal of Postsecondary Education and Disability, 28(2), 243–250.

Barlow M. R. Becker-Blease K. (2012). Caring for our students in courses with potentially threatening content. Psychology of Women Quarterly, 36(2), 240–243. https://doi.org/10.1177/0361684312442662

Bhowmick P. (n.d.). Journey from darkness to light. Photovoice. https://photovoice.org/journey-from-darkness-to-light/

Bishop J. Robillard L. Moxley D. (2013). Linda’s story through photovoice: Achieving independent living with dignity and ingenuity in the face of environmental inequities. Practice, 25(5), 297–315. https://doi.org/10.1080/09503153.2013.860091

Case K. A. (2017). Toward an intersectional pedagogy model. In Case K. A. (Ed.), Intersectional pedagogy: Complicating identity and social justice. (pp. 1–24). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315672793-1

Chick N. Karis T. Kernahan C. (2009). Learning from their own learning: How metacognitive and meta-affective reflections enhance learning in race-related courses. International Journal for the Scholarship of Teaching and Learning, 3, 1–28. https://doi.org/10.20429/ ijsotl.2009.030116

Chio V. C. M. Fandt P. M. (2007). Photovoice in the diversity classroom: Engagement, voice, and the “Eye/I” of the camera. Journal of Management Education, 31(4), 484–504. https://doi.org/10.1177/1052562906288124

Cordova D. Parra-Cardona J. R. Blow A. Johnson D. J. Prado G. Fitzgerald H. E. (2015). ‘They don't look at what affects us’: The role of ecodevelopmental factors on alcohol and drug use among Latinos with physical disabilities. Ethnicity & Health, 20(1), 66–86. https://doi.org/10.1080/13557858.2014.890173

Crabtree R. D. Sapp D. A. (2003). Theoretical, political, and pedagogical challenges in the feminist classroom: Our struggles to walk the walk. College Teaching, 51(4), 131–140. https://doi.org/10.1080/87567550309596428

Crenshaw K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989, 139–167. https://doi.org/10.4324/9780429499142-5

Crenshaw K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–1299. https://doi.org/10.2307/1229039

Dottolo A. L. (2011). “I’m not a feminist, but…”: Introducing feminism in psychology of women courses. Psychology of Women Quarterly, 35(4), 632–635. https://doi.org/10.1177/0361684311410541

Freire P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. Continuum.

Grzanka P. R. (2017). Undoing the psychology of gender: Intersectional feminism and social science pedagogy. In Case K. A. (Ed.), Intersectional pedagogy: Complicating identity and social justice. (pp. 63–81). Routledge/Taylor & Francis Group.

hooks b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Liebenberg L. (2018). Thinking critically about photovoice. International Journal of Qualitative Methods, 17(1), 1–9. https://doi.org/10.1177/1609406918757631

Mohanty C. (1988). Under western eyes: Feminist scholarship and colonial discourses. Feminist Review, 30(3), 61–88. https://doi.org/10.2307/302821

Paone T. R. Malott K. M. Pulliam N. Gao J. (2018). Use of photovoice in processing race-based topics in a multicultural counseling course. Journal of Creativity in Mental Health, 13(1), 92–105. https://doi.org/10.1080/15401383.2017.1294517

Podlucká D. (2020). Transformative anti-ableist pedagogy for social justice: Charting a critical agenda for inclusive education. Outlines- Critical Practice Studies, 21(1), 69–97, https://doi.org/10.7146/ocps.v21i1.118234

Robinson-Keilig R. A. Hamill C. Gwin-Vinsant A. Dashner M. (2014). Feminist pedagogy in action: Photovoice as an experiential class project. Psychology of Women Quarterly, 38(2), 292–297. https://doi.org/10.1177/0361684314525580

Wang C. Burris M. A. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21(2), 171–186. https://doi.org/10.1177/109019819402100204

Wang C. Burris M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387. https://doi.org/10.1177/109019819702400309

White P. J. Larson I. Styles K. Yuriev E. Evans D. R. Rangachari P. K. Short J. L. Exintaris B. Malone D. T. Davie B. Eise N. Mc Namara K. Naidu S. (2016). Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research & Development, 35(3), 619–633. https://doi.org/10.1080/07294360.2015.1107887