A response to calls for more self-reflective and inclusive pedagogy, this article considers pedagogical and teaching possibilities offered by Photovoice—a community and participatory action research methodology developed by Wang and Burris. Extrapolating Photovoice to the context of the diversity classroom, the authors discuss how the methodology can aid management educators in developing approaches and activities that foster greater participatory engagement between students and subject matter, knowledge, and learning. They share their experiences with the methodology and showcase what educators in the field can do to adopt—or adapt—the methodology for their own use.
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