Photovoice as an Active Learning Strategy for Cultivating Critical Consciousness in Undergraduate Education

Abstract

This study investigates the use of photovoice as an active learning pedagogy to cultivate critical consciousness among undergraduate students in a College of Education course. Drawing on Freirean pedagogy and transformative learning theory, the semester-long project engaged students in documenting and analyzing social issues through photography, peer dialogue, and personal reflection. Using qualitative content analysis of student work, the study found that photovoice supported development across three dimensions of critical consciousness: critical reflection, critical motivation, and critical action. An emergent theme of personal relevance also played a pivotal role in deepening student engagement. The findings suggest that photovoice is a powerful strategy for fostering student agency, sociopolitical awareness, and meaningful learning connections. Implications are offered for integrating participatory and multimodal methods in higher education to support deeper engagement with complex social issues.