Qualitative participatory methodologies in education: Photovoice, vignettes and Ketso

Abstract

Qualitative research introduced the need for the researcher to develop a reflective role on the research process, which is the reason why assuming the principles of recognition, participation and identity in research requires imagining new methods and strategies. This article examines in detail three participatory methodological strategies deployed in previous research with the participation of student teachers and children: Photovoice, vignettes and Ketso, to explore in detail their advantages, dilemmas and difficulties involved in their use, as well as the impact of the interactions with the participants. The novel nature of these strategies makes them seem inherently beneficial, for this reason it is necessary a reflective and critical analysis to recognize their disadvantages and limits, as well as the reasons for using them. Authors concluded that these strategies open new spaces and opportunities to represent the voice of all participants, and that their capacity to increase the protagonism of the participants and generate a more horizontal model of research is what gives legitimacy to the research, as long as they are focused on serving the interests of the participants and have a transformative purpose.