Creating a community in the classroom through child generated digital photos

Lemon, N 2008, 'Creating a community in the classroom through child generated digital photos', in Di Siemon, Heather Fehring (ed.) Proceedings of the 2007 Symposium: Creating and Sustaining Communities of Practice to Improve Educational Opportunities: Multiple Perspectives, New York, United States, April 2008, pp. 1-27.


Document type: Conference Paper
Collection: Conference Papers

Title Creating a community in the classroom through child generated digital photos
Author(s) Lemon, N
Year 2008
Conference name Creating and Sustaining Communities of Practice to Improve Educational Opportunity with Gloria Latham
Conference location New York, United States
Conference dates April 2008
Proceedings title Proceedings of the 2007 Symposium: Creating and Sustaining Communities of Practice to Improve Educational Opportunities: Multiple Perspectives
Editor(s) Di Siemon, Heather Fehring
Publisher American Educational Research Association
Place of publication New York, United States
Start page 1
End page 27
Total pages 27
Abstract This paper discusses establishment of a community that came out of a study where children photographed their learning environment as a way to explore child voice and reflection as part of curriculum and assessment. The setting of the study was a high socio-economic independent school in an inner southern suburb of Melbourne, Victoria, Australia. The data generation occurred over a six months period where the student participants' were members of a co-educational year one class (5 to 7 year old children) where the researcher took on the role of researcher-researcher (Clarke & Erickson, 2003; Kincheloe, 2003; Loughran, 2003). A visual narrative inquiry (Bach, 2007) approach was undertaken. Visual narrative inquiry is an intentional, reflective, active human process in which researchers and participants explore and make meaning of experience both visually and narratively (Bach, 2007, p.281). Building on narrative inquiry, where people share their daily lives by stories of who they and others are and how they interpret their past in terms of these stories, visual narrative inquiry allows 'another layer of meaning to narrative inquiry' (Bach, 2007, p.282).
Subjects Curriculum and Pedagogy Theory and Development
Keyword(s) Communities of practice
social context of education
reflective practice
pre-service education
productive learning environments
Indigenous teacher education
life-long learning
Copyright notice © 2008 AERA
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