포토보이스 > 교양

포토보이스는 사회과학 연구를 위한 강력한 연구 방법으로 부상하고 있다. 그 이유는 사진이 가진 메시지 전달력 때문이다. 포토보이스는 사회·정치적으로 소외된 사람들 혹은 주변인에 관심을 갖는다. 연구 참여자는 사진을 찍고, 사진에 목소리를 담는 비판적 활동을 통해 사회 문제를 인식한다. 연구 참여자는 앎의 수준에 머물지 않는다. 부각된 문제를 해결하기 위해 연대하고 행동함으로써 사회 변화를 이끌어 내는 것이 포토보이스가 지향하는 궁극적인 목적이다.

포토보이스는 참여자를 연구의 주체로 인식한다. 참여자를 연구의 중심에 두는 것은 그들에게 더 많은 의사결정 권한을 제공하기 위한 것이다. 이러한 접근은 연구 참여자의 위상을 높이는 데 기여하고, 연구자의 역할 변화를 기대한다. 이 과정에서 연구자는 참여자와 함께 지식을 생성하는 협력자 및 촉진자 역할을 수행하게 된다.

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머리말 ·································································3

제1부 포토보이스에 대한 이해

제1장 포토보이스의 개요 ················································13

1. 포토보이스의 탄생 배경 ·········································19

2. 포토보이스의 개념 및 특징 ······································23

3. 포토보이스의 장점 ···············································26

4. 포토보이스의 단점 ···············································34

∙ 참고문헌 ··························································37

제2장 포토보이스의 이론적 근거 ·······································41

1. 프레이리의 비판적 의식화 교육 ·································43

2. 페미니즘 ··························································45

3. 다큐멘터리 사진 ··················································48

∙ 참고문헌 ··························································54

제3장 포토보이스의 연구 절차 ··········································57

1. 파악(identification) ·············································62

2. 모집(invitation) ··················································64

3. 교육(education) ··················································66

4. 기록(documentation) ···········································70

5. 서술(narration) ··················································74

6. 관념화(ideation) ·················································77

7. 발표(presentation) ··············································80

8. 확증(confirmation) ··············································84

∙ 참고문헌 ··························································86

제4장 포토보이스의 타당도 확보 전략 ································89

1. 부가적인 자료 수집을 통한 삼각 검증 ··························91

2. 사진의 현실성 및 진실성 ·········································94

3. 연구 참여자의 주체성 보장 ······································95

4. 학문적 권위자의 검토 ············································97

5. 심층적 기술 ·······················································98

∙ 참고문헌 ·························································101

제5장 포토보이스의 가능성 ············································103

1. 자기 경험 연구에 대한 실증적 자료 ···························105

2. 온라인 공간의 문화 현상 탐구 ·································126

∙ 참고문헌 ·························································148

제2부 포토보이스의 실제

제6장 장애인 자립의 현실과 평생교육의 방향에 관한 포토보이스 ··················································153

1. 연구의 필요성 및 목적 ··········································155

2. 이론적 배경 ······················································159

3. 연구 방법 ························································166

4. 포토보이스를 통한 장애인의 내러티브 ························175

5. 결론 및 논의 ·····················································200

∙ 참고문헌 ·························································205

제7장 코로나19를 경험하는 초등학생의 감정 탐색 ················211

1. 들어가며 ·························································213

2. 이론적 배경 ······················································216

3. 연구 방법 ························································222

4. 코로나19를 경험하는 초등학생의 감정 ························232

5. 나가며 ···························································245

∙ 참고문헌 ·························································251

제8장 국내 교육학 분야의 포토보이스 연구동향 ··················257

1. 서론 ······························································259

2. 연구 방법 ························································263

3. 연구 결과 ························································271

4. 결론 및 논의 ·····················································285

∙ 참고문헌 ·························································296

저자소개

연구하는 삶을 살고 있습니다. 일상의 다채로운 경험을 연구 텍스트로 전환하는 질적 연구를 수행해 왔습니다. 경험에서 연구 주제를 발견하고, 일상을 기록하며, 관련 문헌을 찾아 공부하여 그동안 38편의 논문을 발표하였습니다. 수업, 수업컨설팅, 질적 연구 등과 관련된 학술도서도 출판하였습니다. 그중 2017년에 출판한 「교사 전문성과 수업: 질적 연구를 통한 실천적 접근」은 세종학술도서로 선정되었습니다. 지금도 우리의 경험 속에 내재된 의미를 발견하고 교육활동을 연구화하는 현장 연구자로서 학문적 정체성을 만들어가고 있습니다.

[저서]

교사 전문성과 수업: 질적 연구를 통한 실천적 접근(교육과학사, 2017)

자기수업컨설팅(공저, 학지사, 2018)

체계적 수업 분석을 통한 수업컨설팅(공저, 학지사, 2019)

[논문]

비대면 원격수업 사례분석을 통한 교수자의 원격수업 역량 탐색

고백적 글쓰기의 의미와 교육적 활용 방안

한 도교육청 장학사의 경험에 기초한 자전적 내러티브: 넘침과 모자람의 균형을 찾아서

수업 분석을 위한 과업집중도분석의 타당도 이슈와 확보 전략

코로나19를 경험하는 초등학생의 감정 탐색

나는 왜 달리는가? 한 장학사의 마라톤 경험에 관한 자전적 내러티브

포토보이스 연구 방법의 이론적 토대 탐색 등 다수

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