Edited by Sara Delamont
Chapter 23: Turning the Camera on Yourself: Digital Video Journals in Educational Research
ML White INTRODUCTION This chapter explores the use of digital video1 and in particular digital video journals2 in educational research. In the research project discussed here I chose to adopt a broadly ethnographic methodology using digital video as a way of practising and presenting educational research. In this research digital video was conceived and practised in the research process for documentation, representation, collaboration and reflection. The research style has much in common with visual ethnography (cf. Morphy and Banks, 1997; MacDougall, 1998; Ruby, 2000; Grimshaw, 2001), where video, film and photography along with other electronic media are viewed and created as cultural texts; representations of ethnographic knowledge and ‘sites of cultural production, social interaction and individual experience that themselves form ethnographic fieldwork locales’ (Pink, 2001, Introduction). In the research the digital video journal was one of five categories of digital video and it is important to locate its use within a theoretical framework incorporating traditional (written) and digital text. The digital text included still images, electronic communication and five kinds of digital video: narrative orientated, episode orientated, interview focused, digital video directed by young people and my digital video journal. The digital texts provide multiple perspectives and multiple representations of the research process creating a richer, more complex research picture (Lincoln and Guba, 1985; Weis and Fine, 2000), and as I suggest elsewhere (White, 2009) a new ethnographic practice. In this research the use of digital video was a central research method and rather than report on the research findings,...
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