Data collection methods

5.6.4.1 Collages.

5.6.4.1.1 Considering the strengths and limitations of the group setting.

The collages were completed in a group setting which promoted an informal and relaxed

environment, conducive to the participants enjoying the experience and engaging in the creative process. Their engagement in the process is likely to have impacted on the quality of the data.

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The group setting however, may have presented limitations too. During the creation of the collages, the researcher asked each participant individually about their collage, to gain an

understanding of what the pictures represented. The group setting may have impacted on the type of experiences that the participants were willing to share. Although, it should be noted that this was perhaps more likely, if the participants were asked to explore difficult experiences or

sensitive topics. Instead the focus was on their positive experiences within college. Furthermore, the group setting was chosen by the participants within the planning stage. In addition, the group setting enabled the participants to see each other’s collage and to listen to the explanations that were provided for each picture, this may have influenced the aspects of their experiences that they included in their own collages, potentially skewing the data.

5.6.4.1.2 Considering the impact of the material available.

Whilst the researcher was careful to provide a wide range of magazines, newspapers and leaflets to ensure a broad range of pictures and text were available, the collages were based on the pictures that the participants had access to, which might have impacted on the experiences that they chose to represent and the themes identified. Within the planning stage, and at the end of the first data collection session (the camera walking tour), it was discussed with the participants that they could bring their own material to create their collages, however, no one did. Perhaps this could have been incorporated into the planning stage more explicitly, within which it was agreed that they would bring their own material for the collage, and a follow up reminder sent via a member of college staff in the lead up to the collage session. Although it should be noted that this would require a greater commitment on the behalf of the participations, and in line with the participatory approach, their views should be sought on this.

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Furthermore, participants were given the option to portray their experiences through writing and drawing too. With that said, some participants appeared reluctant to draw, remarking that they were not skilled in this area. In this sense, the pre-existing pictures from magazines removed the anxiety around artistic ability. As described in Chapter Three (section 3.5.1.2), Williams (2002) outlines this as the value of collages, in comparison to other artwork as a form of data collection.

5.6.4.1.3 Cross-cultural considerations.

The participants were asked to create collages using magazines and newspapers which were produced in and represented Western society. This involves an assumption that these pictures could represent their experiences and is at risk of perpetuating Western privilege and an ethnocentric view. Although, it should be noted that the collages portrayed the young people’s experiences within a Western society, and so, to some extent this material was relevant. As described above, this could be addressed through extending the planning stage, and incorporating more explicitly participants’ role in selecting their own material.

5.6.4.2 Camera walking tours.

5.6.4.2.1 Considering the duration of time UCYP had been attending college.

The duration of the camera walking tour and the number of photographs taken, ranged from 15 minutes and three photographs, to 35 minutes and 10 photographs. At the end of the tour, one participant commented that she still felt new to the college, and that the three places she had shown the researcher during the tour, were places where she spent her time. All, but one of the participants had been attending the college for approximately four months, therefore, the range and type of experiences they shared at this stage in their college journey, may have differed to the experiences they shared, had they been attending the college for a longer duration. This could

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be addressed through a longitudinal study, within which data is collected again at a six-month to one-year interval. Nevertheless, the current data provides an important insight into UCYP’s experiences during the earlier stages of their transition to college and their resettlement within their community.

5.6.4.2.2 Rationale for the use of written notes to supplement photographs.

During the camera walking tour, the researcher took written notes of the participants explanations around the importance of the location for them, this provided context to the

photograph and a richer understanding of their experiences, enhancing the credibility of the data. Furthermore, the absence of the written notes would have introduced another layer of

interpretation on the part of the researcher, taking away from the participatory design. After careful consideration, the researcher chose not to audio record the discussion during the camera walking tour, firstly, because this was not specified within the ethics approval, and secondly, because this would provide a second data set which encompassed verbal data. The aim of the research was to use the visual methods (collages and photographs) as the primary data source, and the written notes provided a supplement to that. Furthermore, verbal data emphasises language which the research sought to avoid because English was not the participants first language. However, the researcher acknowledges that the use of written notes, rather than audio recording may impact on the transparency of the audit trail, which has implications for the dependability of the research. Dependability refers to the extent to which, the research procedure and method is well documented and replicable (Hannes, 2011; Lincoln & Guba, 1985).

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5.6.4.2.3 Considering the implications of using an interpreter.

An alternative would have been to have an interpreter present during the camera walking tour, it could be argued that this may have provided participants with greater access to the research. However, in the same way that the research did not use interviews (where an interpreter may have been required), the researcher felt that this may impact on the participants’ autonomy in sharing their views. Furthermore, it placed an emphasis on language, which the research aimed to avoid through the visual participatory methods. On further reflection, the researcher also wonders about how the presence of an interpreter, another unfamiliar adult, may have impacted on the social dynamics and the participant’s level of comfort during the camera walking tour. The researcher had built a level of rapport with the participants through the initial planning meeting and hoped that this had gone some way to creating an atmosphere within which the young person felt comfortable. A next step could be to give the participants a choice as to

whether they would like an interpreter present, this could be discussed during the planning stages of the research.

5.6.4.2.4. A positive reflection on the camera walking tour process.

The participants appeared to enjoy the camera walking tour, and for some this appeared to be an empowering process, in line with the emancipatory and participatory aims. This is highlighted in one extract within the researcher’s reflexive diary. The researcher describes how for one

participant, “his body language and his engagement changed significantly throughout the process. At the beginning of the camera walking tour, he presented as shy and used little eye contact, and as the session progressed, he exhibited open body language, was smiling” and demonstrated great enthusiasm in showing the researcher his favourite places in college. The

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camera walking tour may have presented as a creative and therapeutic process for the

participants and has implications for the use of photo-production or photo-elicitation methods to explore young people’s views within the education setting (explored further in section 5.7.4).