creating discursive spaces for the construction of counter narratives through photovoice as critical

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Theses and Dissertations Graduate School
2018
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Amanda F. Hall
Virginia Commonwealth University
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“We Are…”: Creating Discursive Spaces
for the Construction of Counter Narratives
through Photovoice as Critical Service Learning

A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy in
Education, Curriculum, Culture, and Change, at Virginia Commonwealth University.

By

Amanda F. Hall
Master of Science, Environmental Education, NOVA Southeastern University, 2009
Bachelor of Science, Environmental Studies, Virginia Commonwealth University, 2006

Director: Kurt Stemhagen, PhD
Associate Professor, Foundations of Education
VCU School of Education

Virginia Commonwealth University
Richmond, Virginia
April 2018
ii

© Amanda F. Hall 2018
All Rights Reserved
iii

Dedication

This dissertation is dedicated to my grandmother, Hilda Davis Smith. She taught me what it
means to be a strong woman – to love deeply, work hard, fight for what’s right, and never forget
your way back home. She was my support, my strength, and my encouragement through every
trial and joy. She was the epitome of an “Appalachian Woman” – feisty, determined, and
passionate, with a fierce love of family that came before all else. Her memory has guided me
through this journey and will continue to inspire me to be better and do more. It is because of
her…that I am.
With love always to the first in a long line of strong women, may I continue your legacy….

May we know them, May we be them, May we raise them.
(May we teach them and learn from them)

My grandmother, Hilda Davis Smith (L)
and great-grandmother, Mildred Osborne Davis (R)
iv

Acknowledgement

Throughout the journey that has brought me to this point, there have been many twists
and turns, cliff hangers, doors shut, and others opened, moments when I thought I was on top of
the world and those that brought me to my knees….yet through it all, every step of the way, there
has been my mama, Rhonda Smith Hayes. She’s been my rock, my tears and my laughter, and
most importantly, my heart. To say she is the most compassionate and selfless person I know is
an understatement…it is because of her that I am able to love, to teach, to learn, and to grow. So
first, I want to thank her for everything she has given me, taught me, and shared with me! The
struggles were bearable and the joys were that much sweeter because of her unconditional love
and support.
I would also like to thank my daddy, Carter Hall, for always believing that I could do
whatever I wanted, for pushing me to strive for greater goals, for never giving up on me, and for
encouraging whatever crazy path I chose to take. Also, special thanks to my step-dad, Scott
Hayes, for loving me and believing in me, for encouraging me to keep going when the mountain
was steep and celebrating with me when the sun was shining. Strong men teach us to know our
worth, respect ourselves, and settle for nothing short of loving kindness and these two men are
no exception.
I would like to thank my advisor, Dr. Kurt Stemhagen. The road was not always smooth
but he was patient when I was stubborn, understanding when I was overwhelmed, and guided me
in the right direction (time and time again) when I was lost. He championed my
accomplishments and soothed my doubts. He has been a friend, a supporter, and a mentor and
without his guidance, this project would not be what it is. Also, a special thank you to my
committee members, Dr. Ross Collin, Dr. Adai Tefera, and Dr. Lynn Pelco, for their patience,
time, effort, insights, support, and very valuable feedback. They were there every time I needed
them and that has made all the difference. THANK YOU!
Speaking of Dr. Lynn Pelco, she has been on this crazy road with me for almost a decade
as a mentor and a friend. She has taught me what it means to be a leader, an “academic”, and
truly, a better person. Strong women don’t just support and guide other strong women, they pull
them up when they are down, celebrate with them, and show them the ways to encourage the
strengths of other strong women. For that and much more, I am eternally grateful.
This project would not have been possible without my students….those amazing, smart,
funny, innovative change-makers that were eager to share their stories with the world. YOU are
the reason I do what I do, the reason I believe that our kids are capable of making the world a
better place, and the reason I have dedicated myself to this path. To you all, and every student I
have ever taught, THANK YOU for allowing me the opportunity to not just live my passion, but
to truly embrace my calling. I have learned so much more from each of you than I could hope to
teach. Also, I can’t forget the parents! They say “it takes a village..” and I am so thankful that
you allowed me to be a part of your village! My cup runneth over…
Last, but certainly not least, I want to thank my tribe. My family, friends, mentors, and
colleagues that have stood by me, believed in me, and never let me forget my passion or my
v

worth. This is a long and often lonely journey, but your laughter, kindness, and genuine
goodness got me to the finish line and continues to inspire me daily. Lots of love and gratitude
to each one of you (hopefully you know who you are!). Also a shout out to Sweet Sabine, my fur
baby that was with me from the beginning and made it until the end…her floppy ears, hound dog
eyes, and sweet snuggles made every day better than ok. [Adopt a senior dog...they are the best!]
Every person we meet along our journey plays some role in who we were, who we are,
and who we will become. Every person, friend or foe, has shaped me in some way and this
accomplishment would not have been possible without these myriad interactions. So, however
great or small, I owe thanks for the lessons learned and the experiences shared!

As a first generation college student from the heart of Appalachia, I understand. So, to all the
kids that aren’t sure where they are going or how they’ll get there, but are determined to keep
putting one foot in front of the other come hell or high water….this one’s for you!
vi

Table of Contents

List of Figures…………………………………………………………………………………….xi

List of Tables………………………………………………………………………………...….xiii

Abstract………………………………………………………………………………………….xiv

Chapter One: Introduction………….………………………...…………………………………...1

Overview and Rationale of the Study……………………………………………………..4

Research Questions………………………………………………………………………..8

Design and Methods………………………………………………………………………8

Chapter Two: Review of Literature…………….…...…………………………………………...10

The Theoretical Foundations and Conceptual Framework………………………………10
Pragmatist’s Influence on Critical Service Learning…………………………….12
Critical Theorist’s Influence on Critical Service Learning………………………14
From Service Learning to Critical Service Learning Pedagogy………………………...15
Service Learning…………………………………………………………………15
Critical Service Learning………………………………………………………...20
Critical Pedagogy of Place………………………………………………………23
Counter Narration: From Deficit to Possibility Perspective……………………………. 26
Photovoice as Critical Service Learning: The Blending of Research Methods
and Pedagogy…………………………………………………………………………….31
Community-based Participatory Research……………………………………….31
Photovoice as Critical Pedagogy………………………………………………...33
vii

Summary and Synthesis: We Are…...…………………………………………………...35

Chapter Three: Methodology…………..………...………..…………………………………….37

Research Questions……………………………………………………………………...37
Research Design and Rationale…………………………………………………………37
Setting and Participants………………………………………………………………….40
Participant Selection……………………………………………………………..45
Data Collection………………………………………………………………………….48
Phase One: Trainings and Focus Group………………………………………….52
Phase Two: Photo Documentation……………………………………………….53
Phase Three: Photo Elicitation Interviews……………………………………….54
Phase Four: Group Reflection Session…………………………………………..55
Phase Five: Group Analysis Session…………………………………………….56
Phase Six: Celebration…………………………………………………………...56
Data Analysis……………………………………………………………………………57
Credibility of Data………………………………………………………………………66
Researcher’s Role……………………………………………………………………….68
Limitations………………………………………………………………………………70
Conclusion……………………………………………………………………………….71
Chapter Four: Findings…………………..………………………………………………………73
Introduction........................................................................................................................73
Summary of Methods…………………………………………………………………….74
Overview of Analysis………………………………………………………………........78
Presentation of Findings…………………………………………………………………83
viii

Focus Group……………………………………………………………………………..88
What Others Think: The Student Perceived Dominant Narrative……………….88
What Others Think of You………………………………………………88
What Others Think of Your School……………………………………...89
What Others Think of Your Community………………………………..90
What Others Think about Your Ability to be a Change-Maker…………90
Research Question 1……………………………………………………………………..91
Narratives of Identity: It’s Who I Am…It’s Who We Are………………………91
Identity as Self…………………………………………………………...92
Identity as Student……………………………………………………….95
Narratives of Community: The Place We Call Home…………………………...98
School as Community……………………………………………………99
Place as Community……………………………………………………103
Narratives of Sense of Place within Community: We Belong…………………108
Research Question 2……………………………………………………………………112
Narratives of Ability to be Change-Agents: Using our
Superpowers for Good………………………………………………………….112
Change-Makers…………………………………………………………113
Research Question 3……………………………………………………………………117
Photovoice as Critical Service Learning & the Construction of
Student Narratives………………………………………………………………117
Differences and Similarities between this Photovoice Project and other
Critical Service Learning Projects……………………………………...119
ix

Photovoice Project’s Impact on Views of Self and Community……….120
Thoughts and Feelings after This Project………………………………120
Telling Your Story through Photovoice………………………………..121
Summary of Findings…………………………………………………………………..122
Student-perceived Dominant Narrative………………………………………...122
Student Narratives……………………………………………………………...124
Agency…………………………………………………………………125
Capital………………………………………………………………….125
Belonging………………………………………………………………126
Student-derived Themes………………………………………………..126
Photovoice and the Construction of Narratives………………………………...127
Conclusion……………………………………………………………………...128
Chapter Five: Discussion……….………………………………................................................130
Introduction………………………………………………………….………………….130
Reconsidering the Theoretical Frames………………………….………………………135
From Theory to Practice………………………………………………………………..138
Creation of Discursive Spaces………………………………………………….138
Construction of Counter Narratives…………………………………………….141
Internalization of Deficits and Strengths……………………………………………….142
What it Means to be a Community Youth Advocate and
Education Researcher…………………………………………………………..144
Implications…………………………………………………………………………….146
For the Researcher……………………………………………………………...146