My First Attempt @becoming Visually Ethnographic
If I were to have posted this picture of my view of my classroom last week while reading, I would have written about it telling the reader about how it is a picture of my classroom. I would tell you what each artifact in the image means and represents. I would control this image and hopefully what you thought of it. I would even have communicated how I was reading Doing Visual Ethnography by Sarah Pink in my classroom which I sometimes make my office. However, a few days and a couple hundred pages of Pink later, and in attempting to be a visual ethnographer, I would now do things differently.
Because I now know that images are everywhere and are “interwoven with our personal identities, narratives, lifestyles, cultures and societies, as well as with definitions of history, time, space, place, reality, and truth” (Pink 1), and that visual ethnography is “an invitation to engage with images” (Pink 1), I would post the same picture and then invite you to an interaction, or negotiation, if you will. This, as Pink suggests, is “an approach to the visual that departs from conventional cultural studies treatments (Pink 5). By inviting you to interact with this photo, I am giving up some control and power over it.
After our interaction together, I would invite you to write a response. I would do this because, even though ethnographic knowledge may be experienced and represented in a range of different textual, visual an other sensory ways (Pink 10), visual representations cannot replace words in a conventional theoretical discussion. So please comment!
Like the book does, I invite you to “engage with this approach” (Pink 11). As a first-time visual ethnographer in the school of Sarah Pink, I am more “concerned with the production of knowledge and ways of knowing” (Pink 35), rather than simply collecting data. Please feel the freedom to bring your own consciousness to this picture. Imagine. Invoke meaning. Interpret. Ask. Feel. Sense.
Please know that as a fellow LGP6 cohort member, I am careful how I am representing myself and I also understand that my identity is constructed and understood by my fellows in this cohort based on subjective understandings which can have signifiant implications (Pink 37). I also know that I am part of the context (Pink 47) of this iPhone photo.
As your mind (and heart!)takes-in this photograph, be aware that it is not just a record of what I saw, but it is a “route” through which we can both come understand what we do not see. It is taken from one point of view, and it was taken “in” the world (Pink 38-40). As we discuss what we both bring to this image we become aware that any meaning is not in the picture, but will come “through the picture” (Pink 92). Aside: It is really hard not to think of John 1 and the invisible God as the one who we see “through the picture” of Jesus.
According to Pink there is never a single correct moment to take a picture or video. Sometimes the best time is at the beginning of research, sometimes it can be several months into the project (Pink 78, 110). I snapped this shot about halfway through the reading when I had the idea to try my hand at visual ethnography (or Week 3 of a 3-year DMin program).
I want to invite you to approach this image in a reflexive manner which invites emotions, stories and will free you to think about relationships between processes, persons and things (Pink 147). Then the next step is to turn to your senses which Pink says is a more 21st Century way to interact with images (Pink 47).
Because “photographs can be used to create representations that express experiences and ideas in ways that written words cannot (Pink 178), and because it is better for you to share your meanings before I add my own (Pink 149-150), I will hold back from giving you too much information about this image or me. Let’s collaborate (Pink 198) and journal (Pink 204).
Footnote: Knowing that how we approach and use the “web” today will probably be viewed as absurd in a very short time (Pink 123).
So, together, let us attempt to suspend judgement of this image and acknowledge our various personalized contexts, and the very specific shared context we all find ourselves in, and let’s search together for the knowledge that we cannot yet see. Have fun!
About the Author
Aaron Peterson
I am a working priest which means that I am a husband(to Lisa), dad(to four wonderful children), senior pastor and church planter(The Hub Vineyard Church), and high school social studies teacher(Verdugo Hills High School LAUSD). I am currently working towards a DMIN in Leadership & Global Perspectives @George Fox Seminary.8 responses to “My First Attempt @becoming Visually Ethnographic”
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We have some things in common. A Mac defines you as an above average computer user. A flash drive says that you have way to much information to be contained on the Mac. The coffee urn says that addiction is in your future as you do this D-min program and the fact that you use a free flowing pen such as the uni ball is quite impressive. What we have in common is the Mac, the flash drive and the uni ball pen. The addiction to coffee is not in my future. I am way to young to use that stuff!!
What we do have in common is that we are invested in the lives of students. Look forward to meeting you in Hong Kong. We will do some visual ethnography together there!
Kevin
Thanks for playing Kevin.
You are never too young for the java love.
I look forward to meeting you in Hong Kong as well.
Aaron,
Let’s have some fun with this pic in less than a thousand words.
1. This degree fits you perfectly because on the poster right above the emergency sign, not only did you have Washington on it. You had the word leadership in bold red so you’re a man of leadership.
2. Your laptop tells me you try to organize everything by creating folders but every so often your desktop gets out of control and you know it’s time to transfer them to the usb. Time…yeah, right.
3. Your seating arrangement tells me you believe in small groups and teamwork. That’s your way of creating leaders in the classroom and maintaining order.
4. I think you either sneeze a lot or just have ridiculous allergies so you keep the tissue close.
I’m not in the classroom but I think some of the above applies to me. Hey, it was fun playing. I’ll see you in a few days.
Nice. Thanks and yes, that was fun. See you soon Garfield.
Aaron, I enjoyed the way you took me on a journey of transformation and brought me, as the reader, into a place of seeing life from a different perspective. What a statement! “Images are everywhere and interwoven with our personal identities…”
As I read through Pink’s book, my mind went back to one of my theology classes that I had taken years ago. The professor described the beauty of God displayed in vivid color and bright hues. Mountains reached from their foundations – reaching towards the footpath of heaven. Oceans stretched past the eye’s gaze and revealed the heart of God’s grace. The visual picture captivated all us. We were lost in the brilliance of his words and each of us had seen the glory of God through the visual presentation of this landscape. The professor ceased his monologue and asked us to convey evidential support of God. We all stopped and fumbled over our words. Some tried to explain God apologetically – conjuring up scientific support. Others googled famous sayings by astute scholars. Yet, we all couldn’t define God fully. We needed to utilize more than knowledge – more than words – we needed visual ethnography to aid in our description.
Ethnography seeks to join General Revelation and Special Revelation in one accord – it provides a holistic picture of our Savior. Pink suggests, “When you draw open your eyes and actively interrogate the visual scene, what you see is that aspect, or the physical fragments, of the environment that you preform” (Pink, 30). Creation is the ethnographic picture of the Trinity.
Aaron,
Thanks for the opportunity for ethnographic interaction. In your image I see a classroom where audiovisuals probably play a big part, suggested by the position of the screen in readiness for use. Visual aids are abundant to convey an assortment of information in the form of bulletin boards, charts, postings, photos and the like that consume the wall space. The class has a relatively low student to teacher ratio. The tables are purposely arranged in designated group sizes for small group interaction and facility of teacher assistance. In the forefront is the teacher’s desk that conveys advanced computer technology, common desk/work materials, an open book possibly the text for the course, items for a coffee break or refreshment, and a box of tissues for whoever might need them.
Aaron, I must say that I found your blog very creative. I enjoyed how you told me what you learned about the book as if you were having a dialogue with me and by progressively revealing key quotes. I am not yet used to interpreting pictures, nonetheless, I see a big thermos and a nice mug on your desk. If that is coffee, it can only mean one thing: we will become good friends – especially if it is dark, strong, aromatic coffee. Thank you for your creative blog!
Earlier ethnographic research into your life is confirmed; that you are a Dodger fan, seeing the pennant on the wall on the right side. If you didn’t live in Southern California I would congratulate you for standing up for what you believe, but I don’t imagine that showing your blue colors at Verdugo High School caries much risk.
I’m curious about the subject matter you teach, and if baseball finds its way into the education process.