ABSTRACT
This chapter explores the photovoice in the way learning needs of high-achieving students were met within the context of a mainstream class in an elementary school in the northeast region of the USA. The author's concur with Kellett, Johnson, Mitchell and others in their assertion that research should not be tokenistic, or exploit children, and should be student-led as much as possible. Using images to promote reflection and conversations with a purpose can also serve to mediate power and status disparities between children and create a new process for meaningful dialogue as a broader approach of ongoing participation throughout an investigation that facilitates collaborative sensemaking. The availability of visual images on the internet has underscored the need for a careful review of informed consent. Researchers using visual research methods should anticipate the potential for this sort of misuse before they ask students to take photographs, particularly with cell phone cameras.
