ABSTRACT
One of us (Harriet) had been working as a volunteer for the Enabling Education Network (EENET), which is based at the University of Manchester. This work involved corresponding with practitioners in some of the economically poorest countries in the world in response to their requests for basic information on inclusive education. EENET’s main role is to disseminate much-needed documents to encourage policy makers, teachers and children themselves so that they can develop more inclusive and equitable practises in education (Miles and Ahuja, 2007). Given the challenges of working cross-culturally, EENET has been devel-
oping image-based approaches to research and development to support facilitators and practitioners working in remote areas of the world. One of these approaches is known as ‘photovoice’, or ‘participatory photography’ (Wang et al., 1996). It is an innovative and remarkably successful approach to working with marginalized groups, as it enables them to communicate their experience through images, and photographs in particular.
