ABSTRACT
This chapter explores the processes involved in using photography in education in relation to the issues of power and social justice. The process of photography can facilitate representation by people who are unfairly represented, or unrepresented, in the discourses that circulate within education. Photography in educational research has particular strengths as a methodology of representation and recognition. Children and young people working with researchers create representations of their lives in the institutions they inhabit, challenging the labels that have become attached to them, related here to disability, ability, special educational needs, physical and mental illness, street-connectedness, and ethnicity. pedagogy is a context for both hidden meanings and taken-for-granted understanding. Power is written into pedagogy, where people take on roles of teacher and pupil without critically questioning the nature and limitations of the relationship. The subversion of stereotypes is a powerful pedagogical resource, creating cognitive dissonance and a haunting misinterpretation.
