Visualizing Value: Reimagining Teacher Evaluation
This study explores the social relations of visuality under neoliberal education and how these discourses are taken up and contested by radical educators. Working with a group of New York City public school teachers during a time of flux and new policies in teacher evaluation, I consider the ways that teachers take up, create and remix digital images to make sense of their school experiences and broader school discourses. This project documents the production, circulation, and multiple meanings of pedagogical images, particularly those focused on teacher value and assessment.
My dissertation is multimodal in form—I draw on visual and digital data including photographs, drawings, videos, and a participatory blog developed by the participant teachers. I also create new works of video, sound, and collage as tools of inquiry and scholarship. Ultimately, the study takes shape as an interactive website that presents these multimedia pieces—both the teachers’ and my own—alongside textual analysis.
Looking Back (Research Assistant)
Looking Back is the follow up to Wendy Luttrell’s participatory visual ethnography: Children Framing Childhoods. This longitudinal study follows a group of 36 students (and later a smaller sub-sample) from ages 10-18 and traces the multiple meanings they attach to their images over time. As a research assistant, I met with youth participants, facilitated small group interviews, and conducted preliminary data analysis. Later, I worked with Luttrell and Ortiz to develop and facilitate a series of focus groups entitled, Engaging the Archive, aimed at using the study’s visual archive for teacher preparation.