Chapter 1: Visual Research Methodology in Educational Contexts: Privileging an Epistemology That Values Diversity and Cultural Responsibility

As scholars pursue new knowledge within a democratized society, they must not only consider the academic and professional perspectives that constitute substantive scholarship, but demonstrate adherence to the strictest of ethical behavior for the beneficence of culturally and linguistically diverse individuals. Exploring how data can be collected, utilized, and rendered useful in the education arena is of utmost importance to those most closely involved in research aimed at improving educational practice and/or cultural responsibility. This chapter focuses on how privileging a culturally responsive epistemology through conducting research using visual methodologies (i.e., participant-generated drawings, photo-elicitation, film, etc.) in educational contexts can elevate cultural responsibility overall in educational research contexts. We first present our assertion that the boundaries of educational research have been redrawn by visual methodologies. Next, we deconstruct the concept of culturally responsible research by examining the significance of its precursors, culturally relevant pedagogy, culturally responsive pedagogy, and feminist theory that undergird our perspective and frame the chapter. Lastly, studies utilizing visual research methodologies are analyzed for their relevance to culturally responsive, vis-à-vis, responsible research and the epistemology that privileges their application.