Pointed polysynchronous interactions in CLIL mathematics class during the COVID-19 pandemic: Translation, translanguaging, and trans-semiotizing

Pointed polysynchronous interactions (PPIs) were initiated by the participants of this study to promote more adequate interactions between learner-learner, learners-teachers, and learners-learning materials in Content and Language Integrated Learning (CLIL) science hybrid learning due to the COVID-19 pandemic. This photovoice study spotlighted Indonesian primary school teachers' initiatives in helping their pupils enhance their English proficiency while learning mathematics. We investigated their efforts for scaffolding when teaching mathematics to the first graders, with a particular focus on translation, translanguaging, and trans-semiotizing. As collaborative research, this photovoice study involved a mathematics' teacher and her co-teacher to provide photos of how translation, translanguaging, and trans-semiotizing were practiced within the PPIs. The teachers described their photos using the SHOWeD technique before we analyzed the data thematically, then returned them to the teachers for validation. Results showed successful practices of translation, translanguaging, and trans-semiotizing, while some challenges arouse because of time limitation for hybrid learning recommended by the Indonesian government. Translation enhanced the students' academic and social performances but required longer time of implementation. Meanwhile, trans-semiotizing was advocated to strengthen the teacher's translanguaging because of the students' English proficiency. Feasibility of alternating L2 and L1 in interaction and connecting them with semiotic resources to negotiate meaning are suggested to practice if hybrid learning should be conducted continuously during new normal.

Risk society as a framework for exploring entrepreneurship education in Nigeria

This chapter examines how individuals navigate turbulent environment devoid of institutional and entrepreneurial architectures vital to support high-growth entrepreneurship using the prisms of risk society framework. Although, Nigeria has dynamic education policy to ensure access to basic education and development. A number of recent studies have found that lack of access to 'free' basic education makes a large number of individuals vulnerable to societal harms which further impoverish them. Therefore, we demonstrate how the notion of risk society is driving entrepreneurship education in Nigeria. Research suggests that unemployment and poverty situations in Nigeria is made worse by the adverse effect of weak institutions, endemic corruption, bad governance and the negative impact of COVID-19 pandemic crisis. Collectively, these factors contribute to the weak entrepreneurial ecosystems, institutional voids and poor entrepreneurial architectures vital to support entrepreneurship in Nigeria. Our review of existing studies found that low skills limit opportunities for employment in the formal economy and that government social programmes intended to address problems of poverty and unemployment are ineffective. Therefore, we present some emerging ideas and thinking about entrepreneurship education at basic educational level to ensure inclusive entrepreneurial opportunities in Nigeria. In practical context, we consider entrepreneurship education as an effective tool to bridge the gaps and challenges of risk society and connect them to sustainable enterprise solutions. In conclusion, we reflect on the implications of the Nigerian government approach to entrepreneurship education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reseverd.

COVID-19 and youth living in poverty: The ethical considerations of moving from in-person interviews to a photovoice using remote methods

COVID-19 hit and instantaneously research using in-person methods were paused. As feminist and critical social work scholars and researchers, we began to consider the implications of pausing our ongoing project exploring the provisioning and resilience of youth living in low-income, lone mother households. Reflexively, we wondered how the youth, families, and issues we were connected to would be impacted by the pandemic. We were pulled into both ethical and methodological questions. While the procedural ethics of maintaining safety were clear, what became less clear were the relational ethics. What was brought into question were our own social positions and our roles and responsibilities in our relationships with the youth. For both ethical and methodological reasons, we decided to expand the original research scope from in-person interviews to include a photovoice to be executed using online, remote methods. In this article, we discuss those ethical and methodological tensions. In the first part, we discuss the relational ethics that propelled us to commit to expanding our work, while in the second part, we discuss our move to combining photovoice and remote methods. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

From ground zero of the pandemic - nurses' stories via Photovoice

Introduction and aim. With the ongoing COVID-19 pandemic, healthcare workers continue to work selflessly and intensively despite many occupational hazards. Although various studies have been carried out to evaluate the experiences of nurses who play an important role in the fight against the pandemic and the effects thereof, qualitative studies carried out using the photovoice technique are very limited. The aim of this study was to evaluate the experiences of nurses working during the COVID-19 pandemic and show the impact that COVID-19 has had on nurses' work and daily life using creative photographic data. Material and methods. This qualitative study employed a participatory action research design, and photovoice technique was used. Research data were collected from nurses working in COVID-19 clinics of various hospitals between May and September 2021. Data analysis was performed via a phenomenological interpretation method. Results. Five themes emerged from the data: (1) burnout, (2) anxiety, (3) social isolation, (4) emphasis on professional value, and (5) the value of life. Each theme was presented with representative photographic and written narratives provided by the participants. Conclusion. The findings of this study suggest that nurses experience problems such as burnout, anxiety, and social isolation. All the participants associated these problems with the negative effects of the COVID-19 pandemic on work and daily life. On the other hand, the participants emphasized professional value and the value of life despite all the negativities and risks. © 2023 The Author(s).

Resilience among older adults during the COVID-19 pandemic: A photovoice study.

Older adults faced significant challenges during the COVID-19 pandemic but also demonstrated great resilience. Investigating these strengths may enhance and inform strategies to mitigate the impacts of the pandemic. To gain insight into the resilience processes of older adults during the first year of the pandemic, we conducted a photovoice study with 26 older adults (aged over 60) in the province of Quebec, Canada. Participants met online weekly for three weeks in small groups to discuss their photographs and share their resilience strategies. The thematic analysis revealed three interrelated themes. First, participants distanced themselves from the pandemic by engaging in activities that took their focus away from COVID-19 and that afforded much-needed respite. Second, participants regained their bearings by reorganizing their schedules and establishing new routines that bolstered occupation rather than rumination. Third, participants used the pandemic to self-reflect and revise their priorities, leveraging the pandemic as an opportunity for growth. Together, these themes demonstrate the strengths, coping strategies and resilience of older adults and contrast the stereotypes of older adults as vulnerable and resourceless. These findings have the potential to inform the implementation of strength-based health promotion initiatives to mitigate the harms of the pandemic.

Using photovoice to explore Bolivian children's experiences of COVID-19.

Our capacity to facilitate the empowerment of children is dependent on our ability to understand their values and experiences. This study aimed to explore Bolivian children's experiences of COVID-19. This study used a participatory action research method, photovoice, which involved focus groups, individual interviews and the use of cameras by participants to capture their reality and express their ideas through photographs. Ten participants aged 12-15 years were recruited from a school in the municipality of Mecapaca in Bolivia. Thematic analysis was used to identify and report response patterns. Four themes were developed through analysis: (i) sadness and fear of getting sick, (ii) the challenges of online learning, (iii) the tension between traditional knowledge and modern medicine, and (iv) the role of nature and culture in supporting well-being-natural and cultural capital. The narratives and choice of images by the children illustrate some issues and experiences. These findings also highlighted the importance of considering and exploring how children's experiences and interactions with their habitat, nature and their physical environment impacts on their health and well-being.

How do preschool teachers perceive students' developmental in difficult times? A photovoice study

Young children's development is a crucial period determining their adult outcomes. Through adversities caused by the COVID-19 pandemic, preschool teachers play an essential role in nurturing children's development. This study has the objective to explore preschool teachers' perceptions of their students' development throughout the COVID-19 pandemic. 12 Teachers living in West Timor, Indonesia, were involved in the photovoice process. The qualitative data analysis resulted in three overarching themes: cooperation between teachers and parents, alternative stimulations of child development, and uncomprehensive child development. More support on options and alternatives for facilitating young children's remote learning is needed to maintain a stable and comprehensive development process in this pandemic. © The Author(s) 2023.

The Applicability of Photovoice in Pseudo-total Institutions – Methodological Insights From an Exploratory Study on Physical Activity in Nursing Homes

Photovoice helps participants express their perspectives through photography. As a setting for Photovoice, nursing homes represent challenging, yet promising, contexts partly characterized by elements of Goffman's concept of "total institutions” and more fully characterized as Heinzelmann's "pseudo-total institutions.” We analyzed Photovoice's applicability in nursing homes within the context of physical activity promotion research. Our results indicate Photovoice (1) helps overcome fear and builds trust between researchers and participants, (2) requires certain ethical considerations, (3) addresses technical alienation, (4) determines what is relevant from participants' point of view, and (5) points out the invisibility of significant others. Further, we provide insights for (6) making Photovoice research a priority in organizational routines, (7) contextualizing photographs, and (8) adjusting for COVID19-related methodological challenges. We also discuss our insights for potential adaptations to ensure participant privacy and safety when using Photovoice in pseudo-total institutions, such as nursing homes. Photovoice reveals activity-promoting and activity-impeding factors possibly unrecognized with other research methods, as well as differences in stakeholder perspectives about physical activity. © The Author(s) 2023.

"We Will Never be The Same”: Photovoice Reports From Social Workers of Aged Care During COVID-19

Using photovoice methodology, this study aimed to capture the perspectives of social workers from aged care services on how the pandemic impacted them at a professional level. This study comprised 12 social workers (aged 22–41 years;11 females) who worked in aged care facilities during the first year of the COVID-19 pandemic. Based on photovoice methodology, as a participatory visual research method focused on individual and community assets and co-creation of knowledge, participants were asked to take photographs and then share the photos and associated narratives in a group session on the topic "Me as a professional: One year of pandemic”. From the thematic analysis, four themes emerged: personal and professional growth (increased resilience, with new perspectives on life), responding to the pandemic (implementation of immediate actions to prevent the virus propagation), teamwork (union among staff), and eyes on the future (with a sense of uncertainty, yet supported by the good lessons learned). The coronavirus disease (COVID-19) pandemic has had a significant impact on aged care facilities, with social workers becoming frontline professionals in a public health crisis. These professionals faced "forced growth” during the pandemic that has transformed them both professionally and personally. © 2023 British Association of Social Workers.

A photovoice study on community pharmacists' roles and lived experiences during the COVID-19 pandemic.

BACKGROUND: Community pharmacists were the face of the health response to the unprecedented COVID-19 pandemic. Their pivotal role during the pandemic has been widely recognized, as they adapted to continue to provide a higher level of care to their patients. OBJECTIVE: The objective of this study was to gain a deeper understanding of frontline pharmacists' lived experiences of the COVID-19 pandemic and its impact on their roles. METHODS: Photovoice, a visual research method that uses participant-generated photographs to articulate their experiences, was used with semi-structured interviews to explore pharmacists' lived experiences. Frontline community pharmacists who provided direct patient care during the COVID-19 pandemic in Alberta, Canada were recruited. Participants were asked to provide 3-5 photos that reflected on how they see themselves as a pharmacist and/or represents what they do as a pharmacist. Data analysis incorporated content, thematic and visual analysis and was facilitated using NVivo software. A published conceptual framework model was used as the foundation of the analysis with care taken to include new concepts. Ethics approval was obtained from the University of Alberta health research ethics board. RESULTS: Interviews were conducted with 21 participants and they 71 photos. This study advanced the conceptual framework model presented in a scoping review, of what was made visible (pharmacists' information, public health, and medication management roles) and what was invisible but made visible by the pandemic (pharmacists' leadership roles). It was revealed through the reflective nature of this study the important leadership role pharmacists have in their communities. CONCLUSIONS: This study highlighted the work of community pharmacists responding to the COVID-19 pandemic through their information, public health, medication management, and leadership roles. Their experiences also made visible the cost their work had on them as they did more to adapt and continually respond as the pandemic evolved. Pharmacists recognized their role as leaders in their practice and communities.

Understanding Connections between Nature and Stress among Conservation-Engaged Adolescents Using Photovoice Methodology.

While the literature supports positive associations between nature and adolescent mental health, mechanisms are not well understood, and assessment of nature varies widely among existing studies. To partner with the most insightful informants, we enrolled eight adolescent participants from a conservation-informed summer volunteer program, applying qualitative photovoice methodology to understand their use of nature to relieve stress. Across five group sessions, participants identified four themes: (1) Nature shows us different aspects of beauty; (2) nature helps us relieve stressful experiences by balancing our senses; (3) nature gives us space to find solutions; and (4) we want to find time to enjoy nature. At the conclusion of the project, youth participants reported that the research experience was overwhelmingly positive, enlightening, and inspired appreciation of nature. We found that, while our participants unanimously reported that nature relieved their stress, prior to this project, they were not always intentional in seeking time in nature for this purpose. Through the photovoice process, these participants noted the usefulness of nature for stress relief. We conclude with recommendations for leveraging nature to decrease adolescent stress. Our findings are relevant for families, educators, students, healthcare professionals, and anyone who works with or cares for adolescents.

Photovoice techniques and art therapy approaches with refugee and immigrant adolescents.

This paper describes a program informed by art therapy and Photovoice approaches and techniques aimed at helping new immigrant and refugee teens to navigate personal and cultural identities by reflecting on their experiences as new residents in the US. Photovoice is a photography and social action method that encourages participants to photograph aspects of their daily lives, reflect on their meaning and significance and galvanize necessary changes. The program began in February 2020 at the Arab-American National Museum (AANM), but was adapted for an online format and re-framed towards a reflection on the COVID-19 pandemic. Broad questions teens explored included: What is good? What is challenging? What is sustaining during challenging times? What needs to change? and What about your culture and background are you proud of and wish to share with other US residents? Highlights of the sessions demonstrate how art therapy interventions paralleled photography-assigned themes of self, home, and community and encouraged group interaction and mutual support. A virtual museum exhibition culminated the program and reached community leaders. Self-reports from select participants highlight changes in posttraumatic stress, anxiety, and somatic symptoms over the course of programming.

Creating a Narrative for Change: Health Promotion Students' Perspectives on the Power of Photovoice Research.

The use of Critical Race Theory, Photovoice, and Community-Based Participatory Research has helped uncover the root causes of issues such as systemic racism in the fields of public health and health promotion. Often, we see studies using traditional research methods to investigate potential causal factors of disparities in minoritized communities report only quantitative data. While these data are imperative for understanding the severity of disparities, quantitative-only approaches cannot address nor can they improve the critical root causes of these disparities. As a team of BIPOC graduate students in public health, we conducted a community-based participatory research project using Photovoice methodology to explore inequities in Black and Brown communities exacerbated during the COVID-19 pandemic. The participatory nature of this research revealed cumulative challenges across the social determinants of health in New Haven and Bridgeport, Connecticut. It allowed us to engage in local-level advocacy to promote health equity as our findings illuminated the need for community-led and community-engaged action. Health and racial inequities cannot be effectively addressed if public health research and programming do not collaborate with the community to build community capacity, empowerment, and trust. We describe our experiences doing community-based participatory research to investigate inequities and provide reflections on their value for public health students. As responses to health inequities and disparities become more politically polarized in the United States, it is critical for public health and health education students to use research methodologies that elevate communities that have been historically marginalized and neglected. Together, we can catalyze equitable change.

Parent Perception of School Meals in the San Joaquin Valley during COVID-19: A Photovoice Project.

School-based nutrition programs are crucial to reducing food insecurity. The COVID-19 pandemic adversely impacted students' school meal participation. This study seeks to understand parent views of school meals during COVID-19 to inform efforts to improve participation in school meal programs. Photovoice methodology was used to explore parental perception of school meals in San Joaquin Valley, California, a region of predominately Latino farmworker communities. Parents in seven school districts photographed school meals for a one-week period during the pandemic and then participated in focus group discussions and small group interviews. Focus group discussions and small group interviews were transcribed, and data were analyzed using a team-based, theme-analysis approach. Three primary domains emerged: benefits of school meal distribution, meal quality and appeal, and perceived healthfulness. Parents perceived school meals as beneficial to addressing food insecurity. However, they noted that meals were unappealing, high in added sugar, and unhealthy, which led to discarded meals and decreased participation in the school meal program. The transition to grab-and-go style meals was an effective strategy for providing food to families during pandemic school closures, and school meals remain an important resource for families experiencing food insecurity. However, negative parental perceptions of the appeal and nutritional content of school meals may have decreased school meal participation and increased food waste that could persist beyond the pandemic.

'Picturing a way forward': Strategies to manage the effects of COVID-19-related isolation on long-term care residents and their informal caregivers.

BACKGROUND AND OBJECTIVES: Strategies to manage the COVID-19 pandemic included widespread use of physical distancing measures. These well intended strategies adversely affected long-term care (LTC) residents' socialization and their caregiving arrangements, leading to exacerbation of social isolation and emotional distress for both residents and their caregivers. This study aimed to understand how these measures affected informal caregivers of people living in LTC homes in Ontario. Strategies to increase socialization and promote social connection during and post-COVID-19 were also explored. RESEARCH DESIGN AND METHODS: This qualitative study used descriptive and photovoice approaches. Of the nine potential caregivers identified, six participated in the study and shared their experiences and photographic reflections in virtual focus group sessions. RESULTS: Findings highlighted the increased social isolation experienced by people living in LTC and their caregivers during COVID-19. Caregivers reported pronounced declines in residents' well-being and were frustrated by challenges connecting with their family members during quarantine. Attempts made by LTC homes to maintain social connections, such as window visits and video calls, did not fulfill the social needs of residents and their caregivers. DISCUSSION AND IMPLICATIONS: Findings underscore a need for better social support and resources for both LTC residents and their caregivers going forward to prevent further isolation and disengagement. Even in times of lockdown, LTC homes must implement policies, services and programs that promote meaningful engagement for older adults and their families.

Finding voice in a year of collective trauma: Case study of an online photovoice project with youth.

In this article, we share findings from a qualitative case study of a virtual youth photovoice program implemented across three regions of the United States. The purpose of the program was to engage youth in research on a social issue relevant to them during an unprecedented year marked by two public health crises, COVID-19 and anti-Black racial violence. Results of an analysis of curriculum and archival program materials lend support for online strategies for youth engagement including individualized support and online audiovisual presentations with avatars. Racial justice and trauma-informed adaptations were designed to be responsive to youth needs for flexible programming and safe spaces. Themes captured in the first online gallery of youth photos include (1) tools for mental health, (2) meaningful connection, and (3) community advocacy, bringing attention to structural issues as well as family and community strengths. Findings suggest photovoice can be thoughtfully adapted for youth researchers and support individual and group storytelling in response to collective trauma.

Photovoice Exploration of Frontline Nurses' Experiences During the COVID-19 Pandemic.

BACKGROUND: The current COVID-19 global pandemic has had a profound impact on the health care system and on the physical and psychological well-being of nurses. Previous pandemics have led to nurses leaving the profession. Therefore, it is important that we hear the voices of nurses who experienced the pandemic on the frontlines to influence future planning and policy development. PURPOSE: The purpose of this study was to explore frontline nurses' experiences during the COVID-19 pandemic through photos, narratives, and group discussions. METHODS: Twelve nurses in two groups shared their lived experiences through Photovoice, a participatory action approach. Photos and narratives were collected over five weeks per group. One group at the beginning of the pandemic and the other group six months later. Focus group discussions were held following each group. RESULTS: Five themes emerged from the photovoice data: (1) The work of nursing; (2) Miscommunication; (3) Fatigue; (4) Resilience; and (5) Hope for the future. Various subthemes were noted within each theme to delineate the lived experience of frontlines nurses working in the COVID-19 pandemic. CONCLUSIONS: The voices of nurses and their experiences on the frontlines of the COVID-19 pandemic need to be considered in pandemic planning and integrated into health care policy, guidelines, and structural changes.

Nursing Students' Perception about Gender Inequalities Presented on Social Networks: A Qualitative Study.

During the COVID-19 pandemic, gender inequalities in nurses have been exacerbated through the images shown on social networks. This study aimed to explore and describe nursing students' experiences and perceptions about gender inequalities in nurses during the COVID-19 pandemic. A descriptive qualitative study was carried out in two universities in 264 undergraduate nursing students. The photovoice method was used to guide the study. Results: Two main categories and four subcategories were described from the data: "gender-related stereotypes", with "male leadership in a female profession" and "sexualization of female nurses" and "women's vulnerability in the pandemic" with "the gender gap in the face of increased risk of contagion " and "women's emotional fragility". Over the years, care has been considered a female task, and nursing continues to be thought of in this way. The nurse has been discriminated against, poorly considered as a professional, and, as a woman, subjected to gender roles.

The role of 'knowledgeable others' in supporting academics' professional learning: implications for academic development

The professional learning of academics working in UK higher education (HE) can be a complex enterprise occurring across a multitude of (in)formal learning encounters, challenging academics to negotiate and prioritise their time and the opportunities available to them. This study investigates the professional learning of academics in UK HE, focusing upon those factors which enable or encumber these activities to flourish. A mixed method case study of a single UK university involving questionnaire, interview and photovoice methods was undertaken. Twelve academics were selected from the academic staff questionnaire (n = 182) to be interviewed and photograph their professional learning experiences. Participants reported that time, space and prioritising what they learnt were encumbering factors, but an enabling agent came from the intervention of 'knowledgeable others'. The findings suggest that the role of the 'knowledgeable other' will have important implications for academic developers in developing their practice in supporting academics' professional learning. [ FROM AUTHOR]