Photovoice and community-based fieldwork of preservice geography teachers: a photovoice project exploring stakeholders’ positions on social and spatial issues

This study examines methods/measures by which instructors can understand students’ experiences and empirical achievements using photovoice. The participants in this study are preservice geography who took the “Geographical Fieldwork 2” course. During the semester course, a photovoice project to investigate the conflicts among stakeholders around the university over the construction of a mosque was conducted by participants. Thus, participants individualized geographical concepts and topics learned in the classroom (for example, discrimination and stereotypes, inclusion and exclusion, land price and redevelopment, racism, difference and diversity, and global citizenship and multicultural citizenship.) in an effective way using the photovoice project in their residents. The participants’ experiences assimilated or accommodated their schema. Thus, this study identified four positive benefits of using photovoice as a measure for geographical fieldwork.