Redefining Aboriginal Evaluation

Photovoice and Iconic symbols

Starting with the assumption that it is more difficult to change a way of thinking than it is to change a method of communication, the introduction of technology into the evaluation research process can provide a media for conveying oral and visual messages (comfortable ways of communicating) that integrate Aboriginal worldviews through icons and symbolism. Using ‘comfortable’ communication methods assures a more accurate translation of evaluation knowledge from a Western-based practice to the ‘unique ways of knowing’ of Aboriginals in Canada.

Photovoice or Photonovella methods were pioneered by Caroline Wang who used the technique with different cultures. Wang (1997, p. 369-387) wrote “Photovoice is a method that enables people to define for themselves and others, including policy-makers, what is worth remembering and what needs to be changed.” Photos can be taken on a particular theme and the photographers (e.g., program participants) then explain why they chose that particular scene to illustrate the theme (preferably on a digital voice recorder). The photographers can be community member participants or they can be researchers who have spent time in the community. When the photographers come together as a group and/or individually share their rationale for taking each photo, the discussions are digitally voice-recorded for subsequent use in a summary form as a DVD production. It is worth noting that the pictures and digital recordings would also serve as a program archive. A more detailed explanation of this technique may be found elsewhere in this journal edition.

Other considerations for data gathering include adapting existing scales, using ‘icon matching’, and using ‘clickers’ for sophisticated focus groups. Getting the ‘literal’ language right with students is critical to ensuring validity. Using Aboriginal youth again, a question stating “Many of the things we learn in class are useless” could be phrased to clarify the ‘effect’ as “Sometimes I don’t see how I can use what we learn in class in my everyday life.“ The former appears to feed the concepts of a population that is burdened by labels and prone to depression and suicide. In a population that historically rejects discipline in schools because of the Indian Residential School experience, the phrase “Students are disciplined fairly at my school” might be changed to “Staff treat students fairly when students break the rules“.

In a study involving farmworkers Connor (2004, p. 51-65) enhanced validity using an ‘icon matching’ technique during a session where Mexican farmworkers completed surveys privately. A Spanish-speaking facilitator, using a flipchart, led the survey completion by reading the survey question and pointing to an icon on the flipchart. Farmworkers unable to read and/or write could participate fully by understanding the questions and providing answers using icons. This method provided an interactive and human quality to survey completion. For in-person interviews that involve an Aboriginal population Johnston Research Inc. has routinely developed card packages that illustrate the typical Likert scale, using icons. A few samples of the cards the respondent would look at while the interviewer is asking the question, using simple icons that come with Microsoft Word, are shown next.

Wang, C. C. & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education and Behavior, 24(3), 369-387.

Conner, Ross (Conner, 2004), Developing and Implementing Culturally Competent Evaluation: A Discussion of Multicultural Validity in Two HIV Prevention Programs for Latinos. New Directions in Evaluation. (102), 51-65.