This conceptual paper explores how portraiture methodology re-envisioned was used in an educational research project with white teachers. What qualifies as authentic voice and an appraisal of how portraiture and auto-ethnography hold up against the critique of voice-centered research made by Lather (2009), Mazzei and Jackson (2012a) and English (2000) are discussed in the context of the author’s personal narrative journey to the use of portraiture methodology. Next, the trail blazing methodological contribution portraiture makes by allowing an expansion of creative research methods in education is discussed.


Portraiture, Voice-Centered Research, Ethnography, Autobiography, College Access Programs

Author Bio(s)

Spirit Brooks completed her Ph.D. in Critical Sociocultural Studies in Education in the College of Education at the University of Oregon. Prior to joining the CSSE doctoral program, Spirit taught Women Studies at Oregon State University, and was a professional Academic Advisor at Oregon State, the University of Oregon, and Lane Community College. Spirit is an instructor and advisor in the University Exploratory Studies Program at Oregon State University, and also spent two years coordinating the University of Oregon’s high school access visit programs for under-represented youth. Spirit is engaged in research with high school teachers who serve underrepresented students in college-prep support programs. Correspondence regarding this article can be addressed directly to: spiritbrooks@hotmail.com.

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This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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