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
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Recommended APA Citation
Brooks, S. D. (2017). The Song (Does Not) Remain the Same: Re-Envisioning Portraiture Methodology in Educational Research. The Qualitative Report, 22(8), 2231-2247. Retrieved from https://nsuworks.nova.edu/tqr/vol22/iss8/16
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Social Inquiry Commons, Higher Education Commons, Quantitative, Qualitative, Comparative, and Historical Methodologies Commons