Identity as Represented through Words and Image

Identity as Represented through Words and Image
Assigned Reading: Pink, 147-217:

Ethnographic Photography and Printed Text
Pink begins by stating that photographs are representations and not “the truth” about any one society or culture (paraphrased). She further relays that it is the combination of writing (text) and images that enrich reflexive ethnography. Pages 149 and 150 contain a discussion of the appropriate use of tenses – either present or past tense – and the effect this has on the ethnographic work.
Discussion Question: Which tense do you find appropriate and why?
Pink points out that only recently have researchers began to explore the role of the reader in the construction of meaning. On page 152, Pink stresses the importance of image presentation and its use to guide or inspire the reader to reflect upon the meanings that the ethnographer assigned to the images. She reviews alternative or unconventional methods of presentation such as not captioning for intentional ambiguity such as in Berger and Mohr’s work. Pink explores Edwards’ two categories of images: expressive (creative) that encourages the reader to apply their own interpretation and realist which uses images in a documentation style. The interesting point is that the two categories need not be mutually exclusive.
Discussion Question: Do you agree or disagree with this mix of styles within the same ethnographic work?
Pink cautions that ethics should be considered in a broader context than just the willingness of the informant. The ethnographer’s own “knowledge of the social, cultural, and political contexts” (p. 166) should also be an ethical consideration.

Video in Ethnographic Representation
Pink explores the role of video editing. Pink discusses reader interpretation which can be influenced in various ways. For example, in guided viewing the audience is asked to think about the subject in a particular context or point of view as they watch the video.
Discussion Question: Is it appropriate or what value is added when the ethnographer influences the viewing beyond the text and video?

I thought it was an interesting ethical issue that Pink raises on page 183 in the notes to Figure 7.1. Pink references an incident where she was a presenter and some audience members were photographing the presenters’ slides to practice a form of visual note taking. Pink requested that her slides not be photographed on her belief that a research participant may have agreed for the presenter to show a clip in public but not the additional layer of that being photographed or taped by yet another researcher and used. Discussion Question: Do you agree with Pink’s ethical rationale for asking that her slides not be photographed?

Ethnographic Hypermedia Representation
Pink defines interactive hypermedia “usually consists of sets of interlinked files that contain writing words, still or moving images, sound or a combination of these (p. 192).”
The hypermedia is used to support interactivity on multilevel planes.


Key themes that run across these chapters are the ethical obligations of the ethnographer to the informant or participant, the need for further research on multimedia in ethnography, and the value of reflexive ethnography.

Other websites:

Video in research: introducing the video ethnography process (Sarah Pink 2004)http://www.tlrp.org/rcbn/capacity/Activities/Themes/IT-assisted/videoinresearchSarahPink.ppt
This site contains online resources that Pink states can be used in conjunction with her text Doing Visual Ethnography:
http://www.lboro.ac.uk/departments/ss/visualising_ethnography/
Another website that can be used for further reference in relation to Pink’s book entitled Working Images.
http://www.lboro.ac.uk/departments/ss/workingimagesbook/chapters.htm