KORONAVİRÜS (COVİD-19) SÜRECİNDE ÖĞRENCİ OLMA DENEYİMİ: BİR FOTOSES(PHOTOVOICE) ÇALIŞMASI

Year 2020, Volume: 31 Issue: 4, 1653 - 1679, 28.10.2020

Melih Sever , Seyhan Özdemir

https://doi.org/10.33417/tsh.778615

Cited By: 11

Abstract

Fotoses, bireylerin günlük yaşamlarını fotoğrafladıkları katılımcı bir eylem araştırması yöntemidir. Bu çalışmanın amacı, üniversite öğrencilerinin pandemi deneyimlerini inceleyen fotoses etkinliğini benzersiz ve yenilikçi bir yöntem olarak belirlemektir. Bu çalışmada Süleyman Demirel Üniversitesi Sosyal Hizmet bölümü (N= 154) öğrencileri pandemi döneminde yaşadıklarını ve uzaktan eğitimi fotoğraflarla betimlemeye çalışmıştır. Toplamda 66 fotoğraf ve açıklaması katılımcılar tarafından oluşturuldu, odak grup görüşmelerinde oylanarak seçildi, yorumlandı ve bu fotoğraflardan 12’si bu çalışmada ele alınmıştır. Fotoğrafların ve yorumların analizinde 5 farklı tema inşa edildi: 1-Görünmeyeni görünür kılma-Koronavirüs sürecini temsil eden sembolik imgeler, 2-Koronavirüs bizi nasıl etkiledi? Koronavirüsün yansımaları, 3-Pandemi süreci bize ne öğretti? Sürecin öğrettikleri, 4- Ne yapmamız gerek? Toplumsal mesajlar, 5-Fotoses çalışmasına katılmak nasıl bir deneyimdi? Fotoses çalışması hakkındaki görüşler.
Çalışma sonunda öğrencilerden ayrıca fotoses çalışmasının kendileri için nasıl bir deneyim olduğunu aktarmaları istenmiştir. Öğrencilerin süreç ve fotoğraflar hakkında oldukça olumsuz yorumlarına rağmen çalışmanın oldukça anlamlı ve verimli olduğu konusunda görüş birliği ortaya çıktığı görünmektedir. Bu çalışmada son olarak fotoses yönteminin özellikle genç nüfus ile birlikte uygulandığında oldukça verimli ve katılımcı odaklı bir çalışma olabileceğine ilişkin görüşler ifade edilmiştir.

Keywords

koronavirüs, sosyal hizmet, pandemi, uzaktan eğitim

The Experience of Being a Student During Coronavirus (Covid-19) Pandemic: A Photovoice Study

Abstract

Photovoice is a participatory action research method in which individuals photograph their daily lives. This study was carried out with the aim of concretizing the experiences in the distance education process through photographs and interpreting it from a participant-centered perspective. Students' experiences during the pandemic period were conveyed with the photographs and explanations they created themselves. A total of 66 photographs were obtained, from 154 students participated in the study. 12 photographs were selected as a result of the focus group interviews with the participants and were these were analyzed in this study.
In the analysis of photos and explanations, 5 different themes have been identified: Making the invisible visible - Symbolic images representing the coronavirus process, How did the coronavirus affect us? Reflections of the coronavirus, what has the pandemic process taught us? What the process teaches, What should we do? Social messages, What was it like to participate in photovoice research? Opinions about photovoice.
As a result of the study, the students who participated in the study focused especially on the images that represent the burden of care in the home, and the tension experienced by especially female students in the family between the responsibility of cooking and caring for their family members and their focus on distance education and education was highlighted. Deprivations for students living in rural areas are described and inequality of opportunity is emphasized. In addition, the coronavirus process is envisioned as an unprecedented experience that is highly stressful and requires self-control skills. Pessimism and the search for hope were evident in the images of the students. The coronavirus affects students in different ways; The feeling of burnout created by the increasing responsibilities with increasing isolation and incompatibility was expressed in the comments. It has been stated that the photovoice method can be a very efficient and participatory-focused work, when especially conducted with young population.

Keywords

pandemic, social work, covid 19

References

• Baum, F., MacDougall, C., & Smith, D. (2006). Participatory action research. Journal of epidemiology and community health, 60(10), 854.
• Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Research, 287, 112934. http://doi.org/10.1016/j.psychres.2020.112934
• Catalani, C., & Minkler, M. (2010). Photovoice: A review of the literature in health and public health. Health education & behavior, 37(3), 424-451.
• Clark, L., & Zimmer, L. (2001). What we learned from a photographic component in a study of Latino children's health. Field Methods, 13(4), 303-328.
• Çetin, C., &, Anuk, Ö. (2020). Covid-19 Pandemi Sürecinde Yalnızlık Ve Psikolojik Dayanıklılık: Bir Kamu Üniversitesi Öğrencileri Örneklemi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 170-189.
• Domenico, L. Di, Pullano, G., Coletti, P., Hens, N., & Colizza, V. (2020). Expected impact of school closure and telework to mitigate COVID-19 epidemic in France. Erişim tarihi: 16.04.2020 Erişim adresi: https://www.epicxlab.com/uploads/9/6/9/4/9694133/inserm_covid-19-school-closure-frenchregions_20200313.pdf
• Freire, P. (1972). Pedagogy of the oppressed Harmondsworth. UK: Penguin, 19721.
• Goodheart, Fern Walter, Joanne Hsu, Ji H. Baek, Adrienne L. Coleman, Francesca M. Maresca, and Marilyn B. Miller. 2006. “A View through a Different Lens: Photovoice as a Tool for Student Advocacy.” Journal of American College Health 55(1), 53–56.
• Hens, N., Ayele, G. M., Goeyvaerts, N., Aerts, M., Mossong, J., Edmunds, J. W., & Beutels, P. (2009). Estimating the impact of school closure on social mixing behaviour and the transmission of close contact infections in eight European countries. BMC Infectious Diseases, 9(187), 1-12. http://doi.org/10.1186/1471-2334-9-187.
• Karagün, E. L. İ. F. (2020). Spor Bilimlerinde Güncel Konular ve Araştırmalar-2 Covid-19 Pandemisiyle.
• Keskin, M., & Derya, Ö. Z. E. R. (2020). COVID-19 Sürecinde Öğrencilerin Web Tabanlı Uzaktan Eğitime Yönelik Geri Bildirimlerinin Değerlendirilmesi. İzmir Kâtip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 5(2), 59-67.
• Kürtüncü, M., & Kurt, A. (2020). Covid-19 pandemisi döneminde hemşirelik öğrencilerinin uzaktan eğitim konusunda yaşadıkları sorunlar. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 66-77.
• Lögdberg, U., Nilsson, B., & Kostenius, C. (2020). Young Migrants’ Experiences and Conditions for Health: A Photovoice Study. SAGE Open, 10(2), 2158244020920665.
• Lune, H., & Berg, B. L. (2016). Qualitative research methods for the social sciences. Pearson Higher Ed.
• Nykiforuk, C. I., Vallianatos, H., & Nieuwendyk, L. M. (2011). Photovoice as a method for revealing community perceptions of the built and social environment. International Journal of Qualitative Methods, 10(2), 103-124.
• Russinova, Z., Mizock, L., & Bloch, P. (2018). Photovoice as a tool to understand the experience of stigma among individuals with serious mental illnesses. Stigma and Health, 3(3), 171.
• Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 2019(4), 4–9. http://doi.org/10.7759/cureus.7541.
• Strack, R. W., Magill, C., & McDonagh, K. (2004). Engaging youth through photovoice. Health Promotion Practice, 5(1), 49-58.
• Tanhan, A., & Strack, R. W. (2020). Online photovoice to explore and advocate for Muslim biopsychosocial spiritual wellbeing and issues: Ecological systems theory and ally development. Current Psychology, 1-16. https://doi.org/10.1007/s12144-020-00692-6
• Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., … Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 0(0), 1–8. http://doi.org/10.1016/S2352-4642(20)30095-X
• Wang, C. C., Cash, J. L., & Powers, L. S. (2000). Who knows the streets as well as the homeless? Promoting personal and community action through photovoice. Health promotion practice, 1(1), 81-89.
• Wang, C., & Burris, M. A. (1994). Empowerment through photo novella: Portraits of participation. Health education quarterly, 21(2), 171-186.
• Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health education & behavior, 24(3), 369-387.
• Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36. http://doi.org/10.3390/jrfm13020036