Evaluation

Using visual methodology worked extremely well in this project, as I do not think I would have seen any power discourses other than that of institution over student if I had been looking at textual information or had taken interview responses as my data source.  My intention, initially, had been to take photographs of as many students as possible in as many situations as possible and intended to go through these photographs repeatedly to find discourse operating within several at the same time using grounded theory (Glaser and Strauss 1967).  However, as I was lucky enough to take photographs of two groups of students in an unusual situation within the same room and on the same day, the opportunity to investigate the similarities and contrasts took me in a new direction.

The unusual situation consisted of a male group from the construction building of the college coming into the study room to complete an assignment.  No members of the group had ever been in the room and they were sitting next to a group of female students who use the room regularly.  The sections of the room are laid out very differently, so it looks like the groups are in different rooms, but they were working within sight and earshot of each other.  The situation’s lack of precedent made any discourse occurring in the male group historically unrelated to that of the female group, which made it more interesting.  This inspired me to look at how the photograph demonstrated their relationships with the space and how they claimed their space.  However, the research brought up the idea of how power within a group dynamic relates to the use of space.

Looking at Goffman’s book The Presentation of Self in Everyday Life (1969) made me think of how an individual sets up temporary space can suggest meaning and how this may or may not be an intentional projection.  Also thinking about Prosser and Schwartz’ ‘Data Collection’ section of their chapter ‘Photographs within the Social Research Process’ (1998, 119) made me realise that my position as a mature student could potentially influence the photographs and would certainly influence my interpretation of them.  However, I was lucky in the respect that, having put an article explaining my intentions in the college newspaper a few days before I started researching, most students were aware of what I was doing.  This limited my influence over the presentation of their workspace as the article had stated I would like the students to ignore me.  On the other hand, I was unable to limit my influence on the students’ captions, as this needed some explanation.  My position as a student in the college also helped to limit the disturbance of my being in the room because the other students were used to seeing me about.

The whole process made me very aware of how subjective research is in terms of the influence of the researcher.  If I had asked each member of the groups for an interview, the process would have been more subjective for several reasons.  The first reason is that if I had spoken to the subjects and interviewed them I would unintentionally form an opinion of them as individuals (as occurred with another group who asked me many questions about my research).  Another reason would be that that the individuals would want to project a certain image of themselves, through verbal communication and performing, as described in Goffman’s Presentation of Self in Everyday Life (1969), but I would be less aware of the performance as I would be closer to the subject.  In addition, the practical issues of finding a quiet place and having recording equipment removes the spontaneity of the research.  This takes the interviewee another step away from the original situation and alters their perception of the situation studied, as well as often making the interviewee very nervous and less responsive.  Finally, the research based around the use of space, requires a visual representation to be most effective.  Any other form of communication would be an impression rather than a representation.

However, as Cronin (1998) points out ‘The purposes to which photographs are both taken and used will have an effect on their meaning’.  In other words, they are a representation and not truth for all.  This project has enabled me to give my interpretation of the truth surrounding power discourses operating within claims of space in a temporary study environment.  It would be interesting to see what interpretations further study and other researchers might find.

References:

Cronin, Ó. (1988) ‘Psychology and Photographic Theory’ in Prosser, J. (ed.) Image-based Research: A Sourcebook for Qualitative Researchers. 69-83

Glaser, B. and Strauss, A. (1967) The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company.

Goffman, E. (1969) Presentation of Self in Everyday Life. London: Allen Lane The Penguin Press

Prosser, J. and Schwartz, D. (1998) ‘Photographs within the Social Research Process’ in Prosser, J. (ed.) Image-based Research: A Sourcebook for Qualitative Researchers. 115-130

Comparative Analysis

By comparing the two images, several discourses emerge.

The relationship between space and power is highlighted.

In the male group, male 1 is separated from the rest of the group by a corridor and is thus separated from his classmates.  This removes him form the power that consists of those, ostensibly from the same group, who are sitting next to each other.  Male 1 consciously takes up as little space as possible and therefore allows himself less power.

Male 4 takes up metaphorical space within the picture as his red T-shirt in the center of the group grabs the attention of the viewer.  Therefore Male 4 has more power within the group in this photograph.

Despite the fact that male 4 has the same amount of space as his classmates on either side of him, his statement implies that he consciously keeps lots of space and in his mind he has power over this bigger space.

Female 1 has taken a whole table, whilst her three classmates share the adjoining table.  She has power in this group, but as a whole the female group has more power than the male group as they take up more space and extend their space using bags and clothes.

Both Male 4 and Female 1 have their backs to the door and like to spread out.  My interpretation is that these two individuals have similar characteristics and are the leaders of their respective groups.

Female Group Analysis

The female group are more familiar with the room and study their regularly.  The way their work is laid out is interesting because they are claiming the entire area of the group desk, with work overlapping.  This suggests that the group are more connected, but this may not be the case. 

Female 1 within the group has a desk entirely to herself and her caption states that she likes to ‘take up space.  Her wording suggests she like to be in control as she is taking the space, rather than claiming to like to spread out, or needing lots of space.  However, it may equally be in order to create distance between herself and her classmates.  This could be for any number of reasons.  The position that female 1 has taken at the area is at the head of the table and with her back to the door.  This may suggest that she is unconcerned about who may come into the room without her seeing in terms of an authoritative figure, but it certainly implies that she is comfortable in the room and her group.

The separation and resulting proximity of females 2, 3 and 4 implies that female 1 is of greater significance within the group, whereas the others are equal as they have divided their space equally.  The seemingly practical positions of the females, one on each side of a square table, is also a form of control as this way anyone wishing to work on the table must come between them. 

The females are controlling more space than the table by having jackets draped over the backs of chairs.  Also, by having bags and clothing conspicuously placed, they extend the area which someone outside of the group must step around in order to travel in the room or must step into to join the group.  Therefore, these items act like defences.  An excellent example is female 1’s very large bag propped against the table.  This bag is balanced and it would appear more practical to place the bag under the table or tucked in the corner where it is less likely to fall or be damaged by knocking.  However, balanced next to female one it prevents anyone approaching her from her left side, including her group members.

Female 3 is creating a similar situation, but in a less obvious way by having her clothing draped over her chair and leaving an article on the floor around her chair.  The fact that it is on the floor implies that keeping her space contained is not important and therefore the article has not been noticed.  Alternatively, has it been noticed, but deemed unimportant enough to rectify?  The second suggestion implies conscious space taking, which also demonstrates the females’ implied ownership of space within the study room.  This is indicated again by the satchel that is leaned against the wall, visible behind the chair of female 3.  The positioning of this bag makes it awkward for someone to approach female 4 because it obstructs the path.  It is impossible to see if female 2 has any space claiming methods.

The females have a bottle of juice on the table in a gesture that is defiant of the rules that state food and drink are not allowed.  However, this may well imply that, despite the rules, the social norms within this particular space make drinking a bottle of juice acceptable.  What this demonstrates is the females’ awareness of the social norms within the room.

The captions for these photographs were also influenced by my explanation of the process I was completing, but less so than with the male group.  Female 1’s statement ‘I like to take up space’ was as influential if not more so.  Female 2 starts her caption in with the same words as female 1, as do females 3 and 4.  Female 2 is more subtle in her claiming of space, by implying she likes to spread out, she is suggesting that she does it when it is appropriate, rather than all the time regardless of others.  Female 3 sounds defensive by stating that she likes to ‘have somewhere to study’ she is implying that her use of the space is because she likes to have a designated place, but her statement, ‘studyroom can be very busy at times’ implies that she is justified in taking extra space because if she doesn’t claim it someone else will. 

Female 4’s statement is interesting because it is a combination of female 1 and female 2’s responses.  This is a form of compliment and deference as she deems their responses more valid than coming up with one of her own.

Male Group Analysis

Male 1 in the first group is separated from his fellow students by a narrow walkway. This was a conscious decision, as there were more seats beside Male 5.  His caption is interesting because he is conscious of the importance that his physical position be within the group, yet he is separated. Male 1 would need any of the other males to turn to him in order to make contact.  Whereas the others could make eye contact or touch another student very easily.  The group have studied together for some time as this is half way through the term and so this is likely to be a result of the social organisation within the group.

Male 1 is also trying to take up as little space as possible, so as to allow any potential computer user to have the majority of the desk.  This suggests that Male 1 felt his claim to the workspace was illegitimate, which he verbally implies is because he does not need the computer.  However, he is unfamiliar with the room and may not be an equal member of his class group and this suggests that he is trying to reduce any impression and create least disturbance.  This could be for two reasons:  The first is that he is trying not to be noticed as he is expecting negative attention if he receives any.  The other is to create an impression of himself as considerate and therefore worthy of approval.  This is in contrast to male 4, who is sitting in a bright red T-shirt and want’s to keep ‘plenty of space’. 

Male 5, as the only male in the group wearing bright clothes and not warm work clothes, is projecting a very confident image that separates him from his course and course mates.  This could be for a variety of reason’s including wishing to appear attractive to possible romantic partners, wishing to be judged according to himself rather than his course and implied profession.  It may equally be because he knew that he would be working in the study room and did not wish to make anything dirty.

Males 2-5 picture analysis is grouped together as their positions are so similar.  Each male is sitting very close to his desk and has minimal possessions with him.  Their positions are concentrated on their work individually and show no sign of interaction.  This is the scene I approached and they did not change posture for the photograph.  Their positions suggest that they are concentrating on the work they have been assigned, with minimal interaction between each other.  The room they are in is the study room and there are signs saying not to eat or drink.  The implication suggested by these rules and the compartmentalised sectioning in the area the males are sitting suggests individual and quiet work.  The males are adhering to the expected rules.    Their unfamiliarity with the room may well be making them more inclined to behave in such a way because they have not had time to appreciate the social norms that occur within this room.

Asking the male group for a caption led to the researcher influencing the responses as the group were unsure what I meant.  I therefore had to explain that my project was about how people claim space.  This resulted in a similarity between the individuals.  However, the responses were not the same and still have some relevance.  Male 2 is very possessive of his space as he uses the word my twice, emphasising ‘my things’ and ‘my area’.  Male 3, on the other hand, is less possessive of his things and space, as he does not use ‘my’ at all.  Male 4 seems more aware of the temporary situation and claiming more space than may be required for his time there.  Male 5 is similar to male 4, but without needing more space.

Analysis

	Position	Caption	Researchers Prior Knowledge
Photograph No. Person I.D.
43. Male 1	Male to the fore on edge of computer desk, front left in picture.	Sittin on edge of desk so still within the group. No computer required. (Caption quoted from image 42.	Student on the buildng or joinery course, who had not studied in this room before and was given one task to complete on a sheet of paper with his classmates.
43. Male 2	Male to the fore on the right  (F.R.)	Set my things on my area of work.	As Above
43. Male 3	Male on right behind male to the fore right. (M. R.)	Set stuff on desk.	As Above
43. Male 4	Male in centre with red top on. (M. L. )	Put stuff down on desk that I'm working on.  So I keep plenty of space.	As Above
43. Male 5	Male on left of male in red T-shirt. (F.L.)	Putting clothing or worksheet on desk toclaim space.	As Above
44. Female 1	Female to right of photograph (F.R.)	I like to take up space.	Student who has studied in this room before.
44. Female 2	Female in centre with black T-shirt on (M.R.).	I like to spread out and be in a relaxed environment.	Student who has studied in this room before.
44. Female 3	Female on far left with checked shirt on (F.L.)	I like to have somewhere to study.  Studyroom can be very busy at times.	Student who has studied in this room before.
44. Female 4	Femal to middle left of the group slightly hidden (M.L.).	I like to spread out with lots of room and be in a relaxed environment to study.	Student who has studied in this room before.