Complexity in Video-image Interpretation:Methodological Aspects of Interpretive Visual Analysis

  • CHEN Hongyan
Expand
  • Faculty of Education, East China Normal University, Shanghai 200062, China

Online published: 2017-09-14

Abstract

Video and image as a research medium has provided unprecedented opportunities for researchers in education to explore school life and culture, teaching and learning, as well as the transformation of education. Despite the widespread use of video-image in education and social science, there are such problems as complexity, multi-dimension and obscurity. In order to tackle the problems mentioned above, in this paper, we argue that a discussion and reflection on the methodological control of video-image interpretation is necessary. Based on the video-image qualitative interpretation developed by German socialist Ralf Bohnsack, we present here four aspects for further discussion. Firstly, the sequentiality analysis of documentary method should be taken as a fundamental tool for the analysis procedures.Secondly, the grammar of image as the core step should be fulfilled by composition of the image.Thirdly, by division of the meaning implicit in the image into conjunctive knowledge and communicative knowledge the simultaneous interpretation of video-image can be achieved. Finally, to deal with the problem of polysemy in video-image,it is useful to introduce the constant comparative analysis developed by grounded theory.

Cite this article

CHEN Hongyan . Complexity in Video-image Interpretation:Methodological Aspects of Interpretive Visual Analysis[J]. Journal of East China Normal University(Educational Sciences), 2017 , 35(5) : 46 -54+159+160 . DOI: 10.16382/j.cnki.1000-5560.2017.05.004

References

波萨克. (2015). 图片阐释:作为一种质性研究的方法论. 北京大学教育评论, 13(1), 56-77.
李政涛. (2004). 图像时代的教育论纲.教育理论与实践, 24(8), 1-4.
林小英.(2015). 分析归纳法和连续比较法:质性研究的路径探析.北京大学教育评论, 13(1), 16-40.
Barthes, R. (1985). Rhetoric of the Image (Reprinted from L'Obvie Et Lobtus, 1982).Pamietnik Literacki, 76(3), 289-302.
Bohnsack, R. (2006). Hauptbegriffe Qualitativer Sozialforschung (2nd ed.). Opladen:Budrich.
Bohnsack, R. (2011). Qualitative Bild-Und Videointerpretation:Die Dokumentarische Methode (2nd ed.). Opladen:Budrich.
Bohnsack, R. (2014). Rekonstruktive Sozialforschung:Einführung in Qualitative Methoden (9th ed.). Opladen:Budrich.
Bohnsack, R., & Nohl, A.-M. (2003). Youth Culture as Practical Innovation:Turkish German Youth,‘Time out’and the Actionisms of BreakDance. European Journal of Cultural Studies, 6(3), 366-385.
Denzin, N. K. (2004). Reading Film:Using Films and Videos as Empirical Social Science Material.In U. Flick, E.v. Kardorff, & I. Steinke (Eds.).A Companion to Qualitative Research (pp. 237-243). London:SAGE.
Erickson, F. (2011). Uses of Video in Social Research:A Brief History. International Journal of Social Research Methodology, 14(3), 179-189.
Heath, C., Hindmarsh, J. & Luff, P. (2010).Video in Qualitative Research. London:Sage.
Knoblauch, H. (2009). Video Analysis:Methodology and Methods,Qualitative Audiovisual Data Analysis in Sociology. Frankfurt am Main:Lang.
Luckmann, T. (2009).Some Remarks on Scores in Multimodal Sequential Analysis. In H. Knoblauch. Video Analysis:Methodology and Methods, Qualitative Audiovisual Data Analysis in Sociology (2nd ed., pp. 29-34). Frankfurt am Main:Lang.
Sacks, H. (1995).Lectures on Conversation:Volumes I & Ii. Oxford:Blackwell.
Sidnell, J., & Stivers, T. (2013).The Handbook of Conversation Analysis. Oxford:Blackwell Publishing.
Wagner-Willi, M. (2009). On the Multidimensional Analysis of Video-Data Documentary:Interpretation of Interaction in Schools. In K. Hubert (Ed.).Video Analysis:Methodology and Methods:Qualitative Audiovisual Data Analysis in Sociology (pp. 143-153). Frankfurt am Main:Lang.
Wulf, C. (2001). Das Soziale Als Ritual:Zur Performativen Bildung Von Gemeinschaften. Opladen:Leske Budrich.
Outlines

/