Making Epistemology Engaging: Use of Photovoice Assessments for Inclusive Practice

Citation

Jasper C (2026) Making Epistemology Engaging: Use of Photovoice Assessments for Inclusive Practice. TAPPS: Transforming Asessment Policy and Practice in Scotland, University of St Andrews, 20.03.2026-20.03.2026.

Abstract
This talk explores the use of photovoice as an inclusive andragogical assessment method in a large MSc cohort to teach epistemology. By positioning students as knowledge-holders, photovoice enables them to express their epistemological perspectives through visual storytelling, making visible lived experiences that are often overlooked or difficult to articulate in traditional academic forms. This approach redistributes epistemic authority, supports diverse modes of communication, and fosters a stronger sense of belonging and participation. It also produces outputs that can extend beyond academia, such as exhibitions and policy-oriented work. The method addresses linguistic barriers while enabling authentic engagement with complex philosophical ideas, resulting in increased student inclusion, cultural expression, and engagement. Notable outcomes include high student satisfaction and a reduction in academic misconduct.