studium and punctum c/o Rose (2012)

'Care' as a Photograph - duality . . .

Visual Methodologies

"It is as if the Photograph always carries its referent with itself, both affected by the same amorous or funereal immobility, at the very heart of the moving world; they are glued together, limb by limb, like the condemned man and the corpse in certain tortures." [Barthes 1982: 5-6] p.121.

 "The referent is there in photographic images in ways it is not in other sorts of visual imagery, Barthes argues. And a result, he suggests that photographs can be interpreted in two ways. First, there is a level of the studium, which is a culturally informed reading of the image, one that interprets the signs of the photographs. But he says that some photographs produce a different response, which is a second kind of reading, by containing what he called a punctum. A punctum is unintentional and ungeneralisable; it is a sensitive point in an image which pricks, bruises, disturbs a particular viewer out of their usual viewing habits. And he went so far as to suggest that 'while the studium is ultimately always coded, the punctum is not [Barthes 1982: 51]. That is, there are points in some photographs that escape signifiers and shock the viewer with their 'intractable reality' [Barthes 1982: 119]. And while shock is something that most adverts aim to achieve, it is the case that recent advertising is relying more and more, not only on the transfer of meaning between signs, but on the evocation of a feeling or a mood attached to a brand that is difficult to analyse using semiological terminology." p.122.

On twitter* @h2cm over the years I've noted a certain stance, an aversion even, to generalist approaches in nursing (as suggested apparently by Hodges' model). The simplicity of Hodges' model in its template (basic) form belies how the model can address both generalist and specialist practice and theory. Bluntly: choose your domain; slice, dice and drill as you wish. 

Rose's reference to Barthes, in-particular studium and punctum stands out. We can equate the former with the situation as found, the clues provided in the referral details, the initial cues, data and information gleaned upon assessment. What might be expected, so to speak, including assumptions. 

But the punctum, may be described - interpreted in person-centred (yet professionally balanced) terms. Especially in assessment, planning, intervention and evaluation. The punctum signifies salience: what is important to this person. If the academic emphasis is upon ‘reflection in action’, ‘reflection on action’, ‘single loop learning’ and ‘double loop learning’ (Schön, 1987), can the punctum represent empathy, rapport, the sustenance of dignity and respect, an individual's sense-making? 

Our photograph, taken through Hodges' model is comprised of four frames. The photograph is  compound, and with several exposures it can be animated.^ When played, it reveals a hint, a fraction, an interval in an individual's (potential) health career. A light upon the several-fold determinants of health and their influence and impact upon life chances experienced and exercised to date - and to follow (climate change). 
 

Rose, G. (2012). Visual Methodologies: An Introduction to Researching with Visual Materials (3rd ed.). London: Sage. PB. [Now in 5th edition.] Image - Amazon.

Schön , D. (1987). Educating the reflective practitioner. San Francisco, CA: Jossy Bass. 

*Yes, I know.

^The Producer - Director depends on your Spiritual stance.

Rose (2012) now with student nurses [on placement from Chester University].

Reflexivity - c/o Rose G. (2012)

 

Visual Methodologies

"In the social sciences, reflexivity is claimed to be unnecessary for work that defines itself as scientific. Thus the practitioners of content analysis and semiology - discussed in Chapter 5 and 6 here - do not engage in reflexivity, since both, for different reasons, claim their work is scientific. However, reflexivity is a crucial aspect of work that participates in the so-called cultural turn. There, reflexivity is an attempt to resist the universalising claims of academic knowledge and to insist that academic knowledge, like all others knowledges, is situated and partial. Reflexivity is thus about the position of the critic, about the effects that position has on the knowledge that the critic produces, about the relation between the critic and the people or materials they deal with, and about the social effects of the critic's work." p.183. 

Rose, Gillian (2012). Visual Methodologies: An Introduction to Researching with Visual Materials (3rd ed.). London: Sage. PB.  [Now in 5th edition.] Image - Amazon.

I wonder if the fifth edition has revised content on photography and other content, such is the pace of change?

See also: Being Reflective and Reflexive

'reflexive'