For my research methods I have chosen Appreciative Enquiry.
Appreciative Inquiry is a strengths-based approach to creating change. Rather than identify a problem and look at how to solve it, Appreciative Inquiry involves exploring what is already working and how to build on that. It is used to support organisational and individual change.
The research question, “Can teaching how to light darker skin tones assist in decolonizing cinema and video production?” is grounded in the methodology of Appreciative Inquiry. By adopting Appreciative Inquiry, my research aims to uncover the constructive role that equitable lighting practices can play in fostering inclusivity and diversity in visual media.
The study utilised video interviews as a primary data collection method, with structured interview questions designed to elicit narratives and insights from the students studying content creation.
These interviews focused on exploring the participants’ experiences, perceptions, and practices regarding both social justice and lighting darker skin tones in cinematic and video production contexts. The structured nature of the questions ensured consistency across interviews, while the appreciative inquiry approach encouraged participants to reflect on and articulate effective strategies, best practices, and the positive impacts of these approaches.
Through this methodological lens, the research seeks to illuminate how pedagogical shifts in teaching lighting techniques can contribute to the broader agenda of decolonizing visual media. This involves challenging and transforming the historically Eurocentric standards of cinematography that often marginalise or inadequately represent people with darker skin tones. By foregrounding the voices and experiences of those who have successfully navigated and mitigated these challenges, the study aims to offer a roadmap for more inclusive and equitable cinematic practices.
My research leverages Appreciative Inquiry to not only explore but also celebrate the advances in lighting techniques that honour the diversity of human skin tones. This approach underscores the potential for pedagogical reforms to play a critical role in dismantling colonial legacies in visual storytelling and production.
This response aligns with academic conventions, emphasising my research’s methodological basis and its broader implications for the field.