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Paper short abstract:

This paper explores the use of visual storytelling in immersive pedagogy to examine socio-cultural dynamics in rural Uttarakhand.Through fieldwork-based visual narratives,it highlights how this method fosters critical thinking, reflexivity, and inclusivity in understanding marginalized perspectives.

Paper long abstract:

This study examines the role of visual storytelling as an innovative tool for understanding and teaching socio-cultural dynamics in development studies. Conducted as part of the Deep Immersion Program by the School of Liberal Arts, IMS Unison University, Uttarakhand, the research spanned four months and combined classroom-based learning with fieldwork. The program culminated in a week-long immersion in Lambgaon, a village in Uttarakhand, where students engaged with local communities under faculty mentorship.

During the immersion, students conducted observational studies and applied visual storytelling techniques to document societal structures such as gender-based divisions of labour, education disparities, clothing restrictions, and household decision-making. These visual narratives enabled students to explore the intersectional realities of the community while fostering a deeper understanding of the systemic inequalities embedded in everyday life.

The preliminary findings demonstrate that visual storytelling serves as an effective pedagogical tool, enhancing critical thinking, reflexivity, and collaboration. Students were able to move beyond preconceptions and develop nuanced perspectives on gender roles and socio-cultural norms. By engaging with the lived experiences of marginalized communities, students cultivated empathy and gained a deeper appreciation of socio-cultural complexities.

This study highlights the limitations of conventional development methods, which often reduce diverse experiences to aggregate metrics or linear narratives. Visual storytelling, by contrast, emphasizes inclusivity, reflexivity, and ethical representation. We propose Visual Storyboards as a transformative methodological tool in development pedagogy, combining visual ethnography, participatory approaches, and feminist principles to foster meaningful engagement and amplify marginalized voices.