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Despite the increased attention to inclusion and diversity in comparative and international education policy and practice, the voices of people with disabilities often remain unheard or are silenced by dominant hegemonic discourses. To promote and enact a socially just and transformative ethos grounded in ethical participatory engagement between researchers and the researched, the stories and narratives of people with disabilities should actively be supported by the research methodologies we employ. PhotoVoice is an alternative methodology designed to realize this aim of amplifying the voices of marginalized communities in the research process and literature. This chapter explores the application of PhotoVoice methodology to the field of comparative and international education in the study of disability. Ghana is used as a single-country case in the Global South to illustrate the application of this methodology when researching the inclusion of students with disabilities. The research exemplar illustrates the types of findings that PhotoVoice methodology can offer the field and limitations to consider.
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