The use of photography in social science research has always been fraught with tensions and has changed drastically over the years (Azoulay, 2016; Edwards, 2015). In recent decades, photovoice has gained prominence as a participatory methodology that uses photography to create opportunities for community engagement in research (Greene et al., 2018; Latz, 2017). Wang and Burris (1997) describe photovoice as a methodology that "entrusts cameras to the hands of people to enable them to act as recorders, and potential catalysts for change, in their own communities" (p. 369). Photovoice emerged in response to questions that qualitative researchers were asking themselves about the purposes of research, who gets to participate, what stories are told, and from whose perspective (Evans-Agnew & Rosemberg, 2016). In this paper, the authors offer a brief overview of photovoice as a methodology and trace its epistemological foundations. They interrogate its contemporary manifestations in educational research and practice by reviewing articles using and/or critiquing the methodology. Building on these critiques, they draw on arts-based research to consider "alternative" possibilities for visual research