Have you noticed there is a burgeoning take up of visual research in education? Are you considering using visual research as part of your next research project or revitalising your research methods course? For researchers who are new to the field of VRMs in education there is little critical literature on the subject. This book addresses the gap in the literature and brings together some of the leading educational researchers engaging and reflecting on the visual from Australia, the UK and Canada. Encapsulated in a single volume, this book sets out theoretically grounded discussions of the possibilities and challenges of the approach for educational researchers around four key themes: images of schooling, performing pedagogy, power and representation and ethical issues in educational research.
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"This collection makes a distinguished contribution to the fast-growing field of visual research methods, focusing specifically on education. Written by an international group of leading scholars, and anchored in their rich experience of doing and thinking about visual research, it provides an expansive view of the educational potential of visual approaches, coupled with a critical examination of the many ethical, social and educational issues involved. Always readable, the chapters also amply fulfil their common aspiration: 'to look deeper and theorise with more complexity'." (Professor Maggie MacLure, Professor of Education Manchester Metropolitan University, UK) "Julianne Moss and Barbara Pini have brought together leading educational researchers to present theoretically grounded discussions surrounding visual research methods in education research. The contributors draw upon their working knowledge of social theory and action and engage in deep reflexivity with regards to their innovative work... Using a critical lens, the authors frame education and educational research within contemporary research." (Professor Susan Wright, Chair/Professor of Arts Education and Director of the UNESCO Observatory of Arts Education in the Graduate School of Education at the University of Melbourne, Australia)
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vii | |
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ix | |
| Notes on Contributors |
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1 | (14) |
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Part I Images of Schooling: Representations and Historical Accounts |
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2 Reading Images of School Buildings and Spaces: An Interdisciplinary Dialogue on Visual Research in Histories of Progressive Education |
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15 | (21) |
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3 On Using Found Object Photographs in School Research |
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36 | (23) |
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4 Reading the Visual in the Marketing of Elite Schooling |
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59 | (16) |
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Part II Performing Pedagogy Visually |
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5 The Use of the Visual to Interpret School Cultures: Producing Knowledge and Knowing When You Are Learning to Teach |
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75 | (25) |
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6 Pedascapes: New Cartographies of Pedagogy |
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100 | (16) |
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7 Using Film to Show and Tell: Studying/Changing Pedagogical Practices |
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116 | (17) |
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8 Visual Language, Visual Literacy: Education a la Modes |
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133 | (20) |
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Part III Power and Representation in Visual Educational Research |
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9 Repeat Photography and Educational Research |
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153 | (19) |
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10 Children Framing Childhoods and Looking Back |
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172 | (17) |
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11 On `Gods' and `Kings' in the Tutorial Industry: A `Media Spectacle' Analysis of the Shadow Education in Hong Kong |
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189 | (20) |
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12 The Abductive Leap: Eliding Visual and Participatory in Research Design |
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209 | (22) |
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Part IV Ethical Issues in Visual Educational Research |
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13 Ethical Challenges in Visual Educational Research |
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231 | (20) |
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14 The Gaze and the Gift: Ethical Issues When Young Children Are Photographers |
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251 | (16) |
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267 | (10) |
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| Index |
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277 | |
Julianne Moss is Associate Professor (Pedagogy and Curriculum) at Deakin University, Australia and is immediate President of the Australian Association for Research in Education. Her research interests lie in visual research and the intersection of these methods with student diversity, teacher professional knowledge and social change.
Barbara Pini is Professor in the Faculty of Arts, Education and Law at Griffith University, Australia. She has published extensively in the field of rural and gender studies with her more recent work focusing on the field of education.
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