"This international collection presents theoretical, empirical and practice-led considerations of what can be envisioned as visual pedagogies, offering classic, creative, and contemporary re-workings of these paradigms. In complementary yet overlapping parts, this book explores understandings of visual pedagogies as learning with, through and/or about images, visual and digital environments, embodied performances and immersive experiences. As visual practices in academia gain momentum, the need to navigate visuality in ways that enhance sensibility and awareness of how/what we observe, analyze, criticize and reflect on in any given moment continues to grow. We understand visual pedagogies as nomadic in the sense that the how and the what of image centered learning is not separable. What does this mean? First it means recognizing pedagogical practices as always already implicated. In other words, the form itself carries its own message. Visual pedagogies respond to, and are actualized within, the culturalcontexts in which they are working. At the same time, they carry the possibilities of being taken up in diverse ways beyond one particular context. As living morphing practices, visual pedagogies expand on contextual affordances, while at the same time providing the means of exceeding them. Thus there are folk-literacies in perpetual movement that are producing visual pedagogies where points of traction for theorizing and research can form. These then can be mobilized as springboards for analysis and examination of how visual pedagogies become apparent. This book takes up multiple diverse contexts through an international selection of authors. The parts work to address conceptual, empirical and practical considerations through different emphases, yet in conversation with each other"--
Visual Pedagogies: Concepts, Cases and Practices takes readers on a journey through practico-theoretical experiments in thought, research and practice. Across disciplines, these authors navigate visuality to enhance pedagogical sensibility to how we observe, analyze, criticize and reflect on through visual processes.
Foreword: Visual Pedagogy in the Shadow of the Anthropocene
jan jagodzinski
Acknowledgements
List of Figures and Tables
Notes on Contributors
Introduction: The Nomadology of Visual Pedagogies
Carolina Cambre, Edna Barromi-Perlman and David Herman Jr.
PART 1: Concepts
Introduction to Part 1
Carolina Cambre
1 The Power of Showing: A Phenomenological Critique on Visual in Visual
Pedagogies and Art Education
Taneli Tuovinen
2 Images Imagination Imaginaries: Epistemic Organizing and Epistemologies
of the Visual
Susanne Maria Weber and Marc-André Heidelmann
3 World Cinema as Placeless Place: The Heterotopic Visual Pedagogy of Parker
Tylers Classics of the Foreign Film
Gilad Padva
4 Esculent Identities: Towards a Spatial Politics of Be/Longings in Black
Visuality
David Herman, Jr.
5 Teaching Can Be a Real Drag (Show); Or, Move over, Sage! That Stage Is
Mine: Academic Drag in Theory, Practice, and Prancing
Tommy Mayberry
PART 2: Cases
Introduction to Part 2
Edna Barromi-Perlman
6 Unfinished and Undisciplined: Cuir and Decolonizing Practices in a Buenos
Aires Arts Studio
Alma Scolnik and Claudia Ricca
7 In These Memories: Metaphor, Meaning, and Visual Pedagogy in Appalachian
America
Chase Mitchell
8 Visual Mimesis in Youths Social Media Practices in Spain
Juliįn de la Fuente Prieto, Pilar Lacasa Dķaz and Rut Martķnez-Borda
9 The Role of the Researcher in Challenging Educational Injustice: Using
Photovoice with Young Adults with Disabilities in Rural Ethiopia
Susie Miles, Andy Howes and Jana Zehle
10 Photo-Based Facilitation of Migrant Childrens Remembered Narratives
within Classroom Interactions
Vittorio Iervese, Claudio Baraldi and Chiara Ballestri
PART 3: Practices
Introduction to Part 3
David Herman Jr.
11 Unlocking Digital Citizenship with Visual Pedagogy: Teachings from an
American Gender Issues in Communication Course
Jennifer Roth Miller
12 Making Mandalas as Expressions of Course Content Comfort: A Process Report
and Researcher Interpretation
John L. Plews
13 The Constellation Model: A Mindful Methodology of Research-Creation
Elhem Younes
14 Visualizing Theory: Text-Visualization as a Teaching Practice for Academic
Reading in the Humanities
Lķvia Barts and Beja Margithįzi
15 Mobilizing Internet Memes as Visual Pedagogy
Elysse Deveaux
16 Visualization of Individual and Collective Ill-Structured Problem Schemas
Evelina Jaleniauskien
Index
Carolina Cambre, Ph.D., is Director of the Simone de Beauvoir Institute and Associate Professor Sociology of Education at Concordia University in Montreal, Canada. Her work explores vernacular visualities and the sociocultural work/ings of images. Based in visual sociology and post-critical pedagogies, her interests include critical policy analysis, sociology of information, image studies, and politics of representation.
Edna Barromi-Perlman, Ph.D., is Senior Lecturer at the Department of Visual Literacy in Education in the Kibbutzim College of Education in Israel. Edna is a research associate at the University of Haifa, and HBI at Brandeis University, USA. Her visual research specializes in photographic archives and analysis of family albums.
David Herman, Jr., Ph.D., is Assistant Professor of Art Education at Temple University (USA). He is a lens-based exhibiting artist, educator, and scholar whose work explores the relations between the perceptual and social through an ontological framework he refers to as the Perceptual Rite of Passage (PRoP).
