Seeing what we mean: visual knowledge and critical epistemology

Carolyne Ali-Khan

doi:10.1080/09518398.2011.554450

Seeing what we mean: visual knowledge and critical epistemology

Carolyne Ali-Khan

Educational Leadership for Diverse Learning Communities Ed.D.

Research & Scholarship: Contribution to journal › Article › peer-review

Abstract

<div class="line" id="line-5"> As knowledge production, interpretation, and representation in educational settings rolls along Guttenberg’s (text&hyphen;based) track, the twenty&hyphen;first&hyphen;century world outside the doors of the schools and universities is exploding with visual ways of knowing and being. As visual text is silenced in education, it is simultaneously exploited in the marketplace. This article will examine some of the political, epistemological, and ontological questions that are raised by education’s steadfast adherence to the reductionism of ‘text only’ in a richly multimodal/visual world. The author uses a short autoethnographic journey as a starting point to examine the connections between critical pedagogy and visual knowledge in the quest for an educational world that literally and figuratively sees more.</div>

Original language	American English
Journal	International Journal of Qualitative Studies in Education
Volume	24
DOIs	https://doi.org/10.1080/09518398.2011.554450
State	Published - 2011

Keywords

visual knowledge
critical pedagogy
representation
schools
advertising
adolescence
cultural studies
history of childhood

Disciplines

Education

Access to Document

10.1080/09518398.2011.554450

Cite this

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title = "Seeing what we mean: visual knowledge and critical epistemology",

abstract = " As knowledge production, interpretation, and representation in educational settings rolls along Guttenberg\’s (text\&hyphen;based) track, the twenty\&hyphen;first\&hyphen;century world outside the doors of the schools and universities is exploding with visual ways of knowing and being. As visual text is silenced in education, it is simultaneously exploited in the marketplace. This article will examine some of the political, epistemological, and ontological questions that are raised by education\’s steadfast adherence to the reductionism of \‘text only\’ in a richly multimodal/visual world. The author uses a short autoethnographic journey as a starting point to examine the connections between critical pedagogy and visual knowledge in the quest for an educational world that literally and figuratively sees more.",

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AB - As knowledge production, interpretation, and representation in educational settings rolls along Guttenberg’s (text&hyphen;based) track, the twenty&hyphen;first&hyphen;century world outside the doors of the schools and universities is exploding with visual ways of knowing and being. As visual text is silenced in education, it is simultaneously exploited in the marketplace. This article will examine some of the political, epistemological, and ontological questions that are raised by education’s steadfast adherence to the reductionism of ‘text only’ in a richly multimodal/visual world. The author uses a short autoethnographic journey as a starting point to examine the connections between critical pedagogy and visual knowledge in the quest for an educational world that literally and figuratively sees more.

KW - visual knowledge

KW - critical pedagogy

KW - representation

KW - schools

KW - advertising

KW - adolescence

KW - cultural studies

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