What Are You Watching? Considering Film and Television as Visual Culture Pedagogy

B. Stephen Carpenter, Ludovic A. Sourdot

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations


The use of visual culture to engage students in critical discussions about the politics of power, culture, and identity in educational contexts is not new, particularly in art education (Duncum, 1987, 2006; Eisner, 1997; Freedman, K. 1997, 2003; Tavin, 2003). The field of art education has, for more than two decades, opened the discourse of its own practices to consider the roles, values, and influences of visual culture. This consideration has not been completely favorable, and the inclusion of visual culture in or even as art education has sometimes been framed as a confusing, problematic project (Dorn, 2005). Supporters of visual culture in art education recognize the potential benefits that come from more explicit attention, interrogation, and construction of the increasingly available amount of visual experiences in the daily lives of learners. Such socially relevant content has placed increased attention on contemporary concerns related to representations of identity, culture, ethnicity, gender, religion, and race. Because visual culture places these concerns in question with respect to imagery (Mirzoeff, 1999), exploring its role in classroom discussions and school assignments seems like a sensible pedagogical project.

Original languageEnglish (US)
Title of host publicationHandbook of Public Pedagogy
Subtitle of host publicationEducation and Learning beyond Schooling
PublisherTaylor and Francis
Number of pages12
ISBN (Electronic)9781135184193
ISBN (Print)9781135002480
StatePublished - Jan 1 2010

All Science Journal Classification (ASJC) codes

  • General Social Sciences


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