Reflections About Images,Visual Culture, and Educational Research

Abstract

obstacle to overcome, but as the Spanish philosopher Jorge Larrosa points out, "[I]t is always interesting to know why a field forbids or ignores something. In fact, omissions and prohibitions are the best ways to know the structure of a discipline, the rules that structure it and its deep grammar" (1998, p. 213). Thus, the goal of this article is to reflect on the obstacles, problems, and possibilities of incorporating visual culture into educational research.

Sports As a Metaphor for Comparative Inquiry

“…In this essay, I have proposed the use of the sports metaphor as one potential tool for fulfilling this aim. Others, have in equally compelling ways, examined the use of visual imagery (Fischmann 2001) and the artifacts of material culture (Lawn and Grosvenor 2005) to accomplish a similar purpose. All scholars who are concerned about questioning existing categories and extending the borders of comparative education scholarship owe a debt to Paulston, for his passionate advocacy for the furthering of intellectual inquilY within the comparative education fi eld.…”

Reflective Education as a Means of Changing Teacher Trainers' Attitudes Towards Universal Values in the Education System of the Developing Society

“…The participants in the feedback conversation are asked to answer the following questions: What are the contents of the feedback conversation (Shulman, 1986)? What is the significance and aim of managing the feedback conversation (Fischman, 2001;Shulman, 1986)?…”

“…In the dialogues, the moderator assisted the teacher trainers to make sense of and reflect upon their experiences. The moderator provided teacher trainers with suggestions, signals and mediation that served as a platform for enhancing their thinking and broadening their perceptions of the teaching/learning process and the scope of the change (Vigotsky, 1978;Fischman, 2001). …”

‘That's not quite the way we see it’: the epistemological challenge of visual data

“…The use of visual data is not new, but its use has been growing steadily in educational research (Fischman 2001). This is fuelled by new technologies as well as the creativity of researchers using visual approaches in new and different contexts so as to shed light on old debates (Rose 2005).…”

“…The dominance of word and number based research (in modes of education investigation, evaluation and dissemination) is such that the acceptance of visual methods remains a challenge (Fischman 2001). Furthermore a current lack of guidance about how best to use visual data (Rose 2005) mirroring a lack of consensus amongst social scientists more generally (Prosser 1998) provides a particular difficulty.…”