Visual styles, hidden discourses
An exploratory case study of a Chilean education university
DOI:
https://doi.org/10.7577/formakademisk.5238Emneord (Nøkkelord):
Hidden curriculum, School art style, Visual culture of school, Teacher education, Chile, Visual discoursesSammendrag
This article reports the findings of a study aimed at exploring the visual discourses at a Chilean education university. First, building on the classic ‘hidden curriculum’ and ‘school art style’ literature, it justifies the need to discuss how higher education institutions model the ways through which teachers-to-be comprehend and use visual resources. Second, the article presents the results of a critical visual methodology performed in the oldest education university in Chile. Through a visual discourse analysis of the experience of walking around the campus, it elaborates on the university’s visual styles comprising the themes, technologies and locations of artefacts. Third, it discusses the relationships between courtyard and hallway images loaded with critical motivations and classroom images portraying stereotyped and anachronistic views of childhood. The article concludes by urging to incorporate quality visual pedagogy orientations in teacher education.
Referanser
Alonso-Sanz, A., Jardón, P., & Lifante, Y. (2019). The role of the classroom’s images. Study of visual culture at three schools. Visual Studies, 34(2),107-118. https://doi.org/10.1080/1472586X.2019.1653223
Augustowsky, G. (2003). Las paredes del aula. Un estudio del espacio dispuesto por docentes y alumnos/as en la escuela primaria [The walls of the classroom. A study of the space provided by teachers and pupils in primary schools]. Arte, Individuo y Sociedad, 15, 39–59. https://revistas.ucm.es/index.php/ARIS/article/view/ARIS0303110039B
Barría-Cancino, G. (2012). El Chaca, la Chica y el Jonny: represión y muertes en el Chile Democrático Santiago, 1988-2008 [Chaca, Chica and Jonny: Repression and Deaths in Democratic Chile Santiago, 1988-2008] [Universidad de Chile]. http://repositorio.uchile.cl/handle/2250/111483
Bravo, Ú. (2023). Hacia una gestión visual crítica del espacio escolar. [Towards a critical visual management of school space]. In G. Marini & H. Mondragón (Eds.), Construir y habitar la escuela (pp. 122–137). Ediciones UC.
Bravo, Ú., & Dussel, I. (2023). La pared ausente. Rupturas y desplazamientos del aula en pandemia. [The Missing Wall. Ruptures and Displacements of the Classroom during the Pandemi]. Magis, Revista Internacional de Investigación en Educación, 16, 1–29. https://doi.org/10.11144/Javeriana.m16.pard
Burke, C. (2013). The Decorated School: Cross-disciplinary research in the history of art as integral to the design of educational environments. Paedagogica Historica, 49(6), 813–827. https://doi.org/10.1080/00309230.2013.846924
Burke, C., & Grosvenor, I. (2007). The progressive image in the history of education: Stories of two schools. Visual Studies, 22(2), 155–168. https://doi.org/10.1080/14725860701507107
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (Sixth Edition). Routledge. https://doi.org/10.4324/9780203029053
Collier, J., & Collier, M. (1990). Visual anthropology: Photography as a research method. University of New Mexico Press.
Corbetta, C., & Dussel, I. (2018). Los repertorios visuales en la educación artística. Historia del arte, cultura visual global y curriculum en las colecciones visuales de docentes argentinos. [Visual repertoires in art education. Art history, global visual culture and curriculum in the visual collections of Argentinean teachers]. Revista Tempos E Espaços Em Educação, 11(26), 15–38. https://doi.org/10.20952/revtee.v11i26.9025
Dussel, I. (2020). Visuality, Materiality, and History. In T. Fitzgerald (Ed.), Handbook of Historical Studies in Education (pp. 137–152). Springer. https://doi.org/10.1007/978-981-10-2362-0_8
Efland, A. (1976). The School Art Style: A Functional Analysis. Studies in Art Education, 17(2), 37–44. https://doi.org/10.2307/1319979
Errázuriz, L. H., & Portales, C. (2014). Cultura visual escolar: Investigación de los muros de primero básico. [School visual culture: Investigation of first grade walls]. Estudios Pedagógicos, 40(2), 135–146. https://doi.org/10.4067/s0718-07052014000300008
Errázuriz, L. H., & Portales, C. (2018). The Visual Differences of the Classroom Walls in Chilean Primary Schools. International Journal of Art and Design Education, 37(1), 88–100. https://doi.org/10.1111/jade.12130
Flick, U. (2014). The SAGE handbook of qualitative data analysis. Sage. https://doi.org/10.4135/9781446282243
Foucault, M. (1972). The Archaeology of Knowledge and the Discourse on Language. Pantheon Books.
Freedman, K. (2003). Teaching visual culture: Curriculum, Aesthetics and the Social Life of Art (1st ed.). Teacher College, Columbia University.
Green, R. (2015). El muro en escuelas primarias como mecanismo de normalización. [The wall in primary schools as a normalisation mechanism]. In L. H. Errázuriz (Ed.), El (f)actor invisible. Estética cotidiana y cultura visual en espacios escolares [The invisible (f)actor. Everyday aesthetics and visual culture in school spaces]. (pp. 157–175). Consejo Nacional de la Cultura y las Artes.
guiainfantil.com. (n.d.). Dibujo para colorear de tucán [Colouring drawing of toucan]. Retrieved 28 January 2023, from https://www.guiainfantil.com/galerias/ocio-infantil/dibujos-para-colorear-de-animales-de-la-selva/dibujo-para-colorear-de-tucan/
Huerta, R. (2015). Lo que se ve y lo que no se ve. Una mirada a los muros de salas de primero básico de algunos colegios chilenos [What is seen and what is not seen. A look at the walls of first grade classrooms in some Chilean schools]. In L. H. Errázuriz (Ed.), El (f)actor invisible. Estética cotidiana y cultura visual en espacios escolares [The invisible (f)actor. Everyday aesthetics and visual culture in school spaces]. Consejo Nacional de la Cultura y las Artes.
Ibáñez-Salgado, N., & Druker-Ibáñez, S. (2018). La Educación Intercultural en Chile desde la perspectiva de los actores: Una co-construcción. [Intercultural Education in Chile from the perspective of the actors: A co-construction]. Convergencia Revista de Ciencias Sociales, 78, 227–249. https://doi.org/10.29101/crcs.v25i78.9788
Ingold, T. (2010). Ways of mind-walking: reading, writing, painting. Visual Studies, 25(1), 15–23. https://doi.org/10.1080/14725861003606712
Jackson, P. W. (1990). Life in classrooms. Teachers College Press.
Kędra, J., & Žakevičiūtė, R. (2019). Visual literacy practices in higher education: what, why and how? Journal of Visual Literacy, 38(1–2), 1–7. https://doi.org/10.1080/1051144X.2019.1580438
Law No 21128 of 2018. Aula segura [Safe Classroom]. 27 December 2018. http://bcn.cl/28acz
Margolis, E. (1999). Class pictures: Representations of race, gender and ability in a century of school photography. Visual Sociology, 14(1), 7–38. https://doi.org/10.1080/14725869908583800
Marini, G., & Rodríguez Merchán, J. D. (2020). Images of School Times: Organizing Rhythms, Revealing Pedagogies. Visual Communication, 19(4), 1–10. https://doi.org/10.1177/1470357219891747
mifuturo.cl. (n.d.). Mi futuro. [My future]. Retrieved 28 January 2023, from https://mifuturo.cl/
Miller, D. (2005). Materiality: An Introduction. In D. Miller (Ed.), Materiality (1st ed.). Duke University Press. https://doi.org/10.1215/9780822386711-001
Ministerio de Educación. (2012). Estándares orientadores para egresados de carreras de pedagogía en educación básica. [Guidance standards for graduates of basic education teaching programmes]. Mineduc.
OECD. (2017). Education in Chile. Reviews of National Policies for Education. Educación en Chile. Evaluaciones de Políticas Nacionales de Educación. https://doi.org/10.1787/9789264284425-en
Pauwels, L. (2011). An Integrated Conceptual Framework for Visual Social Research. In E. Margolis & L. Pauwels (Eds.), The SAGE Handbook of Visual Research Methods (pp. 3–23). Sage. https://doi.org/10.4135/9781446268278.n1
Pink, S., Hubbard, P., O’neill, M., & Radley, A. (2010). Walking across disciplines: from ethnography to arts practice. Visual Studies, 25(1), 1–7. https://doi.org/10.1080/14725861003606670
Prosser, J. (2007). Visual methods and the visual culture of schools. Visual Studies, 22(1), 13–30. https://doi.org/10.1080/14725860601167143
Quiroz, V. (2011). Construcción de memoria colectiva de actores estudiantiles de la UMCE, en relación a la participación política. [Construction of the collective memory of UMCE student actors in relation to political participation]. Universidad de Chile. https://repositorio.uchile.cl/handle/2250/116336
Renkl, A., & Scheiter, K. (2017). Studying Visual Displays: How to Instructionally Support Learning. Educational Psychology Review, 29(3), 599–621. https://doi.org/10.1007/s10648-015-9340-4
Retamal Salazar, J. (2019). ¿Aula segura o aula ciudadana? [Safe classroom or citizen classroom?] Revista Saberes Educativos, (2), 162–177. https://doi.org/10.5354/2452-5014.2019.52121
Rose, G. (2016). Visual Methodologies An Introduction to Researching with Visual Materials (4th ed.). Sage.
Sanhueza Cerda, C. (2013). La gestación del Instituto Pedagógico de Santiago y la Movilidad del saber Germano a Chile a finales del Siglo XIX. [The gestation of the Santiago Pedagogical Institute and the mobility of German knowledge to Chile at the end of the 19th century]. Estudos Ibero-Americanos, 39(1), 54–81. https://doi.org/10.15448/1980-864X.2013.1.12961
Schacter, R. (2016). Ornament and order: Graffiti, street art and the parergon. Routledge.
Simons, H. (2009). Case Study Research in Practice. Sage. https://doi.org/10.4135/9781446268322
Smith, P. (1989). Reflections on ‘The School Arts Style’. Visual Arts Research, 15(1), 95–100. https://www.jstor.org/stable/20715696
Tarr, P. (2004). Consider the walls. Young Children, 59(3), 88–92.
Tilley, C. (2007). Ethnography and Material Culture. In P. Atkinson, A. Coffey, & S. Delamont (Eds.), Handbook of Ethnography (pp. 258–272). Sage. https://doi.org/10.4135/9781848608337.n18
Nedlastinger
Publisert
Hvordan referere
Utgave
Seksjon
Lisens
Opphavsrett 2023 Úrsula Bravo, Guillermo Marini
Dette verket er lisensiert under Creative Commons Attribution-NoDerivatives 4.0 International License.
- Forfatteren(e) beholder sin opphavs- og kopieringsrett til eget manuskript, men gir tidsskriftet varig rett til 1) å fremføre manuskriptet for offentligheten i den opprinnelig publiserte digitale form, og 2) å registreres og siteres som første publisering av manuskriptet.
- Forfatteren må selv forvalte sine økonomiske kopieringsrettigheter overfor eventuell tredjepart.
- Tidsskriftet gir ingen økonomisk eller annen kompensasjon for innsendte bidrag, medmindre det er gjort særskilt avtale om dette med forfatteren(e).
- Tidsskriftet plikter å arkivere manuskriptet (inklusive metadata) i den opprinnelig publiserte digitale form, i minst ett dertil egnet åpent tilgjengelig langtidsarkiv for digitalt materiell, som for eksempel i de norske universitetenes institusjonsarkiv innen rammen av NORA-samarbeidet.
- Lesere av tidsskriftet kan ta utskrift av de fremførte manuskriptene under samme betingelser som gjelder ved kopiering av fysiske eksemplar. Dette innebærer at masseframstilling av fysiske eksemplar, eller framstilling av eksemplar for kommersielle formål, ikke er tillatt uten etter avtale med forfatteren(e).
Cited by
