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Members of the ISATT represent a diverse group of teacher educator researchers and scholars from across the world who have interests in advancing understandings and practices related to teaching and teacher education. This ISATT Members Book series serves as a medium through which innovative research on teacher education theory and practice is mobilised and made accessible to scholars and practitioners. This book series features cutting edge scholarship that addresses ongoing and emerging challenges in teaching and teacher education.

Abstract

Using a cartographic approach, this article addresses ableism in the Chilean educational system. By analyzing audiovisual production, and specifically, the creation of storyboards, theoretical-methodological tools are provided for mapping desire flows and micro-movements produced in and about the public school toward and against the production of able educational institutions. Thus, the analysis stresses how human and nonhuman materialities mutually affect each other in an educational context. By focusing on the analysis of videos and storyboards, new discursive-material relationships appear in the school, which allow us to recognize and problematize ableist practices, and at the same time, open spaces for new creative approaches to challenge the able school norm.

Open Access
In: Video Journal of Education and Pedagogy
Authors: and

Abstract

Visual methods are an innovative design space for study methodologies with young children. The accessibility of visual media, and flexibility of their design and use, has spurred methodological innovations that stretch the boundaries of intergenerational research. This article explores the visual dialogic nexus in research methods tailored to investigate discourse. The research sought to uncover the perspectives of young children and their teachers about their discursive affordances in the first year of school. Employing an iterative design process, bespoke visual mediation tools were collaboratively created with a visual artist to capture the intergenerational viewpoints of the participants. This article reconceptualises discourses as ‘viscourses’ through a Foucauldian post-structuralist lens. This reframing emphasizes the impact of the discursive gaze and manipulation of art elements and principles as themes for scrutiny during the design phase. The resulting visual mediation tools underwent pilot testing with two focus groups of 5-year-old children and their class teachers. Findings from the pilot study underscore the potential of visual mediation tools for generating authentic contexts that enable participants to ‘inhabit’ a time and place within a semiotic space. The method facilitates capture of multi-faceted data, including evidence of children’s higher order thinking concerning abstract phenomenon.

Open Access
In: Video Journal of Education and Pedagogy
Author:

Abstract

This essay and accompanying video explore the concept of the unseen as a posthuman position and its impact on teaching and learning. It theorises how the covid-19 pandemic and virtual learning environments have revealed previously unseen aspects of students’ lives, such as their working spaces and home environments. Drawing on posthuman philosophy and the rhizome metaphor to consider the complex and interconnected nature of the unseen, the essay discusses how awareness of the unseen is crucial for effective teaching. This essay also describes the development of the short film Unseen, which was inspired by my own unseen struggles whist trying to develop a presentation for the Association of Visual Pedagogies twitter conference. The film is an invitation to consider unseen aspects of your own life that may affect your learning and teaching, with an extended invitation to engage in further shared thinking via Padlet.

Open Access
In: Video Journal of Education and Pedagogy

Abstract

In this short piece I am going to reflect on my reaction to a commercial video and advertisement campaign by my university in Tokyo, Japan. The campaign 帝京生のリアル [The daily life of Teikyo students] ran in April 2023 (www.teikyo-u.ac.jp/campus_for_life/photo_project). The following is a translation of the Japanese voiceover from the cm which includes the voice of a concerned parent, the voice of a high school student, who is unsure about which course, which university, and which career to pursue.

Open Access
In: Video Journal of Education and Pedagogy
Author:

Abstract

This article describes the relationships between cruelty, schooling and the possibilities that the school offers as a refuge in the face of the inexorable circumstances that seal the fates of a large part of the population living in conditions marked by intensifying inequalities. The work is based on a multiple design which included an audiovisual production workshop in 2022 and 2023 involving students and teachers from a high school in the Buenos Aires metropolitan region and the university. Through the biographical-narrative method, students have carried out in-depth interviews, collaborative work and activities shared in the same school with one of the teachers for over three years. Research results express how, as perceived by high school students and teachers, the school serves as a space that saves others and themselves, a place of support, as well as transmission and education, even amidst instances of cruelty in their daily experiences.

Open Access
In: Video Journal of Education and Pedagogy

Abstract

As part of the international “Wash from the Start” omep (World Organization for Early Childhood Education) project, researchers shared time with children in three early childhood centre communities in the South Island of Aotearoa New Zealand – Te Wai Pounamu. The research explored young children’s engagement with local conditions of water through fieldwork annotations and photographic visual methods. The video article presented here is a photo essay that spans the researcher teams’ experiences in their encounters with the children and teachers they had the privilege to spend time with over a sunny week in Autumn 2022.

Open Access
In: Video Journal of Education and Pedagogy

Abstract

Chinese can be considered as one of the more challenging languages to learn for many non-native learners. Its complicated visual script, the Chinese characters, demands that teachers be proficient in utilizing diverse visual pedagogical approaches, coupled with different digital visual tools, to enhance their teaching effectiveness. Adopting a descriptive qualitative analysis method, interview transcripts from fourteen cfl teachers were examined. There were five online teachers, four university teachers and five pre-service teachers. The findings revealed that: 1) all the teachers use various visual pedagogical approaches, such as pictures, videos, Chinese character digital image files, Chinese character studying applications, and websites, to enhance the effectiveness of Chinese character learning, as well as motivate and engage learners; 2) teachers choose different pedagogical approaches to help students visualise characters as a whole unit or as several separate radical components; 3) the use of Pinyin to input characters on digital devices has been widely taught in class; and 4) online teachers, and some pre-service teachers, have replaced traditional handwriting methods with digital character input methods, whereas university teachers have not made this shift. The ways in which these perspectives relate to the form of Chinese characters and developing teaching practices are discussed.

Open Access
In: Video Journal of Education and Pedagogy
Author:

Abstract

School in postmedia society falls prey to “systemic stupidity” (Stiegler, 2011), while the teacher-cum-coach heeds what is considered the new divine calling for education. In this framework, this video-article looks to elements from research that the author believes might serve as a roadmap for work with words and images in schools that lie beyond that stupidity. Through the audiovisual narratives of students in secondary schools located in a slum in the Buenos Aires Metropolitan Area, the author explores possible approaches to the question of the audiovisual narrative in school and how school is or, rather, can continue to be the repository of the hopes that critical thought harbors. More specifically, the author asks whether audiovisual narratives can contribute to more complex conceptions of the world that help us go beyond the binary logics and infantilization.

Open Access
In: Video Journal of Education and Pedagogy

Abstract

The authors discuss findings from an educational research study carried out in a secondary school of the Buenos Aires Metropolitan Region based on creative research methods and on a collaborative audiovisual project. They inquire into the forms education takes in a postmedia society and they explore the possibilities of the school as time-space to reflect upon the world by means of experimenting with diverse languages and techniques. Here the authors analyze audiovisual materials produced by students and suggest three analytic categories—the scream, the testimony and the singular experience—which are related by an incident that took place in the students’ neighborhood, known as the “Carcova Massacre”. The authors hypothesize that when this event is narrated in the first person by the students—who witnessed the death of their two young neighbors—, the story reported by the media as a police incident becomes a minor story, making it a lived story.

Open Access
In: Video Journal of Education and Pedagogy