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Series Editor:
Visual Pedagogies, Methodologies and Educational Research develops an inter-disciplinary dialogue exploring the relationship between visualisation and pedagogy in multiple global settings to understand our identities in our contemporary world where new technologies have made the visual and moving images ubiquitous in the lives of many people, in particular youth. It impacts on all domains of learning, education and being. This series seeks authors who can problematize the field and develop new understandings of visual cultures, visual modes of production, critiques of visuality in developing new theoretical approaches and methodologies. Contributions from educators from Early Childhood, K-12, Higher Education in all curriculum areas, artists, film-makers, scholars and practitioners are therefore welcomed from across the globe. The series complements the Video Journal of Education and Pedagogy which was established by the Association for Visual Pedagogies to promote video-oriented research concerning learning and teaching in its broadest sense.
In: Pedagogy and Edusemiotics
Author:

This paper summons Bakhtin's principle of visual excess to the field of video research. Bakhtin's dialogic approach emphasises the visual as an effort of the eye, as well as the subjective “I”. Seeing is thus re-caste as an event where subjective and cultural boundaries are encountered, lived, and offer insight to those involved. Video is therefore posited as a visual and axiologic encounter that allows one to perceive beyond one's own limits. Here the researcher does not come with a predetermined set of categories or criteria, but seeks to encounter the form of language and the meaning of those forms, from multiple (polyphonic) visual and ideological standpoints. I argue that taking this approach opens up possibilities for seeing as an opportunity for dialogic speculation and interrogation- one that forms the basis of my research orientation. By way of demonstration the paper will introduce an example of video filmed in an infant educational setting which highlights the additional insights offered through different visual fields and their interpreted meanings. Synchronising four visual fields of the same event - from the view of the infants, teacher and researcher - visual surplus is thus operationalized as a multi-voiced polyphonic event. Dialogues concerning their pedagogical significance - for the teacher and the researcher - are discussed alongside the footage itself. Together they highlight subtle, yet highly significant potentialities for video work that set out to engage with the experience of the eye as an encounter with ‘other’. I argue that such visually oriented engagement can act as a central source of understanding and insight that far exceeds traditional approaches in educational research that view participants as mere objects for amusement or manipulation. Moreover, this approach poses a new video methodology in which meanings take precedence over what is aesthetically received.

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

This editorial starts an important discussion concerning the contemporary use of video that involves young children, including infants, in an age of visual culture within the open learned society that comprises the Video Journal of Education and Pedagogy. The author puts in motion an agenda for ethics committees and researchers to consider these issues carefully before determining the use of video involving young children in educational research.

Open Access
In: Video Journal of Education and Pedagogy
Visual Methodologies and Approaches to Research in the Early Years
Editor:
Seeing the World through Children’s Eyes brings an overarching emphasis on ‘seeing’ to early years research. The book provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies and young children. It explores the problems, pitfalls and promises that these offer for reflexive, critical inquiry that privileges the ‘work of the eye’ whilst implicating the researcher ‘I’ for what is revealed. Readers are invited to see for themselves what might be revealed through their discoveries, and to contemplate how these ideas might influence their own seeings.

See inside the book.
Chapter 1 The Work of the Eye/I in ‘Seeing’ Children
Author:
In: Seeing the World through Children’s Eyes
In: Video Journal of Education and Pedagogy
Author:

Abstract

Play holds a precarious status in early childhood education curriculum and even more so in pedagogy. Misaligned with adult-ceatred discourses that seek to name and frame learning according to established curriculum ideals, the educators’ quest is to capture evidence of leaving in an ontologic trap that binds teachers in the service of the state and its priorities. Yet, an increasing body of dialogically inspired research seeks to suspend such authoritative strongholds by revealing the nuanced state of play that exceeds such framings. In this paper the dialogic notion of visual surplus is specifically exploited through the deployment of 360 degree footage filmed in an ece centre, and dialogues about what is seen, generated as part of a larger study. Through such excess playful encounters with and about young learners – often in spite of, not because of, well-meaning adult interventions – make a mockery of those claims that are made by adults through their play. Instead, a democratic agenda is set for play as a series of alteric as well as agentic events that lay bare the trap and attempt to escape it.

Free access
In: Beijing International Review of Education
Editor-in-Chief:
This is a fully Open Access journal, which means that all articles are freely available online, ensuring maximum, worldwide dissemination of content, in exchange for an Article Publication Charge. For more information visit the Brill Open dedicated webpage.

As the first-ever video journal of education and pedagogy, owned by the Association for Visual Pedagogies Inc (AVP), our aim is to initiate a new movement in education publishing. VJEP integrates visual approaches to educational research and practitioner knowledge concerning learning and teaching in its broadest sense. It facilitates the rapid spread of ideas and open access to video pedagogy demonstrations in an international and comparative context in an ‘author pays’ model that is based on institutional subscriptions. The VJEP provides a platform for cross-disciplinary research and demonstrated pedagogy while providing a ready means to capture and globally share practitioner knowledge. VJEP wants to establish a new frontier in education publishing and scientific communication and to promote the aims of the Association for Visual Pedagogies (AVP) which seeks to privilege all things visual in thought and practice.

In particular, the journal focuses on 3 main areas:

- Educational research at large, in all forms of education and pedagogy, containing a strong video/visual component. The video component must be outstanding either in the methodology, in the way data were collected, or results that are shown. This includes in particular:
o Teacher education
o Classroom teacher and child observation
o Workplace learning
o Technology and social learning across multi-disciplinary domains of practice
- Visual approaches to educational research
o Research on new visualization methodologies
o Research and case-based studies to facilitate video data collection, dissemination, critical engagement and analysis
o Integrated approaches
- Research in visual and digital humanities, including philosophical reflection on the use of digital and visual resources in the humanities, particularly:
o Philosophical approaches in the study of visuality in education and society
o Other forms of visual pedagogy such as documentary, film and social media
o Cultural analytics, cultural studies and ethnography

VJEP will publish a set of articles per volume per year, including interviews and videos on teaching practice. The articles will be published online only at regular intervals to maintain the journal’s impact and each will have a video component. Manuscripts will be subject to a rigorous anonymous peer review process.

To submit your articles and proposals please read the section 'Submit Article'.

***VJEP publishes video articles as soon as they are accepted for publication. For this reason we publish 1 issue per year. This issue includes special topics that have been invited as well as individual pieces. All are subject to the same high standards of double-blind peer review.***
Open Access

Abstract

Early transitions are on the rise across global and national contexts. However, resources informing teachers and families about best practices concerning infants, especially infant transitions from home to early childhood settings, are almost non-existent. In this article, the authors share the outcomes of an experiment that translated research from an International Study of the Social and Emotional Experiences of Early Transitions (isseet) project into a range of visual resources for this audience. They created a suite of video, infographic and meme visual resources that outlined ‘what works’ for quality early transitions and sought end-user feedback around their utility. While the feedback was positive overall concerning infographics and videos, end-users expressed strong negative responses to the use of memes. In the article that follows, the authors explore why it might be so. They draw on the Bakhtinian concept of genre. With its form, content and strategic orientation, they translate and interpret the meaning ascribed to the memes. They argue that the complex humour and cultural memory that sit behind memes grants them unique translation status. Reflecting on the responses, the authors consider pathways for memes as impactful research translation for end-users – in this case, early years teachers.

Open Access
In: Video Journal of Education and Pedagogy