[Insert Image Here]: A Reflection on the Ethics of Imagery in a Critical Pedagogy for the Humanities

Autor/in	Carniel, Jessica
Titel	[Insert Image Here]: A Reflection on the Ethics of Imagery in a Critical Pedagogy for the Humanities
Quelle	In: Pedagogy, Culture and Society, 26 (2018) 1, S.141-155 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2017.1364784
Schlagwörter	Ethics; Imagery; Prosocial Behavior; Educational Theories; Teaching Methods; Humanism; Social Media; Toddlers; Refugees; Trauma; Emotional Response; Teacher Student Relationship; Higher Education; Critical Theory; Immigrants; Photography; Foreign Countries; Australia; Syria + Suchen Sie Ihr Suchwort? Ethik; Metaphorik; Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Humanismus; Soziale Medien; Infant; Infants; Toddler; Kleinkind; Flüchtling; Emotionales Verhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritische Theorie; Immigrant; Immigrantin; Immigranten; Fotografie; Ausland; Australien; Syrien
Abstract	Using the controversial image of Syrian toddler Alan Kurdi as its provocation, this paper reflects upon the ethics of images used in teaching in a time of high-volume image circulation via social media, as well as a time when debates about content and trigger warnings are starting to gain more traction in the Australian tertiary sector. It integrates personal reflection upon a variety of choices made by the author in teaching with a consideration of the related pedagogical and ethical issues, drawing particularly on theories of the pedagogy of discomfort and visual ethics. It is argued that the discursive space of trigger warnings per se remains problematic as this immediately places the students into a negative and possibly traumatic relationship with the material rather than empowering them to use their affective responses and experiences productively. Educators are instead encouraged to develop reflexive critical pedagogies that acknowledge the ethical relationship between student and teacher, while also still fulfilling the prosocial impetus of the humanistic education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01