Reading personal photographs: a case study at an Israeli art college on multiple identities

Vered Heruti

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This article presents a pedagogical–visual process developed in a traditional frontal-format course with a multi-identity group of students set in a large lecture hall. It examines an assignment that required students to analyze a meaningful personal photograph and connate it culturally, while internalizing visual general patterns utilizing a sharing digital forum. This activity promotes combining visual theories with relevant introspective self-expression, emphasizing multi-identities. One can relate this utilization of visual tools to Paulo Freire's approach to dialogic pedagogy, which emphasizes the relevance to learners and the shift between the personal and the cultural, helping to confront the heterogeneity of the class.

Original languageEnglish
Pages (from-to)130-141
Number of pages12
JournalJournal of Visual Literacy
Volume38
Issue number1-2
DOIs
StatePublished - 3 Apr 2019
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2019, © 2019 International Visual Literacy Association.

Keywords

  • Multi-identity
  • dialogic pedagogy
  • visual literacy
  • visual pedagogy
  • visual reading

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