Presence, Absence, and the Presently-Absent

Ethics and the Pedagogical Possibilities of Photographs

Dados Bibliográficos

ID8924630
AutoresMark Stern (0000-0001-8446-9428, Colgate University, autor correspondente)
Ano2012
Volume48
Fascículo2
Páginas174-198
Data de publicação2012-03-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEducational Studies (JOURNAL)
Identificadores do periódicoISSN: 0013-1946 • E-ISSN: 1532-6993
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2012.659301
OpenAlexW2018683566
IdiomaEN
Citações recebidas4
Referências citadas37

One of the fundamental pedagogical questions in teaching about human rights, war, and global citizenship is how to educate students to care about strangers whom they may never know and whom they may assume they have nothing in common with. At its core, this is an ethical question that highlights a problem in articulating relations between self and other. This article proposes a type of deconstructive literacy that uses photographs depicting suffering to address how viewers can consider their responsibilities to other people in a world marked by violence. Critiquing normative pedagogical methods that use the visual power of photographs to impose ethics upon viewers, I outline how what I term a hauntagogical approach provides an opportunity for an emergent ethical relation between a viewer and the viewed. Suggestions for foundations approaches to pedagogy are considered

Citizenship · Epistemology · Ethical theories · Global citizenship · Literacy · Normative · Nothing · Pedagogy · Political science · Politics · Power (physics · Relation (database · Sociology · Visual Literacy · Digital Storytelling and Education · Law · Memory, Trauma, and Commemoration · Participatory Visual Research Methods · Philosophy