To See is to Know”

The Pedagogy of the Colonial Exhibition, Semarang, 1914

Bibliographic Data

ID10325534
AuthorsJames Côté (0000-0001-5349-3505, Deakin University, corresponding author), Joost Coté
Year2000
Volume36
Issue1
Pages340-366
Publication date2000-01-01
Open AccessNo
TypeARTICLE
VenuePaedagogica Historica (JOURNAL)
Journal identifiersISSN: 0030-9230 • E-ISSN: 1477-674X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0030923000360115
OpenAlexW2064005159
LanguageEN
Citations received3

In this paper, which focuses on a western discourse of race within the pedagogical context, I want to draw some parallels between the “object” and the image in the late nineteenth and early twentieth century classroom and the exhibit of the contemporary museum and exhibition. I suggest that the classroom, museum and exhibition were fundamentally similar pedagogical sites in which the object and the image illustrated similar pedagogical subtexts and were located in architectural environments which were similarly complicit in delimiting the range of meaning which spectators/readers were being encouraged to extract. I emphasise this parallel by focusing on visual representations of “the Other” in the school text and exhibition in both the meteropolian and colonial context. The paper concludes that a discourse of race and cultural contestation pervaded European educational institutions in the nineteenth and early twentieth century in both the metropole and the colonial periphery

Aesthetics · Archaeology · Art · Artifact (error · Colonialism · Context (archaeology · Epistemology · Exhibition · Linguistics · Meaning (existential · Object (grammar · Parallels · Race (biology · Sociology · Visual arts · Engineering · Gender Studies · Global Maritime and Colonial Histories · History · Philosophy · Psychology · Socioeconomic Development in Asia

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