Thinking together through pictures: the community of philosophical enquiry and visual analysis as a transformative pedagogy
Loading...
Date
2016
Authors
Giorza
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This qualitative study explores how a community of enquiry
pedagogy in combination with a social semiotic approach to
visual analysis influenced the changing knowledge and concepts
of knowledge experienced by students in an undergraduate
teacher education course. The art of the Constitutional Court of
South Africa was the focus of our study and students developed
structured and logical frameworks for analysing artworks as well
as playing with laterally extending concepts such as art, justice,
equality and humanity. The findings suggest that the dialogical and
embodied practice of a community of enquiry pedagogy and the
meaning-making strategies offered by a social semiotic approach
to visual analysis strongly influenced my students’ and my own
awareness of knowledge as a creative and experiential opening
up and as a companion to the equally valuable experience of
not knowing. Visual and embodied forms of knowledge explored
through artworks forged a link between ‘self’ and ‘learning self’.
These findings have implications for the selection of appropriate
teacher education pedagogies.
Description
Keywords
Visual art, Enquiry-based learning, Community of enquiry, Teacher education, Embodied knowledge
Citation
Giorza, T. (2016). Thinking together through pictures: the community of philosophical enquiry and visual analysis as a transformative pedagogy. Perspectives in Education, 34(1), 167-181.