Reading Visual Text<br />A review of Walter Werner’s 2002 article in Theory and Research in Social Education<br />
Call to use students’ agency to enhance visual reading<br />Active and critical capacities to understand and know<br />Framed by the Birmingham tradition of Cultural Studies<br />Movement rooted in Marxist thought and informed by the work of Antonio Gramsci<br />Cultural hegemony<br />
Peter Seixas’ call for centering social education around cultural studies<br />What does this image tell us about Lincoln the Emancipator?<br />"The Coming Man's Presidential Career, à la Blondin" by Jacob Dallas. Harper's Weekly, Aug 25, 1860, p. 544<br />
Three conditions for reading visual texts<br />Authority<br /> Opportunity and Capacity<br /> Community for Engaging<br />
Authority<br />“If students are to engage in multiple readings of an image, they need to be positioned as interpreters”<br />
Opportunity and Capacity<br />“Multiple readings of images disturb taken-for-granted assumptions underlying “reading” itself (‘Why are different readings possible?’), and focus on the interplay between text and reader.”<br />
Community<br />“Multiple readings of images require a supportive classroom discourse (i.e., norms, beliefs, practices, and exemplars) that encourages student authority in reading, and provides ongoing opportunity to engage with multiple readings.”<br />
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