[ecrea] CFP Edited Volume: “Visual Pedagogies: Concepts, Cases & Models”

Call for Abstracts Edited Volume: “Visual Pedagogies: Concepts, Cases & 
Models”


Overview

We invite abstracts for an edited collection investigating the 
theoretical, empirical and instructional aspects of what can be 
envisioned as visual pedagogies, offering classic, creative, and 
contemporary re-workings of these paradigms. The book will be divided 
into three complementary sections with an editor in charge of each.


Submission guidelines:

The book will be designed for an academic audience, however, we also 
invite creative and novel approaches that challenge and take risks 
including troubling traditionally accepted concepts such as literacy, 
learning, teaching, skills and so on. Contributors are asked to write in 
a manner accessible to readers outside of their respective fields. We 
encourage the use of images, mixed media, and externally linked or 
referenced material. Thus, we encourage provocations and novel ways of 
integrating image, diagram, illustration and other modalities, within 
and through the book’s pages. To build this book collaboratively and 
speak across chapters, we will share material, peer edit and discuss 
contributions within respective sections. In addition, each chapter will 
undergo rigorous double blind peer-review.


Key dates:

- Abstracts of 500 words(theoretical framework, methods and focus)plus a 
100 word biographical statement: February 25, 2019

*- *Invitations for full chapterssent to authors:March 26, 2019

*- *Full chapters (6000-7000 words including references)submission: 
September 10, 2019

Please email submissions and queries to the relevant section editor (see 
emails in the beginning of each section description).


Section 1:Conceptualizing Visual Pedagogies

Section editor: Carolina Cambre, Concordia University, Canada.

E-mail: (carolina.cambre /at/ concordia.ca) <mailto:(carolina.cambre /at/ concordia.ca)>


This section explores visual pedagogies theoretically through a 
collection of papers that reach into and beyond traditional 
understandings of both terms “visual” and “pedagogy.” In his 1648 
landmark book on didactics, John Amos Comenius set out some enduring 
fundamental principles for teaching and learning, including what might 
seem an almost too obvious observation that “all learning happens 
through the senses” and thus this book refuses to relegate its 
consideration of the visual in pedagogy to the purely eye-dependent. In 
other words, we avoid visual essentialism by understanding that the 
visual is already irretrievably embedded in other sensory awareness. 
Similarly, we consider pedagogy by pluralizing it and positioning it 
beyond what might be seen as institutional pedagogical understandings 
and approaches by looking to de-link it from strict notions of being 
situated in schooling and within certain age-ranges. Instead, these 
conceptually oriented papers consider pedagogies in the sense that these 
approaches can take multiple, non-linear, and situated approaches 
whether collective or individual that can encompass diverse spaces. Thus 
the official space of the classroom is one amongst many pedagogical 
spaces that can include ceremonial, artistic, public, mediated, 
athletic, informal, community-based and work-related arenas.


Chapters in this section will re-think what visual pedagogies involve: 
including foregrounding the social nature of pedagogy and asking: What 
does it mean to look together, and deliberately attend to something in a 
process of desire and possibility?  Visual pedagogies are by nature 
nomadic and do not separate the how of educating from the what. What 
does this mean? First it means recognizing that “Pedagogy is never 
innocent,” and that it “carries its own message” (Bruner 1996: 63). 
Visual pedagogies respond and are actualized within the cultural 
contexts in which they are working, yet they are not “wed to a context 
but are taken up in unpredictable ways across various contexts” (Masny & 
Waterhouse 2011: 291 emphasis in original). As visual pedagogies gain 
momentum across fields, the need to navigate visual environments both 
digital and offline in ways that enhance sensibility and awareness of 
how/what to observe, analyze, criticize and reflect on in any given 
moment continues to grow.



  Section 2: Case Studies of Visual Pedagogies in Education

Section editor: Edna Barromi-Perlman, University of Haifa, Kibbutz 
College of Education, Israel. E-mail: (edna.barromi /at/ smkb.ac.il) 
<mailto:(edna.barromi /at/ smkb.ac.il)>


Reading and interpreting the visual worlds in which we live, work, teach 
and educate has emerged as an important feature in educational 
environments. Educational practice is influenced and maneuvered by 
continual flows of visual imagery, which manifest across multitudes of 
platforms and modalities. This section of the book will collect case 
studies based on empirical fieldwork, that reflect on forms of 
developing knowledge in visual pedagogy and how this knowledge might 
affect academic or other educational practices, societies, communities 
and educational systems. This section thus invites case studies of 
research/action research conducted in this field. The case studies will 
explore different paradigms and discuss the empirical manifestation of 
visual pedagogies in the field.


The case studies will build on current theories and address diverse 
audiences as well as diverse learning institutions on a global level. 
The selection will aim for an international and cross-cultural scope, so 
that each case study will present challenges specific to its country of 
origin. The research will encompass fieldwork in formal and informal 
educational settings as well as digital practices, educational media, 
online material and printed material and will be open to work that 
explores various, alternative visual platforms in educational 
institutions and beyond.


  Section 3: Visual Pedagogies in Practice

Section editor: Joanna Kedra, University of Jyvaskyla, Finland.

E-mail: (joanna.kedra /at/ jyu.fi) <mailto:(joanna.kedra /at/ jyu.fi)>


This section explores visual pedagogies in classroom related contexts by 
immersing readers straight into the concrete examples of educational 
practices. In a world saturated by images and digitally and visually 
mediated communication, visual competency has come to the forefront in 
the 21st century. Subsequently, the need for skills in visual 
interpretation, image creation, evaluation and usage has demanded 
increased attention in education. Today’s students are assumed to be 
fluent in digital and visual technologies, mainly, due to their 
perpetual immersion into visually and technologically mediated 
communication. However, recent studies that examine visual literacy of 
young adults, mainly visual interpretation, but also abilities in visual 
production and image use, indicate that the assumption of today’s 
learners being technologically and visually savvy is mistaken. Thus, 
there is a pressing need for relevant visual pedagogies. However, 
practical teaching tools that may assist in developing students’ visual 
competency are still lacking, along with in-depth reflection on visual 
teaching practices.


At the core of this section lies a desire to introduce and critically 
evaluate models for teaching-learning interactions with various types of 
visuals. Visual pedagogies are understood as educating ‘with’ or ‘about’ 
visuals as well as a group of practices toward development of learners’ 
visual literacy.  Contributors of this section examine visually oriented 
practices, modes and models and reflect upon them. This section will 
provide fresh scholarly perspectives within an area of pedagogy that 
calls for more substantive reflection and practice-based approaches.


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