Vinson, Kevin D. / Ross, E. Wayne
Image and Education
Teaching in the Face of the New Disciplinarity
Year of Publication: 2003
New York, Bern, Berlin, Bruxelles, Frankfurt/M., Oxford, Wien, 2003. XII, 228 pp.
ISBN 978-0-8204-6229-5 pb. (Softcover)
Weight: 0.340 kg, 0.750 lbs
- SFR 33.00
- €* 28.80
- €** 29.60
- € 26.90
- £ 22.00
- US$ 34.95
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Image and Education: Teaching in the Face of the New Disciplinarity explores the importance of the visual image in contemporary education. Kevin D. Vinson and E. Wayne Ross draw on a range of (post)disciplinary traditions, including the study of visual culture, cultural studies, media studies, and film studies, as well as an array of significant thinkers, such as Michel Foucault, Guy Debord, Jean Baudrillard, Marshall McLuhan, Roland Barthes, Mikhail Bahktin, and Daniel Boorstin. The authors take on the surveillance-based and spectacular conditions of (post)modern schools and society and pursue not only a radical critique of the «disciplinary gaze», but also the means by which teachers, students, and other interested stakeholders might resist its various conformative, anti-democratic, anti-collective, and oppressive potentialities.
About the author(s)/editor(s)
The Authors: Kevin D. Vinson is Assistant Professor of teaching and teacher education at the University of Arizona. His work has appeared in numerous professional and popular journals and in books such as The Encyclopedia of Schooling and Standards (edited by Joe L. Kincheloe and Danny Weil) and Critical Issues in Social Studies Research for the 21st Century (edited by William Stanley).
E. Wayne Ross is Distinguished University Scholar and Chair of the department of teaching and learning at the University of Louisville. He is the author of many academic and popular articles and is the author or editor of several books, including The Social Studies Curriculum (editor) and Democratic Social Studies (editor with David Hursh).
«This is an exceptional book that will have a major impact on educational theory, classroom instruction, and teacher education. Applying notions of surveillance and spectacle to educational policy and practice, Vinson and Ross provide tools to examine critically – and transform – prevailing regimes of standardization and high-stakes schooling. A refreshing and much-needed work!» (Teresa L. McCarty, Professor of Language, Reading and Culture and Interim Dean, College of Education, University of Arizona; Editor, Anthropology and Education Quarterly)
«‘Image and Education’ is an excellent work, one that should contribute greatly to our understanding of the mechanisms and foundations of contemporary U.S. schooling. Vinson and Ross have succeeded in introducing educators to many unique, radical and important ideas, ideas that the current educational establishment can no longer afford to ignore.» (Marc Pruyn, Associate Professor of Curriculum and Instruction, New Mexico State University; Co-editor (with Luis Huerta-Charles) of ‘Teaching Peter McLaren: Paths of Dissent’ (Peter Lang, forthcoming))
«Vinson and Ross bring a new and bold perspective to the practice of educational theory. Their work deserves a wide readership and should be very influential among not only current scholars, but among the wider community of educational practitioners and other stakeholders as well. Unquestionably, their views hold relevance for a wide range of fields, including curriculum theory, research on teaching, educational policy, assessment studies, and critical pedagogy.» (Lisa J. Cary, Assistant Professor of Curriculum and Instruction, The University of Texas at Austin)
Extreme teaching: rigorous texts for troubled times. Vol. 7
General Editors: Joe L. Kincheloe and Danny Weil