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The Pedagogy and Politics of Governing Childhoods through Images

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Pedagogy and Edusemiotics

Part of the book series: Educational Futures ((EDUFUT,volume 62))

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Abstract

This chapter analyses the power and pedagogical importance of images and stories in children's literature. The construction of childhood, and the production of child subjects are problematised by theorising the pedagogical importance of images in educational settings.

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Author information

Authors and Affiliations

  1. University of Auckland, New Zealand

    Marek Tesar

Authors
  1. Marek Tesar
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Editor information

Editors and Affiliations

  1. University of Waikato, New Zealand, RosNOU, Moscow, Russia

    Inna Semetsky

  2. University of Roehampton, UK

    Andrew Stables

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Tesar, M. (2014). The Pedagogy and Politics of Governing Childhoods through Images. In: Semetsky, I., Stables, A. (eds) Pedagogy and Edusemiotics. Educational Futures Rethinking Theory and Practice , vol 62. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-857-2_10

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