Advertisement

Mapping Visual Cultural Narratives to Explore Adolescents’ Identities

  • Fernando Hernández

Abstract

By using the notion of ‘geographies’ as a metaphor to represent the variability and mobility of people’s positions involved in processes of social change, in this chapter I will explore how visual cultural narratives are contributing to drawing and establishing adolescents’ identities. We particularly pay attention to these narratives related to visual popular culture because, as several authors (Giroux, Buckingham, Steimberg and Kincheloe) have noticed, they contribute to building a cultural pedagogy that is opposite, in many ways, to school pedagogy. Besides this consideration there is an emerging stream in the study of educational changes that claims to give more relevance and recognition to the subjects’ biographies and self-narratives. This relevance could be used as strategy to understand how school changes take place (or not) and to give more space to adolescents’ positions (making explicit their personal stories) into school innovations.

Keywords

Visual Experience Educational Change Television Series Cultural Pedagogy Modern Notion 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Barker, B. (1999). The Dangerous and the Good? Developmentalism, Progress, and Public Schooling. American Educational Research Journal, 36,(4), 797–834.Google Scholar
  2. Burr, V. (1995). An introduction to Social Constructionism. London: Routledge.Google Scholar
  3. Butler, J. (1990). Gender trouble. Feminism and the Subversion of Identity. New York: Routledge.Google Scholar
  4. Castells, M. (1998). La era de la información. Vol. 2. El poder de la indentidad. (The Information Age Volume II: The Power of Identity). Madrid: Alianza.Google Scholar
  5. Champman, L. (2001). The mass arts in contemporary life (slide talk) Visual Culture Panel, NAEA Conference, New York, March 28 (quoted by Efland, 2002:154).Google Scholar
  6. Duncum, P. (2001). Visual Culture: Developments, Definitions, and Directions for Art Education. Studies in Art Education, 42(2), 101–102.Google Scholar
  7. Efland, A. (2002). Art and Cognition. Integrating the Visual Arts in the Curriculum. New York: Teachers College Press.Google Scholar
  8. Efland, A. (2002). Art and Cognition. New York. Teachers College Press.Google Scholar
  9. Erikson, E. (1968). Identity, Youth and Crisis. London: Faber.Google Scholar
  10. Gergen, K. (1991). The Saturated Self. Dilemmas of Identity in Contemporary Live. New York: Basic Books.Google Scholar
  11. Giddens, A. (1991). Modernity and self-identity. Self and Society in the Late Modern Age. Cambridge: Polity Press in association with Basil Blackwell.Google Scholar
  12. Hall, S. (1996). Gramsci’s relevance for the study of race and ethnicity. In D. Morley & Kuan-Hsing Chen, (Eds.) Stuart Hall: Critical dialogues in cultural studies. New York: Routledge, 441–449.Google Scholar
  13. Hernández, F. (2000). Recuperar el poder docente. An interview with Ivor Goodson. Cuadernos de Pedagogía, 295, 44–50.Google Scholar
  14. Hernández, F. (2002a). Educación y desarrollo de la personalidad. (Education and development of the personality). In Los fines de la educación. Una reflexión desde la izquierda. (The Aims of Education. A reflection from the Left). Madrid: Biblioteca Nueva, 47–61.Google Scholar
  15. Hernández, F. (2002b). Exploring Adolescents Identities through Visual Culture. In M. Samoraj (ed) Education through Art. Time Passing and Time Enduring. Warsaw: Agencja Reklamowo, 143–149.Google Scholar
  16. Kincheloe, J. (1993). Toward a Critical Politics of Teacher Thinking: Mapping the Postmodern. Westport, CT: Bergin and Garvey.Google Scholar
  17. Larraín, V. & Hernández, F. (2003). Visual Cultural Marks of Identity in Children’s Bedrooms as an Example of Emergent Changes in Childhood. Paper given to InSEA On Sea Conference, Helsinki, August.Google Scholar
  18. Luke, C. (ed.) (1996). Feminism and Pedagogies of Everyday Life. Albany, NY: State University PressGoogle Scholar
  19. Macklin, M.C. & Carlson, L. (Eds.). Advertising to Children. Concepts and controversies. London: Sage.Google Scholar
  20. McNeal, J.U. (1998). Taping the Three Kids’ Markets. American Demographics, 20, 37–41.Google Scholar
  21. Michael, M. (1996). Constructing Identities. The Social, the Nonhuman and Change. London: Sage.Google Scholar
  22. Mitchell, C. & Reid-Walsh, J. (1995). And I Want to Thank You, Barbie: Barbie As Site of Cultural Interrogation. In H. Giroux & P. Shannon (Eds.) Education and Cultural Studies. London: Routledge, 103–118.Google Scholar
  23. Miles, M. & Huberman A.M. (1985). Qualitative Data Analysis. London: Sage.Google Scholar
  24. Mirzoeff, N. (1999). An introduction to Visual Culture. London: Routledge.Google Scholar
  25. Moore, H. (1994). A passion for difference. Bloomington, IN: Indiana University Press.Google Scholar
  26. Moxey, K. (1998). The History of Art after the Death of the “Death of the Subject”. Invisible Culture. An Electronic Journal for Visual Studies, 1,Winter. http://www.rochester.edu/in_visible_culture/ivchome.html
  27. Peabody, R. & Ebersole, L. (1993). Mondo Barbie: An Anthology of Fiction and Poetry. New York: St. Martin.Google Scholar
  28. Pauly, N. (2003). Interpreting Visual Culture as Cultural Narratives in Teacher Education. Studies of Art Education, 44(3), 264–284Google Scholar
  29. Rakow, L.F. & Rakow, C.S. (1999). Educating Barbie. In S.R. Mazzarella and N.O. Pecora (Eds.) Growing Up Girls. Popular Culture and the Construction of Identity. New York: Peter Lang, 10–20.Google Scholar
  30. Shotter, J. & Gergen, K. (Eds.) (1989). Texts of Identity. London: Sage.Google Scholar
  31. Tavin, K. y Anderson, D. (2003). Teaching (Popular) Visual Culture: Deconstructing Disney in the Elementary Art Classroom. Art Education, 56,(3), 21–24.Google Scholar
  32. Walker, J. A. & Chaplin, S. (1997). Visual Culture: an introduction. Manchester: Manchester University Press.Google Scholar
  33. Walkerdine, V. (1999). Violent Boys and Precocious Girls: regulating childhood at the end of the millennium. Contemporary Issues in Early Childhood, Vol. 1, no. 1, pp. 3–22.Google Scholar

Copyright information

© Kluwer Academic Publishers 2004

Authors and Affiliations

  • Fernando Hernández

There are no affiliations available

Personalised recommendations