The Visual as Verb: Toward a Praxis of Critical Seeing in Education
Notice bibliographique
Résumé
Graffiti presents an opportunity to bridge critical pedagogy in education. In this context, graffiti images serve as tools for critical seeing, specifically for analysing, critiquing, and interpreting volumes of untapped and embedded communication. Graffiti has always served as a language and a medium for expressing emotions in various states, whether joyful or sorrowful. A single graffiti image can convey thousands of messages or interpretations to different viewers. The visual critical pedagogy prompted by graffiti should encourage students to engage with their environment through a critical and reflective lens, unmasking normative narratives and fostering a deeper understanding of pressing social issues. Consequently, the prevailing narrative that views graffiti as mere vandalism or rebellion necessitates a shift in perspective. This shift promotes a heightened societal consciousness, which is essential for achieving social justice and fostering critical dialogue within the community. This chapter, therefore, guided by the theories of Paulo Freire and Bell Hooks, aims to reconceptualise visual literacy as an action-oriented, justice-focused practice, where to “see” is to engage, disrupt, and co-create meaning. Additionally, it seeks to articulate a visual pedagogy rooted in activism, consciousness, and student agency. Freire advocates for problem-solving education, in which learners are actively involved in critiquing the status quo. Similarly, Hooks, building on Freire's work, emphasises the importance of social justice while encouraging challenges to oppressive systems. She champions critical consciousness in students, enabling them to understand their environments and offer solutions to the issues they face. Drawing on existing literature, the chapter employs a qualitative desktop study methodology to explore the following key components: Bridging critical pedagogy (Freire, Hooks) with visual studies; “Critical seeing” as a praxis: decoding, situating, and responding to visual messages; Graffiti as a visual language that teaches students to interrogate images of power; and classroom practices that treat the visual not as an illustration but as an argument. The chapter concluded that graffiti offers valuable opportunities for critical pedagogy in education through observation, analysis, and the construction of logical arguments that educators can utilise. In addition, it encourages students to critically and reflectively interact with their environment, fostering a better understanding of society and community issues. Incorporating graffiti into mainstream education can help shift perceptions from vandalism to an educational resource. This chapter, therefore, recommends the inclusion of graffiti as a fundamental part of school programmes. It also proposes empowerment of educators to effectively guide students in the proper and responsible use and appreciation of graffiti. Lastly, policymakers are recommended to develop policies that guide the implementation of graffiti in schools.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».