Learning with Light and Shadows
Since the early 19th century, European pedagogical theory has stimulated a didactic turn towards the visual as an alternative to textual mediations of knowledge through books and lectures. Pedagogues and policymakers who strove for a more child-centred approach to teaching were soon joined by media...
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| フォーマット: | Online |
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| 言語: | 英語 |
| 出版事項: |
Brepols
2025
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| 主題: | |
| オンライン･アクセス: | ONIX_20250210_9782503599045_38 |
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| _version_ | 1869531390266048512 |
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| collection | Directory of Open Access Books |
| description | Since the early 19th century, European pedagogical theory has stimulated a didactic turn towards the visual as an alternative to textual mediations of knowledge through books and lectures. Pedagogues and policymakers who strove for a more child-centred approach to teaching were soon joined by media producers and marketers in their aim to transform the classroom into a multimodal space for learning. From the turn of the 20th century onwards, teachers were increasingly pressured to incorporate high-profile media technologies such as stereoscopes, lantern and film projectors into their lessons. This collection of essays focuses on European educational light projection, from its first appearance at the end of the nineteenth century through the 1990s, when digital image projection started to gradually replace analogue film, slide and overhead projectors. It explores the classroom use of these technologies. In doing so, it challenges top-down approaches to the introduction of new visual technology and questions discourses that characterize the relation of visual media technology to teachers as one of consumption. The studies in this volume demonstrate how everyday demands and preferences transformed the 'ideal' instructional culture as put forward by policymakers, producers and pedagogues, into distinctive didactic practices that worked around or went beyond the pre-imposed ways of usage of visual media products. The volume moves beyond the view of instructional technology as a one-way route to modernization and teaching efficiency. By laying bare the power relations, interests and ideologies at play, the contributions also lend insight into the intertwinement between politics, media, material culture and classroom practices. |
| format | Online |
| id | doab-20.500.12854ir-150965 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Brepols |
| publisherStr | Brepols |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1509652025-02-10T17:03:01Z Learning with Light and Shadows Teughels, Nelleke Wils, Kaat History of Education History of Technology Cultural & intellectual history thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education Since the early 19th century, European pedagogical theory has stimulated a didactic turn towards the visual as an alternative to textual mediations of knowledge through books and lectures. Pedagogues and policymakers who strove for a more child-centred approach to teaching were soon joined by media producers and marketers in their aim to transform the classroom into a multimodal space for learning. From the turn of the 20th century onwards, teachers were increasingly pressured to incorporate high-profile media technologies such as stereoscopes, lantern and film projectors into their lessons. This collection of essays focuses on European educational light projection, from its first appearance at the end of the nineteenth century through the 1990s, when digital image projection started to gradually replace analogue film, slide and overhead projectors. It explores the classroom use of these technologies. In doing so, it challenges top-down approaches to the introduction of new visual technology and questions discourses that characterize the relation of visual media technology to teachers as one of consumption. The studies in this volume demonstrate how everyday demands and preferences transformed the 'ideal' instructional culture as put forward by policymakers, producers and pedagogues, into distinctive didactic practices that worked around or went beyond the pre-imposed ways of usage of visual media products. The volume moves beyond the view of instructional technology as a one-way route to modernization and teaching efficiency. By laying bare the power relations, interests and ideologies at play, the contributions also lend insight into the intertwinement between politics, media, material culture and classroom practices. 2025-02-10T17:02:59Z 2025-02-10T17:02:59Z 2023 book ONIX_20250210_9782503599045_38 9782503599045 9782503599052 https://directory.doabooks.org/handle/20.500.12854/150965 eng Media Performance Histories image/jpeg Attribution-NonCommercial 4.0 International https://www.brepols.net/products/IS-9782503599045-1 https://www.brepolsonline.net/action/showBook?doi=10.1484%2FM.TECHNE-EB.5.127928 Brepols Brepols 10.1484/M.TECHNE-EB.5.127928 10.1484/M.TECHNE-EB.5.127928 337417f5-5e42-49d3-8b32-3867e1572190 9782503599045 9782503599052 Brepols 8 268 Turnhout open access |
| spellingShingle | History of Education History of Technology Cultural & intellectual history thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education Learning with Light and Shadows |
| title | Learning with Light and Shadows |
| title_full | Learning with Light and Shadows |
| title_fullStr | Learning with Light and Shadows |
| title_full_unstemmed | Learning with Light and Shadows |
| title_short | Learning with Light and Shadows |
| title_sort | learning with light and shadows |
| topic | History of Education History of Technology Cultural & intellectual history thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education |
| topic_facet | History of Education History of Technology Cultural & intellectual history thema EDItEUR::J Society and Social Sciences::JN Education::JNB History of education |
| url | ONIX_20250210_9782503599045_38 |