Abstract
The language of visuality, despite its ubiquitous “voice” in contemporary global life, is all but ignored in education theory. This paper proposes a theoretical framework for critical pedagogic study of visual meaning structures and interpretation, drawing on psychoanalytic theory, critical theory, and notions of multiliteracy.
Keywords: critical pedagogy, visual discourse, literacy
How to Cite:
Holland Webb, P., (2008) “In Other Languages: Toward a Critical Pedagogy of Visual Discourse”, Adult Education Research Conference 1(2008).
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