Towards a critical visual pedagogy: a response to the ‘end of poverty’ narrative
Towards a critical visual pedagogy: a response to the ‘end of poverty’ narrative
复制标题
走向批判性视觉教学法：对“贫困的终结”叙事的回应
DOI：
10.1177/1470357214530065
复制
发表时间：
2014
影响因子：
1.5
通讯作者：
Arjun Shankar
中科院分区：
文献类型：
--
作者：
Arjun Shankar
在这篇文章中，作者呼吁一种批判性的视觉教育学，作为一种挑战视觉上构成的贫困和痛苦的“大叙事”的手段。在前半部分，他将印度的贫困形象置于被称为“贫困终结”的全球发展话语中，这是全球南方社会干预的基本原理，并维持了“贫困资本”的循环。作者批判性地分析了伴随“终结贫困”叙事的视觉美学，重点关注强化差异的视觉选择，并促进边缘化人群需要“拯救”的观念。在班加罗尔以南约50公里的印度卡纳塔克邦的一所乡村学校，他利用他与学生们一起实地考察的图像，提出了一种基于视觉人种学的视觉美学，这可能有助于对抗“贫困的终结”，以及类似的宏大叙事，同时影响我们如何以及为什么参与扶贫工作。
In this article, the author calls for a critical visual pedagogy as a means to challenge visually constituted ‘grand narratives’ of poverty and suffering. In the first half, he situates images of poverty in India within a global development discourse termed the ‘end of poverty’, which functions as the rationale for social interventions in the global south and sustains a circuit of ‘poverty capital’. The author critically analyzes the visual aesthetic that accompanies the ‘end of poverty’ narrative, focusing on the visual choices that reinforce difference and promote the perception that marginalized populations need ‘saving’. Using images from his fieldwork with students in a village school in Karnataka, India, about 50 km south of Bangalore, he proposes an alternative visual aesthetic, grounded in visual ethnography, which may serve to counter the ‘end of poverty’, and grand narratives like it, while impacting how and why we participate in poverty alleviation efforts.