Visually Framing a Pedagogy for Space during the 2011 Chilean Student Movement
Biographical Sketch
Zane Wubbena is a doctoral student in education at Texas State University. His research takes a multiple disciplinary approach that examines the intersections of media, critical pedagogy, educational policy, and space. His publications have appeared in a variety of peer-reviewed academic journals, such as Critical Education, The SoJo Journal: Educational Foundations & Social Justice Education, Educational Philosophy and Theory, Policy Futures in Education, Learning and Individual Differences, and the Journal for Critical Education Policy Studies, among others. He has an edited book (with Derek R. Ford and Brad Porfilio), titled "News Media and the Neoliberal Privatization of Public Education" published by IAP in 2016. He also serves as an associate editor of The Journal of School & Society, and he serves as the website director for the John Dewey Society.
Type of Presentation
Individual presentation
Brief Description of Presentation
First, I will describe Chile's educational system both as a model for reproducing neoliberal educational reforms and as a model for resisting those reforms through student protests. Second, I will describe spatial educational theory. This theory provides the theoretical perspective for understanding student resistance as a pedagogy for space. Lastly, I analyze three media photographs taken during the 2011 Chilean student movement. Each photo represents a different dimension of spatial educational theory.
Abstract of Proposal
The 2011 Chilean student protests were a powerful social movement aimed at transforming education and, with it, the social spaces and formations of daily life. This social movement was pedagogical because students transformed the city into a classroom to gain control over the production of space. In this vein, the student movement provided a catalyst for reconstituting public education as a universal social right. Based on the perspective of spatial educational theory, I conducted a visual framing analysis of three photographs taken during the 2011 Chilean student movement. I employed a four-tiered visual framing method. The three photographs were purposefully selected from different media sources to represent the three dimensions of spatial educational theory, including learning in conceived space, studying in lived space, and teaching in perceived space. In doing so, this article provides a novel way to explain spatial educational theory by visually operationalizing it as a pedagogy for space during the Chilean student movement. This article also works to broaden our conceptualization of student movements as pedagogical events for social transformation.
Location
Coastal Georgia Center
Start Date
2-25-2017 2:35 PM
End Date
2-25-2017 4:05 PM
Recommended Citation
Wubbena, Zane, "Visually Framing a Pedagogy for Space during the 2011 Chilean Student Movement" (2017). International Critical Media Literacy Conference. 21.
https://digitalcommons.georgiasouthern.edu/criticalmedialiteracy/2017/2017/21
Visually Framing a Pedagogy for Space during the 2011 Chilean Student Movement
Coastal Georgia Center
The 2011 Chilean student protests were a powerful social movement aimed at transforming education and, with it, the social spaces and formations of daily life. This social movement was pedagogical because students transformed the city into a classroom to gain control over the production of space. In this vein, the student movement provided a catalyst for reconstituting public education as a universal social right. Based on the perspective of spatial educational theory, I conducted a visual framing analysis of three photographs taken during the 2011 Chilean student movement. I employed a four-tiered visual framing method. The three photographs were purposefully selected from different media sources to represent the three dimensions of spatial educational theory, including learning in conceived space, studying in lived space, and teaching in perceived space. In doing so, this article provides a novel way to explain spatial educational theory by visually operationalizing it as a pedagogy for space during the Chilean student movement. This article also works to broaden our conceptualization of student movements as pedagogical events for social transformation.
