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Sustaining Hegemony: Educational Use of Photographs Representing Human Distress

Ambrossi, PA; (2020) Sustaining Hegemony: Educational Use of Photographs Representing Human Distress. Journal of Philosophy of Education , 54 (1) pp. 81-94. 10.1111/1467-9752.12360. Green open access

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Abstract

The use of photography representing human distress in higher education warrants moral attention, owing to the imperative that we avoid objectifying the vulnerable communities who are often represented in those images. Assuming the fundamental Kantian precept that we should always treat others as ends and never merely as means, I extend this precept to include the photographic representation of human distress which involves vulnerable others. This I explore by drawing on the critical theory of Horkheimer and the critical pedagogy of Gottesman. The tendency to decontextualise and depoliticise the act of ‘using’ photographs freely available in the public domain serves to consolidate the status quo and sustain the existing hegemony that allows such use and guides our moral judgements. Derrida, I suggest towards the end of my paper, has some illuminating things to say about this.

Type: Article
Title: Sustaining Hegemony: Educational Use of Photographs Representing Human Distress
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/1467-9752.12360
Publisher version: https://doi.org/10.1111/1467-9752.12360
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10080126
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