Images, Education and Research
Edited by Nancy Vansieleghem, Joris Vlieghe, Pieter Verstraete
The intricate relation between images and education is an old issue that can easily be dated back to the rise of modernity. Ever since, it has been argued that images might on one hand assist teachers in raising the new generation, but on the other might distract students by offering them mere entertainment instead of essential subject material. Today, with the omnipresence of screens in our daily life, this tension has become all the more tangible. Some may even start to wonder whether education, traditionally conceived as schooling, can still be achievable under these conditions.
The title Afterschool refers to a film by Antonio Campos, which depicted these new conditions very accurately. In the same way the book wants to take up this challenge and articulates in an affirmative manner what education still could mean in an era after school, and also what images might mean in such an era, both for teachers and education researchers. The contributors to this book respond to this process of digitization and present new and unexpected ways of making use of images in educational practice and research.
Contributors: Sönke Ahrens (independent researcher), Marc De Blieck (LUCA School of Arts, Ghent), Pieter-Jan Decoster (Ghent University), Florelle D'Hoest (Universidad Complutense de Madrid), Jan Dietvorst (visual artist), Jan Masschelein (KU Leuven), Nancy Vansieleghem (LUCA School of Arts, Ghent), Maarten Vanvolsem (LUCA School of Arts, Brussels), Pieter Verstraete (KU Leuven), Roy Villevoye (visual artist), Joris Vlieghe (Liverpool Hope University)
Joris Vlieghe is a postdoctoral researcher at the Laboratory for Education and Society, Katholieke Universiteit Leuven.
Curating the European University
Exposition and Public Debate
This book features projects involving alternative organizations of departments, proposals for open access and open source, and university architecture and accessibility; it offers a unique contribution to public debate on the role of the university.