ERIC Number: EJ1455015
Record Type: Journal
Publication Date: 2025
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-4622
EISSN: EISSN-1469-5871
Redistributing the Sensible: Exploring Aesthetic Practices in a Photography Course
Environmental Education Research, v31 n1 p173-193 2025
In Western industrialised contexts, ecological problems such as climate change are sensed and come largely to be known through media representations. In this article, we consider "aesthetic practices" as a concept for understanding the ways in which the visual sensible world relating to climate change is continuously distributed. Furthermore, we study photography as a pedagogical means to redistribute the sensible. Our data are gathered from a photography course in which participants explored four alternative aesthetic practices: "revealing connectedness," "recognising agency," "compromising the attractions of consumerism," and "illuminating alternatives." Through their photographic explorations, participants were encouraged to intervene in two problematic consensual frameworks: human-centredness and consumption-centredness. We found that exploring aesthetic practices through photography helped redistribute the sensible in two significant ways: participants recognised visible traces of the consensual frameworks and shifted the emphasis of perception beyond their personal viewpoints.
Descriptors: Photography, Ecology, Climate, Mass Media, Aesthetics, Teaching Methods, Personal Autonomy, Consumer Education, Attitude Change, Course Descriptions, Adult Education, Foreign Countries, Environmental Education, Diaries, Student Attitudes
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland (Helsinki)
Grant or Contract Numbers: N/A