Research topic/aim

Visuals play a crucial role in the production of knowledge and in policy making, functioning as evidence, arguments, and tools that shape the agenda and influence the way policies are interpreted and enacted. While visual methods and representations have been a focus in historical, didactic, and sociological studies of education, less is known about the role of visuals in the practices of policymaking in education. This paper addresses this gap through a systematic literature review.

Theoretical framework 

Not applicable for this type of research paper (systematic literature review).

Methodology

Nearly 500 scholarly articles, intersecting visual culture and education research from the past three decades, were reviewed. Papers were sourced from Scopus, Web of Science, and ERIC, using keywords related to ‘visual’ and ‘education.’ Selection criteria required that articles (a) be relevant for the review, (b) be published in journals, books, or book chapters, and (c) be written in English. 

The first part of the review analyzes general trends, exploring whether there is such a thing as visual culture of education and educational science and, if so, how can it be studied. The second part focuses on the use of visuals in research on education policy, and is organized around three questions: (1) What types of visuals (photos, films, drawings, diagrams) are used, and what visual regimes do they reflect? (2) Which aspects of educational policy are explored through visuals, and what remain hidden? (3) What knowledge has the focus on visuals and visualities contributed to the study of education and education policy?

Expected results

In recent decades, there has been a surge of interest in theoretical and empirical research on the role of visual culture in society. As a result, a whole array of theoretical and analytical frameworks has been developed for studying visual imagery and for conducting visual research in education, particularly in history of education and childhood studies. In general, however, most of the existing studies are concerned with methodological issues associated with visual research in education. Moreover, as noted above, while policymaking is increasingly embedded in a visual culture, to date only a small number of studies have examined the role of the visual in shaping and communicating knowledge and in governing education.

The paper contributes to a new awareness of the role of visuals in different areas of educational governance. It shows that visuals are important yet neglected sources for bringing into focus the political, socio-cultural, and epistemological foundations of educational research, policies and practices. By bringing visuals to the forefront, the review calls for the development of new ways of researching educational policy, politics, and governance.

Relevance to Nordic educational research 

The review has an international focus in discussing the role of visuals and visuality in educational research. By implication, it is of relevance to researchers from the Nordic countries who are interested in exploring the politics of knowledge production and policymaking in education, and in particular how visuals are used to shape policy problems and actions.