Abstract
AbstractIn this piece I want to consider what I feel is a weakness inherent in the development of photography in education ‐ and principally in art and design education in the era of the National Curriculum. I seek the reasons for this potential problem and the cul‐de‐sac to which photography in education could be heading. I go on to suggest how a sense of historical questioning may help generate a reflexive practice in photography in education. I then consider the implications of new technology on the delivery of photography in education projects before drawing together my proposals for an engaged practice.
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