Abstract
Recognising that many art educators are increasingly using the term visual culture, rather than art, to describe their central concern, the author examines why this development is taking place, what visual culture might mean in the context of art education, and how pedagogy might be developed for visual culture. The paper draws on attempts by both art educators to redefine their field and others outside art education who are attempting to define visual culture as an emerging trans‐disciplinary field in its own right.
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