Abstract The existence of disinformation in online environments increases the risk that young people will be exposed to manipulated content. It is not surprising, then, researchers and educators are focusing on ways to build pupils’ multiliteracy competencies. In this article, we look at the role visual information plays when students assess the trustworthiness of online information and disinformation. The authors present data from Austrian classroom interventions, where eight teachers used a phenomenon-based learning (PhBL) approach to build their 107 pupils’ multiliteracy competencies. The authors undertook video-based and written classroom observations and conducted interviews (n = 44). They found that visual information plays a significant role in pupils’ decisions on whether to trust online information or not. Other factors that increase trust include human actors (e.g. teachers or other pupils) and easily accessible digital information (e.g. visuals or information provided by algorithms or ai). The phenomenon-based pedagogy approach meant that pupils were working in groups, giving a greater opportunity to engage in reflective dialogue, and being more critical about online information.

Abstract This article explores how TikTok videos, situated in a postdigital space and means of engagement, visibilise divergent responses to right-wing, populist political governments with anti-liberal, anti-socialist policies, offering video-based provocations for teachers. Even traditionally left-wing havens are shifting to right-wing populism, seemingly exemplified by the Aotearoa Coalition Government, implicating the prevalence of this phenomena. Due to education being an ideological battlefield, teachers are heavily implicated by such shifts, encouraging a visibilising of spaces and strategies for their responses. In this article, Mikhail Bakhtin’s dialogic philosophy, with special attention to his concept of carnivalesque, is brought into conversation with TikTok videos, facilitating a means to conceptualise and analyse this postdigital, divergent underground as a mirthing means of speaking back. These mocking, visual responses to right-wing governments are then signalled as provocations for teachers experiencing a rise of populist policies. This article concludes by suggesting how teachers may utilise TikTok videos to politically speak back in divergent ways to right-wing governments, encouraging creative and diverse engagements in this postdigital platform.

Abstract The outcomes of research conducted through audiovisual workshops in two public state schools located in urban poverty contexts of the Metropolitan Region of Buenos Aires reveal the manner in which students “appear” as protagonists and narrators of lives that are typically portrayed by others. The authors’ hypothesis is that this methodological approach facilitates the inclusion of students living in impoverished contexts, providing alternative perspectives on contemporary ways of life. In this context, the authors understand inclusion as the possibility of their bodies to “appear” and the creation of an alternative narrative regarding precarious circumstances. Their bodies and narratives are often silenced, and they are usually portrayed as symbols of resilience, danger or sensationalism. Their narratives are useful to discomfort the audience about social inequalities. Within this framework, the authors demonstrate how the audiovisuals by the students offer different avenues for making a presence in the political landscape, distinct from the conventional ways in which individuals experiencing poverty and precarity are conventionally depicted.

Abstract This article inquires into participatory researchers’ ‘representational’ practices in relation to sharing power with minority participants through collaborative video-making processes. The author argues that there is a limit to attaining such a political and ethical end because a ‘representational’ logic seemingly operates as the theoretical and methodological underpinning for participatory video, which undercuts its ability to represent the voices of collaborators. This article takes into account Shannon Walsh’s (2014) emphasis that “if participatory video is to be a significant method within a project for social change, we must push its limits, and its politics” (p. 140). This article does so by drawing on a ‘non-representational’ approach (Vannini, 2015) and the concept of ‘transgressive voices’ (Jackson & Mazzei, 2009). The author discusses his experience with Deleuze-inspired ‘minor video-making’ as a relational and affective practice in which participants, tangible and intangible research objects and environments, and the researcher himself became relationally entangled to falsify any predetermined essentialized identity and to compose a powerful new body. In the unfolding of transgressive voices in the specific liminal space or moments during the minor video-making, the author ‘intensively and immanently reads’ (Masny & Cole, 2012) the entanglements during storyboarding, rehearsing, shooting, and editing.

Abstract Using a cartographic approach, this article addresses ableism in the Chilean educational system. By analyzing audiovisual production, and specifically, the creation of storyboards, theoretical-methodological tools are provided for mapping desire flows and micro-movements produced in and about the public school toward and against the production of able educational institutions. Thus, the analysis stresses how human and nonhuman materialities mutually affect each other in an educational context. By focusing on the analysis of videos and storyboards, new discursive-material relationships appear in the school, which allow us to recognize and problematize ableist practices, and at the same time, open spaces for new creative approaches to challenge the able school norm.

Abstract This essay and accompanying video explore the concept of the unseen as a posthuman position and its impact on teaching and learning. It theorises how the covid-19 pandemic and virtual learning environments have revealed previously unseen aspects of students’ lives, such as their working spaces and home environments. Drawing on posthuman philosophy and the rhizome metaphor to consider the complex and interconnected nature of the unseen, the essay discusses how awareness of the unseen is crucial for effective teaching. This essay also describes the development of the short film Unseen, which was inspired by my own unseen struggles whist trying to develop a presentation for the Association of Visual Pedagogies twitter conference. The film is an invitation to consider unseen aspects of your own life that may affect your learning and teaching, with an extended invitation to engage in further shared thinking via Padlet.

Abstract Visual methods are an innovative design space for study methodologies with young children. The accessibility of visual media, and flexibility of their design and use, has spurred methodological innovations that stretch the boundaries of intergenerational research. This article explores the visual dialogic nexus in research methods tailored to investigate discourse. The research sought to uncover the perspectives of young children and their teachers about their discursive affordances in the first year of school. Employing an iterative design process, bespoke visual mediation tools were collaboratively created with a visual artist to capture the intergenerational viewpoints of the participants. This article reconceptualises discourses as ‘viscourses’ through a Foucauldian post-structuralist lens. This reframing emphasizes the impact of the discursive gaze and manipulation of art elements and principles as themes for scrutiny during the design phase. The resulting visual mediation tools underwent pilot testing with two focus groups of 5-year-old children and their class teachers. Findings from the pilot study underscore the potential of visual mediation tools for generating authentic contexts that enable participants to ‘inhabit’ a time and place within a semiotic space. The method facilitates capture of multi-faceted data, including evidence of children’s higher order thinking concerning abstract phenomenon.

Abstract In this short piece I am going to reflect on my reaction to a commercial video and advertisement campaign by my university in Tokyo, Japan. The campaign 帝京生のリアル [The daily life of Teikyo students] ran in April 2023 (www.teikyo-u.ac.jp/campus_for_life/photo_project). The following is a translation of the Japanese voiceover from the cm which includes the voice of a concerned parent, the voice of a high school student, who is unsure about which course, which university, and which career to pursue.

Abstract This article describes the relationships between cruelty, schooling and the possibilities that the school offers as a refuge in the face of the inexorable circumstances that seal the fates of a large part of the population living in conditions marked by intensifying inequalities. The work is based on a multiple design which included an audiovisual production workshop in 2022 and 2023 involving students and teachers from a high school in the Buenos Aires metropolitan region and the university. Through the biographical-narrative method, students have carried out in-depth interviews, collaborative work and activities shared in the same school with one of the teachers for over three years. Research results express how, as perceived by high school students and teachers, the school serves as a space that saves others and themselves, a place of support, as well as transmission and education, even amidst instances of cruelty in their daily experiences.

Abstract As part of the international “Wash from the Start” omep (World Organization for Early Childhood Education) project, researchers shared time with children in three early childhood centre communities in the South Island of Aotearoa New Zealand – Te Wai Pounamu. The research explored young children’s engagement with local conditions of water through fieldwork annotations and photographic visual methods. The video article presented here is a photo essay that spans the researcher teams’ experiences in their encounters with the children and teachers they had the privilege to spend time with over a sunny week in Autumn 2022.