| This dissertation considers the intersections of the theory and practice of pedagogy and new (postwar) media technologies and media uses. I begin with the premise that pedagogical practice is not limited to schools, but can be found in a range of institutions that draw on educational theories or work in conjunction with schools to produce and regulate subjects and communities. My central thesis is that visual media in particular has played a pivotal role in the development of pedagogical techniques for organizing and disciplining cultures in and beyond the institutional setting of schools, and that educational policies and practices have figured importantly in the emergence of a salient public agenda of education through visual media in contexts such as the museum, the television industry, the cinema, and public health education. I also consider the important ways that public institutions structured through pedagogical models have served as sites for the formation of new communities and identities, and new models of political agency and resistance.;Specific examples of the pedagogical media described in this dissertation are drawn from institutions of public culture in which visual media has figured centrally. These include the museum, the cinema, and television in addition to the field of education proper. My thesis engages with works in cultural studies, art history, critical theory, education, and film and media studies to show that pedagogy is a powerful ideological force that is enacted across these disparate sites and that the rise of mass media culture coincides in important ways with the rise of pedagogy as a mode of social discipline and regulation. |
