Visual accountability

In this article, we draw attention to the way in which accountability relations are manifested in and through the use of visual evidence. Through their status as representations of what is the case, evidentiary visual images frequently provide a basis for giving accounts and for raising questions regarding distributions of accountability. At the same time, and in a similar manner to numbers (Munro, 2001), such images become part of organized relations of accountability that can be noted as having ‘hailing’ effects: they call for and prefigure a certain kind of response and dispersing of responsibility. Here we examine how the use of visual evidence is embedded in discursive and material practices that variously create or inhibit possibilities for questioning, or interrogating, this evidence. Drawing on elements of ethnomethodology and actor‐network theory, we use ‘interrogation’ as the basis for depicting a three‐part analytical schema focused on opening up, closing down and temporality to explore how visual accountability is worked out in surveillance, traffic management and breast screening images.     

Visual studies of rural life

In the last 20 years the notion that images overpower words, and the belief that a decreasing lexical literacy among the young has been offset by an increasing visual literacy, has been repeated often enough to become accepted wisdom. Yet the precise nature of visual literacy among the young and the relationship between visual competencies and the notion of media literacy have not been fully explored or adequately specified. Concepts of visual literacy and media literacy are unproductively conflated, and visual competencies are too often assumed on the part of those that exhibit familiarity with media culture. This essay compares and analyses notions of visual competence and media literacy and argues that: (1) a cultivated awareness of the production of visual forms and characteristics, and their implications, is necessary for what has been described in the literature as ‘media literacy’; and (2) the acquisition of visual analysis skills pre‐requires a broader operational context of media literacy. Through an examination of images from religious painting to news coverage the article argues that visual competencies and media literacy skills may, indeed, be mutually dependent.     

Visual Dominance and Visual Egalitarianism: Individual and Group-Level Influences of Sex and Status in Group Interactions

This study investigated visual dominance and visual egalitarianism of men and women (N = 94; 17 teams) in team meetings at diverse workplaces. Two novel gaze-related measures were developed: (a) a group visual dominance ratio (group-VDR) assessing each member’s visual dominance vis-à-vis all other members, and (b) a gaze distribution index (GDI) assessing each member’s visual egalitarianism to all group members. Multilevel analyses were conducted to account for influences of the team members’ sex and status on the individual level and for influences of sex and status composition of the teams, and the team leaders’ sex on the group level. Results suggested that high-status individuals displayed more visual dominance than low-status individuals. The significant interaction of individuals’ sex and status indicated that the positive relationship of status and visual dominance applied particularly to women. The more women in a team, the more visual dominance was displayed. The team leader’s sex significantly influenced visual egalitarianism: Gaze distribution was less egalitarian when the team leader was male.     

Visual transparency: Looking behind thick walls

Organizations send a lot of visual information to their stakeholders, via advertisements, PR-releases, etc. The question is whether they are ready to fulfill the need for visual information, when asked. In order to analyze this question we firstly specify the meaning of the visual code, compared to literacy and orality. The distinction made by Peirce, between iconic, indexical and symbolic signs serves as our starting point. The easy availability and the sense of authenticity of visual material are considered as crucial characteristics of the visual code. Next we construct our concept visual information need, indicating what kind of messages are then to be delivered. We hypothesize that the more the visual information need is vague or ill-defined, the more the symbolic code plays a role. And – vice versa – the more precise a question is the more iconic/indexical the presentation should be. Practical examples illustrate this thesis.     

Representations of Labour: Visual Sociology and Work

This paper explores the potential that visual methods, approaches, and resources offer to the sociologist of work. It looks at the way work is represented in a range of publications and asks questions about what the visual can add to our understanding of the workplace, workers, and work processes. It argues that we need to develop and expand a sociological language of the visual in order to better understand cultural and other aspects of work and employment.     

Visual rhetorical literacy In a development communication setting

This article reports on a study conducted to clarify whether visual rhetorical codes may be regarded as a significant readability barrier in a development communication setting. The semantic and pragmatic comprehension of three rhetorically encoded posters with a Tuberculosis theme were measured in a study population consisting of 150 high‐literate and 150 non‐literate adult clinic patients in Bloemfontein, South Africa. The results suggest that rudimentary rhetorical codes meant for the semantic level of comprehension (e.g. repetition, opposition, exchange of visual elements) are appropriate for a non‐literate target group, whereas advanced rhetorical articulations intended for the pragmatic level of comprehension (e.g. complex visual rhetorical premises and arguments) should be restricted to high‐literate target groups. In other words, the lower the literacy level of the target group, the lower the level of the visual rhetoric that should be used to engage the viewer.     

Evaluating community capacity: Visual representation and interpretation

The purpose of this paper is to provide an interpretation ofprogramme experiences in the visual representation of strategiesused to build community capacity. The paper first discussesthe definition of community capacity in a programme contextand describes different approaches for the visual representationof the evaluation of community capacity. What is new about thispaper is that it provides a discussion about the interpretationof community capacity and in particular the use of the spiderweb configuration (so called because of the shape it resembles).This is illustrated by three examples taken from two differentcommunity development programmes, the first of which is in Fijiand the second in Kyrgyzstan. The paper concludes with a discussionabout the implications for the community development practiceof using visual representations of community capacity, includingthe difficulties, for example, of mapping changes in communitycapacities over time, and the benefits, for example, of promotinga free flow of information between stakeholders. The paper willassist practitioners to better plan for, evaluate and visuallyrepresent the findings of strategies used to build communitycapacity in community development programmes.     

Behavioral and Cortical Measures of Infants' Visual Expectations

Features of the habituation paradigm were combined with the visual expectation paradigm to examine behavioral and cortical indexes of infants' visual expectations. Eight 3‐month‐old infants watched an alternating picture sequence while their eye movements were videotaped and their cortical electrophysiological activity (event‐related potential [ERP]) was recorded. Two ERP epochs were examined: a 3,000‐msec stimulus‐locked epoch included 1,000 msec before stimulus onset through 1,000 msec after stimulus offset; and a 1,200‐msec response‐locked epoch included 700 msec before saccade onset through 500 msec after the saccade. All infants anticipated upcoming pictures, and eye movement latencies for pictures that were not anticipated were comparable to saccade latencies reported in other visual expectation studies of infants at this age. Three components were identified in the stimulus‐locked ERP waveform: a slowly developing negativity prior to picture onset, a postonset negative slow wave, and a late negative deflection that peaked about 750 msec after picture onset. All stimulus‐locked components were larger for familiar than for unfamiliar pictures; prestimulus negativity was also greater before anticipated pictures. The response‐locked waveform contained 2 prominent features: a slowly increasing negative shift (NS) that began about 500 msec before saccade onset and a positive presaccadic potential that occurred about 30 to 90 msec before the saccade. Response‐locked components were larger for anticipatory saccades at the frontal scalp site; for reactive saccades, response‐locked components were larger at the vertex. Results are informative about ERPs in infants, cortical control of eye movements, and the development of visual expectations.     

Visual studies of music and dance

This article explores the typology of photographic images of school and schooling used by historians who have developed visual methodologies in their research and scholarship over recent years. The authors consider the question, raised by a number of scholars, concerning the value of image‐based research and the capacity of the visual alone to produce new knowledge aside from other traditional sources. The ‘progressive image’ is discussed as one type of school photograph in the context of a range of other types and the article traces the stories of two schools, known to be progressive and innovative during the mid‐twentieth century through archived imagery. The social relationships forged between educators, artists, photographers and policy makers, known and unknown to the historian, it is suggested are by‐products of the process of considering the progressive image in the history of education, opening up new and potentially rich research agendas for the future.     

Work Illustrated: Attending to Visual Images in Career Information Materials

Career counselors use occupational information to help clients make informed vocational decisions. They would therefore be likely to benefit from understanding how visual images contained in such materials depict the world of work. A review of the literature on career information, however, reveals a significant lack of study of the visual content of career information materials. By taking account of visual images contained in career information resources, counselors can help clients to more effectively explore imagined versus known attributes of potential career-related environments. Several avenues for future research are explored.     

The Globality of Whiteness in Post-Racial Visual Culture

This essay examines the spatial contours of post-racial visual culture. It argues that the ‘post-racial’ names the conditions under which racism operates flexibly within and beyond the logics of the colour line, while routinely disavowing its properly racial character through the symbolic deployment of multicultural humanitarianism. Even as it works through the figure of the ‘post-racial’ to bracket an engagement with the racialized rationale for the ‘nongeneralizability of human value’, the current US racial order has renovated the social structures that shore up whiteness as the privileged form humanity takes. The essay's point of departure is the iconic HOPE poster, produced by Shepard Fairey in 2008. It locates the poster's public display within a visual field subjected to neoliberal processes central to the constitution of a post-racial whiteness. It identifies two key moments in these processes. The first moment abstracts historical practices of materialist antiracism, such that racism becomes visualized as a manifestly individual subjective affair. In the second moment, post-racial visual culture repackages the visual logic of racial reference by displacing anti-black racism into morally benevolent categories suitable for humanitarian intervention, whose additional dematerialization is propped up by its migration to a digital terrain. To make this argument, the essay first offers a genealogy of the HOPE poster as it emerges from street art practices of commodity activism that obscure the structures of racial capitalism. It then treats the poster's central role in the ‘KONY 2012’ campaign, which redeployed this abstraction to recode the power of sight as a privileged form of US humanitarian violence. It concludes by considering the refusals by activists in the Occupy Wall Street movement to countenance a revised HOPE poster, even as the post-racial figure of ‘the protestor’ was lauded in corporate media.     

Visual methodologies for research with refugee youth

Abstract

In the current moment of social, political, economic and environmental disquiet, unprecedented numbers of children have been forced to leave their homes and settle in new communities. As schools worldwide receive increasing numbers of refugee youth, there is a pressing need for thoughtful educational research that inquires into the unique individual needs and experiences of displaced learners. Given that students’ journeys are shaped by movements across physical, cultural and linguistic spaces, we suggest that related scholarship might benefit from Third Space theory. Within this theoretical framework, neither language nor culture is static. Rather, both are continuously shaped through interactions – including those that are non-verbal. For students who may be learning in an unfamiliar language, visual methodologies offer a means and venue for communication. To explore how refugee youth might benefit from Third Space theory and visual methodologies, we first review scholarship that examines how children and schools negotiate educational space. We then describe a series of methodologies that scholars might consider when conducting research with refugee youth, including photovoice, fotonovela, digital storytelling and quilting. Significantly, pairing a Third Space theoretical framework with visual and participatory methodologies may address issues of language, power, vulnerability and ethics.     

Sebastião Salgado and Visual Sociology

This paper links the work of Sebastião Salgado, recipient of the 2010 American Sociological Association (ASA) Award for Excellence in the Reporting of Social Issues, with the discipline of sociology. I reflect on Salgado’s biography, method, and concerns in order to demonstrate how his work contributes to the awareness and understanding of social issues. Toward this end, I summarize sociology’s record of involvement with visual documentation. Prior to 1915, the American Journal of Sociology regularly included photographs that provided visual documentation of environments under study. However, as sociology moved away from social reform activities and toward scientific investigation, the regular publication of photographs ceased. During the 1930s and 1940s, photographic projects in disciplines and social movements beyond sociology developed a variety of methods that would prove useful to sociology. During the 1970s, sociologists once again began to use visual methods in their teaching, research, and publication, putting sociology in the position to both contribute to and benefit from insights and social commitments that have distinguished Sebastião Salgado as a globally significant photographer and social activist during the late twentieth and early twenty‐first centuries.     

Documentary Images: Visual Information Made to Order

This paper discusses the nature of documentary images, which appear to be inherently true, self evident visual statements. However, a degree of visual literacy is required of viewers before appropriate image understanding can occur. The nature of the image as icon, index, and as symbol combined to provide a powerful reinforcement of historical and current assumptions regarding documentation. Image construction and understanding are both prescribed by codes which may introduce additional meaning into the photograph. The work of Walker Evans, and other documentary photographers are used as examples of the multiple messages that are imbedded in documentary images. Finally, contemporary image technologies, scanning and digitizing are discussed within the documentary context, the use of such technologies raises questions about the ethics and credibility of photographic information.     

Neural Correlates of Individual Differences in Infant Visual Attention and Recognition Memory

Past studies have identified individual differences in infant visual attention based upon peak look duration during initial exposure to a stimulus. Colombo and colleagues found that infants that demonstrate brief visual fixations (i.e., short lookers) during familiarization are more likely to demonstrate evidence of recognition memory during subsequent stimulus exposure than infants that demonstrate long visual fixations (i.e., long lookers). This study utilized event‐related potentials (ERPs) to examine possible neural mechanisms associated with individual differences in visual attention and recognition memory for 6‐ and 7.5‐month‐old infants. Short‐ and long‐looking infants viewed images of familiar and novel objects during ERP testing. There was a stimulus type by looker type interaction at temporal and frontal electrodes on the late slow wave (LSW). Short lookers demonstrated an LSW that was significantly greater in amplitude in response to novel stimulus presentations. No significant differences in LSW amplitude were found based on stimulus type for long lookers. These results indicate deeper processing and recognition memory of the familiar stimulus for short lookers.     

Individual Differences in Infants' Recognition of Briefly Presented Visual Stimuli

Infants' recognition memory has been shown to be related to individual differences in look duration and level of heart period variability. This study examined the effect of individual differences in these 2 measures on infants' recognition of briefly presented visual stimuli using a paired‐comparison recognition‐memory paradigm. A sample of 35 full‐term infants was studied longitudinally at 14, 20, and 26 weeks of age. Recognition memory for briefly presented stimuli was tested in 6 experimental conditions, with delays corresponding to different heart‐rate‐defined phases of attention. The 20‐and 26‐week‐old infants, and infants with high levels of heart period variability, generally showed more evidence of recognition memory for briefly presented visual stimuli. Greater evidence of recognition memory was observed when stimuli were presented during sustained attention. Infants with more mature baseline physiological responses show greater evidence of recognition memory, and stimulus and procedural factors may be more important for the study of individual differences in infant visual attention than has previously been suggested.     

Avoidance of Heights on the Visual Cliff in Newly Walking Infants

Work with infants on the “visual cliff” links avoidance of drop‐offs to experience with self‐produced locomotion. Adolph's (2002) research on infants' perception of slope and gap traversability suggests that learning to avoid falling down is highly specific to the postural context in which it occurs. Infants, for example, who have learned to avoid crossing risky slopes while crawling must learn anew such avoidance when they start walking. Do newly walking infants avoid crossing the drop‐off of the visual cliff? Twenty prewalking but experienced crawling infants were compared with 20 similarly aged newly walking infants on their reactions to the visual cliff. Newly walking infants avoided moving onto the cliff's deep side even more consistently than did the prewalking crawlers. Thus, in the context of drop‐offs in visual texture, our results show that once avoidance of drop‐offs is established under conditions of crawling, it is developmentally maintained once infants begin walking.     

Anticipatory Eye Movements Reveal Infants' Auditory and Visual Categories

We introduce a new paradigm for the assessment of auditory and visual categories in 6‐month‐old infants using a 2‐alternative anticipatory eye‐movement response. Infants were trained by 2 different methods to anticipate the location of a visual reinforcer at 1 of 2 spatial locations (right or left) based on the identity of 2 cuing stimuli. After a training phase, infants were presented with a series of generalization trials in which novel (untrained) stimuli served as the cue to the anticipatory eye movement. Four experiments illustrated that infants can learn the 2‐choice discriminative response during training. Infants also showed anticipatory eye movements to novel stimuli, indicating sensitivity to variations along a variety of stimulus dimensions (e.g., color, shape, orientation, spatial frequency, pitch, and duration). In addition, the paradigm can be used to assess categorization in individual infants, thereby revealing the stimulus dimensions to which infants naturally attend.     

Maternal Talk About Mental States and the Emergence of Joint Visual Attention

Twenty‐four infants were tested monthly for gaze and point following between 9 and 15 months of age and mother‐infant free play sessions were also conducted at 9, 12, and 15 months (Carpenter, Nagell, & Tomasello, 1998). Using this data set, this study explored relations between maternal talk about mental states during mothers' free play with their infants and the emergence of joint visual attention in infants. Contrary to hypothesis, mothers' comments about their infants' perceptual states significantly declined after their infants began to engage in joint visual attention. Comments about other mental states did not change relative to acquisition of joint visual attention skill. We speculate that after infants begin to reliably follow gaze and points, mothers may switch the focus of their conversation from their infants' visual behavior and experiences to the object of their mutual attention.