Skip to content


  • Editorial
  • Open Access

The Video Journal and Visual Pedagogies: in the age of visual cultures

Video Journal of Education and Pedagogy20161:7

  • Received: 26 August 2016
  • Accepted: 26 September 2016
  • Published:


  • Visuality
  • Visual
  • Pedagogy
  • Open
  • Publishing

Michael Peters and Jayne White introduce their thinking behind the development of the journal at the inaugural conference of the Association for Visual Pedagogies in Zagreb, June, 2016. They set the scene and pohilosophical parameters for a broad and forward-looking interpretation of visuality and the rise of visual studies by establishing an expanded route for the location of video Pedagogies in educational spaces. The video journal is introduced as a third generation form of scientific communication after the print-based journal and the digital online journal. The concept of the journal as the cornerstone of the scientific enterprise has evolved as new media technologies have become available. Industrial media known for its broadcast functionality of one to the many now is being replaced and remediated with video and mixed media increasingly with an accent on responsiveness and interactivity. In the second part of the presentation forms of visuality are explored and new visualization methodologies are discussed. An agenda is established for the potential and possibilities for Video Journal for Education and Pedagogy as a theoretical, philosophical, sociological, methodological and pedagogical site for future scholarship.

The video is available to download if requested from

Additional file 1 (MP4 2854445 kb)



Thanks to Milan for capturing the footage and to Petar Jandric for his hospitality.

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

Authors’ Affiliations

Wilf Malcolm Institute for Educational Research, Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand
Te Whiringa, Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand


© The Author(s) 2016