Critical pedagogical approaches to visual culture in Turkish preservice education

Abstract

This study discusses how challenges, rationales, and possibilities of practices and theories might be translated into the socio-cultural and educational situation in Turkey’s art teacher preparation programs. The current study focuses particularly on critical pedagogies for the study of visual culture inspired by a study of Visual Art Teacher Education at a large research university in the eastern United States. In transforming the teaching methodology from one institutional system to another, one must contextualize curriculum to another sociopolitical educational site. The article concludes with recommendations to systematically include visual culture education at all levels of curriculum in Turkey.