Education Through TIME: Representations of U.S. Education on TIME Magazine Covers

This study examined how TIME Magazine has visually represented and communicated ideas about education from TIME Magazine’s inception in 1923 through 2019. Drawing on theories of visual culture and social semiotic approaches to multimodality, the researchers conducted a qualitative multimodal content...

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Bibliographic Details
Published inAERA open Vol. 6; no. 3
Main Authors Kachorsky, Dani, Reid, Stephanie F., Chapman, Kathryn
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2020
Sage Publications Ltd
Subjects
Academic Failure
Content Analysis
Educational Change
Educational History
Educational Quality
Educational Trends
Elementary Secondary Education
News Media
Periodicals
Politics of Education
Stakeholders
Trend Analysis
Visual Aids
multimodal
education
content analysis
TIME Magazine
representation
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Summary:This study examined how TIME Magazine has visually represented and communicated ideas about education from TIME Magazine’s inception in 1923 through 2019. Drawing on theories of visual culture and social semiotic approaches to multimodality, the researchers conducted a qualitative multimodal content analysis of 115 covers that featured content related to education and schooling. The findings included (a) names and places are used to suggest authority, power, or relevance in education circles; (b) learning and schooling are presented as having not changed over time; (c) overgeneralized and metonymic representations can stand for broad categories of education stakeholders; (d) schools are presented as in need of fixing; and (e) schools are perceived as sites for larger, sociopolitical debates.
ISSN:2332-8584
2332-8584
DOI:10.1177/2332858420961110