Abstract
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.
Document Type
Article
Publication Date
7-1-2020
Digital Object Identifier (DOI)
https://doi.org/10.1177/2332858420961110
Repository Citation
Kachorsky, Dani; Reid, Stephanie F.; and Chapman, Kathryn, "Education through TIME: Representations of U.S. Education on TIME Magazine Covers" (2020). Educational Leadership Studies Faculty Publications. 3.
https://uknowledge.uky.edu/edl_facpub/3
Notes/Citation Information
Published in AERA Open, v. 6, issue 3.
© The Author(s) 2020
This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).