Visual Displays as Tacit Relays of the Structure of Pedagogic Practice

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Abstract
This study considers the visual relay to pupils of aspects of their school's pedagogic practice. Two special schools, catering for pupils with moderate learning difficulties, were described in terms derived from a general model of cultural transmission. A representative sample of textual productions, in this case photographs of wall displays, was collected in each school. These pictures were then used as elements in Personal Construct Analysis interviews conducted with groups of pupils in each school. The results revealed evidence of the relay of aspects of the structure of pedagogic practice as described in terms of the general model. Pupils in the two schools revealed differences in their orientation to the meaning of the displays. Thus, the research suggests that the grammar of the pedagogic practice of the school is both revealed and relayed indirectly by visual representations of significant texts.

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