시각장애학교 사진수업 참여경험에 관한 자문화기술지: “볼” 줄만 아는 이가 “볼” 줄만 모르는 이에게 사진 배우기

초록

This study deals with the process that I, a non-blind researcher, have approached and explored the meaning of unfamiliar and strange photos taken by students while participating in a photography class at a school for the visually impaired. Through meeting with visually impaired students who I thought were lacking in photography ability, I had the experience of asking myself again what “photography” I knew. Participating in a photography class for visually impaired students, I was about to give up the study, hastily concluded that the students were constantly taking meaningless pictures. However, as I confronted visually impaired students’ resistance to my help their taking pictures, I have changed my ways of thinking about their photos. Then I could find new meanings from their photos which were seen as unfamiliar and strange to my eyes. This study describes how a non-blind researcher creates the meaning of taking pictures of students with visual impairments by describing the process of contradictory translation and communication between my photographic language and the photographic language of visually impaired students, which are completely different from each other. Moreover, it will show how my thoughts on photography become grown more and more. For this study, the Auto-Ethnography method was used. The results of the study reveal how violent photography education was in which I, a non-blind art education researcher, forced the visually-impaired students to learn the visual language that I was familiar with, and suggested alternative ways to communicate with blind students through photography to non-blind art educators.

키워드