ABSTRACT
Teaching and learning are embedded in the ‘jungle of feelings’ of social and physical life in schools. Classrooms are traditionally the places where teaching-and hopefully learning-take place. They are dominated by methods based on the spoken or written word, a cultural and historical relic of academia, whose foundations are built on the written word. School effectiveness research, dominated as it is by quantitative methods and reliant on conventional school parameters, cannot easily accommodate the complexity of visual images and their emotional underpinnings. In the wider canon of educational research comparatively little attention has been paid to the conditions under which education is organised-for example, the physical and emotional connotations of the places kids ‘love to hate’.
