The article focuses on Norwegian pupils’ negotiations of meaning in images of social inequality in A World at Stake, a circulating museum exhibition in Denmark, Norway and Sweden that addressed the United Nation’s Millennium Development Goals. More specifically, the article focuses on the pupils’ engagement with two images in the exhibition. By investigating how the pupils negotiated the meaning of those images, the authors demonstrate some of the ways in which the pupils’ reported engagement and responses had the potential to foster critical debate relating to the North–South divide in terms of poverty and affluence. Drawing on critical visual methodology, the authors discuss their findings of how the pupils used their experiences to make sense of the images, situate their social identities within a globally and socially unjust world, and, by implication, the potential for two images to inspire them to reflect on their roles and responsibilities in the wider world. The authors conclude that although the pupils’ social identities to varying degrees were mobilized, AWAS spurred engagement and reflections that helped the authors to understand how the pupils saw themselves, their roles and their responsibilities beyond the Global North.

这篇文章着重探讨了挪威学生在《世界利益攸关》中关于社会不平等的意象谈判。，这是在丹麦，挪威和瑞典举行的循环博物馆展览，致力于联合国的千年发展目标。更具体地说，本文着重于学生对展览中两幅图像的参与。通过调查学生如何协商这些图像的含义，作者证明了学生报告的参与和反应的某些方式有可能促进有关贫困和富裕方面南北分歧的批判性辩论。作者利用批判性的视觉方法论，讨论了他们的发现，即学生如何利用自己的经验来理解图像，将他们的社会身份置于全球和社会不公正的世界之内，并暗示 两张图片激发他们反思自己在更广阔世界中的角色和责任的潜力。作者得出的结论是，尽管在不同程度上调动了学生的社会认同感，但AWAS激发了参与度和反思，帮助作者了解了学生如何看待自己，他们的角色以及他们在全球北部以外的责任。