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.

这项研究研究了《时代》杂志从1923年开始到2019年如何以视觉方式呈现和传达有关教育的想法。研究人员利用视觉文化理论和社会符号学方法对多模态进行了定性多模态内容分析，涵盖115篇具有特色的内容与教育和学校有关。研究结果包括：（a）名称和位置被用来暗示教育界的权威，权力或相关性；（b）学习和上学没有随时间变化；（c）过于笼统和转喻的表示形式可以代表大范围的教育利益相关者；（d）提出需要修理的学校；（e）学校被认为是进行更大范围的社会政治辩论的场所。