This work considers the potential of photographs for orienting in a critical direction the scope, questions and interests of the disciplinary conventions of the field of educational inquiry. Visual objects may help illuminate broader socio-historical events and logics that are deeply entwined with education yet remain marginal to or outside of what constitutes its domain of study. In this work photographic images are treated as resources for re-visioning the founding disciplinary objects of educational studies by reorienting its proper objects of study, traditional archives, persistent...