Photographic education is in limbo, and the future of its impact is hanging in the balance without change (Rubinstein, 2009). The relatively new subject (in comparison to its more traditional, academic cousins) has carved its way through traditional art education and the digital revolution and gained a rightful place in higher education. Yet now this comfortable position is compromised by its very prevalence. Accessible (and mostly entirely necessary) photography is integrated and embedded into almost every single facet of life today, and we are potentially on the brink of taking its educational place for granted by not integrating transferable and usable photographic skills into the curriculum. This article came to fruition through my own experience as a photography student and now on the other side of the chalk – as a photography educator. This was further fuelled by the Arts Council’s Photography and National Curriculum Working Party from 1994, which outlined a similar need for
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