This study is an examination of how two popular magazines, National Geographic and Life magazine, and one educational journal, Social Education, perform the work of representation in general, and representing China more specifically. Drawing on postcolonial theorists (Blaut, 1993; Said, 1978; Tchen, 1999; wa Thiong'o, 1986; Willinsky, 1998), the perspectives employed throughout this study explore how representations can work to fix meaning and extend difference through imperialist structures and an orientalist lens. In addition, theories of photographic representation work alongside postcolonial perspectives to draw out the constructed nature of representation, and how representation - through language and/or image - can work to capture and secure the meaning of difference and perpetuate division. National Geographic, Life, and Social Education are pedagogical in different ways, yet all three used language and image to bring China into view for the Western reader. Conceptualized as sources of cultural pedagogy, these journals employed specific pedagogical practices, which reinforced imperialist structures of Western dominance over the non-Western world. Notably, National Geographic's travelogue, Life's photo-essay, and Social Education's educational resources, worked to teach/instruct their readers, primarily middle class Americans, about China.
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机译：这项研究是对两种流行的杂志《国家地理和生活》杂志和一种教育杂志《社会教育》如何进行总体代表性的工作以及更具体地代表中国的工作的考察。借鉴后殖民理论家（Blaut，1993; Said，1978; Tchen，1999; wa Thiong'o，1986; Willinsky，1998），整个研究中使用的观点探索了表象如何通过帝国主义的结构来固定意义并扩大差异。东方主义者的镜头。此外，摄影表征理论与后殖民主义视角一起工作，以勾勒出表征的本质，以及表征如何通过语言和/或图像来捕捉并确保差异和永久划分的意义。 《国家地理》，《生活》和《社会教育》以不同的方式进行教学，但是，这三种语言和图像都使西方读者看到了中国。这些期刊从概念上讲是文化教育学的来源，采用了特定的教育实践，从而加强了帝国主义在非西方世界上对西方统治的结构。值得注意的是，《国家地理》的游记，生活的写真集和社会教育的教育资源，一直致力于向读者（主要是中产阶级的美国人）介绍中国。
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