Photography
The photography research group at NTU represents teaching of the highest standard, in addition to a broad range of specialist practices and research interests that engage fully with major debates at the centre of contemporary visual culture.
Our research includes practice-led approaches to photography that are critically informed by a creative process of reflection subjected to the rigour of scholarship. Critically contextualised practice becomes a methodology that informs the team’s expertise as teachers, practitioners, and researchers. As a consequence, communicable knowledge gained through informed practice and research nourishes the teaching of photography at NTU.
The following specialist research interests are represented by the group members:
- The photographic representation of architecture and public space
- Collective and personal memory in the context of European history
- New cultural parameters in the imaging technologies of art and science
- Research interfaces between image and text in the digital age
- The relationship of the still image and audio video practice
- Archival methodologies
- Relationships between photographic practice, theory, and post-Heideggerian philosophy.
The careful balance of research, practice, and expert knowledge represented by the team members is reflected by a teaching and learning environment that aims to stimulate a rereading of theory in the light of practice. For team members and their students, Photography at NTU becomes a means of inquiry as part of important artistic, intellectual, cultural, and academic debates.
Academic staff
Emily Andersen, Jean Baird, Andrew Cantouris, Hugh Hamilton, Dr Katja Hock, Jed Hoyland, Max Kandhola, Linda Marchant, Dr David Reid, Fiona Maclaren, Cary Welling and Andy Lock.
For more information concerning the group, please email Max Kandhola, Principal Lecturer in Photography or telephone +44 (0)115 848 8252. Individual enquiries concerning undertaking research or as a possible collaborator please contact the named staff member(s).




