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ABSTRACT
This paper uses Bourdieu's concept of the field as a method of analysis of contemporary developments in photographic education. The paper begins by sketching the outline and some of the contradictions of contemporary photographic educational practice. A visual model of photographic education as a field is offered and its benefits and limitations considered. The paper then considers in more detail two contemporary developments: the debate over the content and purpose of higher education in photography; and the run-up to the introduction of National Vocational Qualifications in photography. In conclusion it is argued that the forces that are currently holding photographic education together are coming under considerable pressure from new developments in visual and media education, and that a reconfiguration of the field is both likely and desirable.