The contested terrain: Photography education in an era of technological and epistemological flux

This article investigates the challenges confronting contemporary photography education through an analysis of technological disruption, institutional limitations and epistemological shifts. Using Latvia’s first undergraduate photography programme (2013–24) at Riga Stradiņš University as a case study, the research assesses photography’s fragile standing within academic institutions. The analysis explores photography’s evolving historical role across scientific, artistic and commercial fields; the contradictions caused by computational imaging technologies; the restrictive nature of the technical–artistic dualism in educational frameworks; and the constraints imposed by neo-liberal institutional policies. Instead of promoting traditional teaching methods, this article suggests rethinking photography education to develop ‘critical photographic consciousness’ – the ability for reflective engagement with visual environments influenced by algorithms and political conflicts. This shift moves photography training away from just technical skills towards critical participation in current visual culture, combining technological literacy with ethical and political awareness.