Living the Discourses
Year: 1997
Type: article
Abstract: Factors of social class, race, gender, and sexuality are important to any understanding of the social processes of art. Often, art educators discuss these factors in abstract terms, thereby confining discussion in art education to a set of identifiable variables constructed as static, universal, and homogeneous. The particularities of living and working in educational spaces structured along racist, classist, sexist, and homophobic lines remain largely unexplored. Recent scholarship in art education has begun to examine the particularities of these social relations (Garber, 1995; Stuhr, Krug, & Scott, 1995). But the fractures, dangers, and the erasures are not being articulated in ways that highlight the experiences—and the analyses—of those most marginalized by the dominant discourse.
DOI: 10.25892/8n6j-2p22
Authors: Check, Ed, Deniston, Grace, Desai, Dipti
Language: English
Subfield: Visual Arts and Performing Arts
Field: Arts and Humanities
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W219564655