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Art, Education and Gender: The Shaping of Female Ambition 1st ed. 2015 [Kietas viršelis]

  • Formatas: Hardback, 177 pages, aukštis x plotis: 216x140 mm, weight: 3551 g, 1 Illustrations, black and white; XX, 177 p. 1 illus., 1 Hardback
  • Serija: Palgrave Studies in Gender and Education
  • Išleidimo metai: 05-Oct-2015
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 1137408561
  • ISBN-13: 9781137408563
Kitos knygos pagal šią temą:
Art, Education and Gender: The Shaping of Female Ambition 1st ed. 2015Didesnis paveikslėlis
  • Formatas: Hardback, 177 pages, aukštis x plotis: 216x140 mm, weight: 3551 g, 1 Illustrations, black and white; XX, 177 p. 1 illus., 1 Hardback
  • Serija: Palgrave Studies in Gender and Education
  • Išleidimo metai: 05-Oct-2015
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 1137408561
  • ISBN-13: 9781137408563
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781137408563.html
Raktažodžiai:
Why do girls study art and why do girls become primary teachers? This book examines and reveals the powerful influence of the family, the school and the state in shaping female identity and constructing notions of gender appropriateness. As part of this focus, it also discusses the status of art at school in comparison with science and maths and the position of women artists in society. It considers if Art Education may be complicit in the failure of many artistically girls to fully exploit their talent as potential artists.

Recenzijos

This book brought together through rigorous scholarly activity a wide range of previous work on gender identity, art, education, subject choice and employment. Hopper has written a book that has provided a good synopsis of the many debates which impact on the art education of women. It would provide solid background reading for those studying feminist art education and those wishing to teach art in schools or on teacher training programmes. (Samantha Broadhead, Gender and Education, 2016)

Series Editor's Preface ix
Preface x
Acknowledgements xx
1 Identity
1(41)
Introduction
1(1)
Gender and sexual identity -- how women come to view themselves as female
1(2)
Sex or gender?
3(4)
Sexuality and sexual desire
7(1)
Gender display
8(3)
Gender as performance
11(1)
The family and gender identity
12(4)
School, education and gender identity
16(9)
Bourdieu and identity
25(2)
Bourdieu and female capital
27(3)
Work and gender identity
30(3)
Femininity and the body
33(5)
BA (Ed) Art students' notion of their femininity
38(1)
Art as a defining characteristic of BA (Ed) students' self-identity
39(3)
2 The Construction of Women as Artists: Art, Gender and Society
42(14)
The gendering of genius
42(2)
Women as creators of culture
44(3)
Women and the modern movement
47(2)
Women and the culture of the art school
49(3)
Feminist art
52(2)
BA (Ed) Art students' notion of their artistic self
54(2)
3 Women, Subject Choice and Employment
56(52)
Education, subject choice, employment and gender
56(2)
Teacher attitudes, expectations and gender
58(2)
Gender, subject choice and attainment
60(5)
Schools and subject choice
65(4)
BA (Ed) Art students and secondary art teachers
69(1)
Social class, gender and attainment
70(3)
Access to further education
73(2)
Parental and family influence
75(2)
Higher education opportunities
77(3)
Occupational choice and gender
80(6)
Occupational segregation
86(2)
Women and skilled work
88(4)
Teaching as an occupation
92(2)
Maternal pedagogy and feminised performances in teaching
94(6)
BA (Ed) Art students and their views on teaching as a career
100(8)
4 Women and Art Education
108(38)
Early art education for women: impact and documentation
110(5)
Art education, social class and accomplishment
115(1)
Schools of design
116(2)
Women as arbiters of taste and art appreciation
118(1)
Art education in the twentieth century
119(1)
Child art and issues of gender
120(1)
Women as art professionals
121(1)
Women as art educators
122(2)
Changes in children's art education
124(1)
Art education and the women's movement
124(3)
Women educators and the hidden stream
127(1)
Postmodernism and art education
128(2)
Education for women artists
130(4)
The gendering of art education
134(4)
Art education: the students' experiences: mother and father as art educator
138(3)
Art teacher influence
141(2)
Teacher as artist
143(3)
Epilogue
146(9)
Reflections and conclusions
146(9)
Notes 155(1)
Bibliography 156(17)
Index 173
Gill Hopper is Lecturer in Art and Design at the University of Reading, UK. Before working in higher education, she was employed as a teacher and then deputy head teacher by the London Borough of Newham.