Performing Prodigals and Dissident Acolytes: Supporting Queer Postgraduates in the Visual Arts

Autor/in	Ings, Welby
Titel	Performing Prodigals and Dissident Acolytes: Supporting Queer Postgraduates in the Visual Arts
Quelle	In: Higher Education Research and Development, 34 (2015) 4, S.735-749 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2015.1051003
Schlagwörter	Visual Arts; Graduate Students; Homosexuality; Educational Environment; Case Studies; Foreign Countries; Social Attitudes; Student Needs; Supervisors; School Safety; Social Bias; Self Disclosure (Individuals); Family Influence; Identification (Psychology); Researchers; Responsibility; New Zealand + Suchen Sie Ihr Suchwort? Optische Gestaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Homosexualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Ausland; Social attidude; Soziale Einstellung; Researcher; Forscher; Verantwortungsübernahme; Zuständigkeit; Neuseeland
Abstract	Supervisors supporting queer individuals engaged in postgraduate research in Visual Arts face a number of issues. Beyond concerns with balancing the autobiographical and the scholarly, a supervisor may also encounter questions relating to safety, identity, tokenism, exoticisation and the pressure candidates feel to develop work that has credibility both within the academy and the queer community with which they identify. With reference to five self-declaring queer Visual Arts graduates, this article unpacks some of the complexities such students face as they navigate the uneven territory of the queer-oriented thesis developed inside the academy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01