Double Blind: Supervising Women as Creative Practice-Led Researchers

Autor/inn/en	Pedersen, Courtney; Haynes, Rachael
Titel	Double Blind: Supervising Women as Creative Practice-Led Researchers
Quelle	In: Educational Philosophy and Theory, 47 (2015) 12, S.1265-1276 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1035631
Schlagwörter	Supervision; Females; Researchers; Visual Arts; Graduate Students; Student Research; Educational Research; Educational Researchers; Gender Issues; Feminism; Intelligence; Theories; Research Methodology + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Researcher; Forscher; Optische Gestaltung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Geschlechterfrage; Feminismus; Intelligenz; Klugheit; Theory; Theorie; Research method; Forschungsmethode
Abstract	Many women creative practice-led researchers appear inhibited by a number of factors directly connected to their gender. This article discusses these factors, including the culture of visual arts professional practice, the circumstances surrounding women postgraduate students and unproductive self-theories about intelligence and creativity. A number of feminist strategies are discussed as potential interventions that may assist women creative practice-led researchers and their supervisors to reap more personal and professional rewards from their postgraduate research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01