Literaturnachweis - Detailanzeige
| Autor/in | Condit-Summerson, Maggie-Rose |
|---|---|
| Titel | "How Do We Break What Is Broken?": An Exploration of Glitch Feminism in Art/Education |
| Quelle | In: Studies in Art Education: A Journal of Issues and Research in Art Education, 64 (2023) 4, S.426-444 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0039-3541 |
| DOI | 10.1080/00393541.2023.2255086 |
| Schlagwörter | Feminism; Art Education; Art Products; Social Systems; Resistance (Psychology); Praxis; Whites |
| Abstract | Drawing on glitch feminism, a speculative framework conceptualized by curator and writer Legacy Russell, this article explores the potentials of system glitching as a pedagogical form of feminist disruption. I investigate glitch feminism as a critical lens through an analysis of three specific cases that each embody feminist system glitching in practice. I ask: How might encounters with glitchy forms of art/cultural production be integrated into digitally engaged teaching to facilitate learners' attunement to systems of imperialist White supremacist capitalist patriarchy, as well as practices of feminist intervention and resistance in the contexts of advancing surveillance capitalism? I conclude by recommending that the field of art education engage in critical arts inquiry to explore further the possibilities for glitch feminism as an emergent and relevant pedagogical framework in art/education for raising critical consciousness and encouraging collective action. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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