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Full-Text Articles in Education

Meditating On The Voiceless Words Of The Invisible Other: Young Female Animé Fan Artists—Narratives Of Gender Images, Jin-Shiow Chen Jan 2004

Meditating On The Voiceless Words Of The Invisible Other: Young Female Animé Fan Artists—Narratives Of Gender Images, Jin-Shiow Chen

Journal of Social Theory in Art Education

My interest in youth anime/manga (Japanese animation and comics) culture in Taiwan began three years ago when my niece, Kitty, then 15 years old, showed me some photos of her cosplay performances and manga drawings (doujinshi) by her good friends. The beautiful pictures fascinated me but in all honesty, I was stunned that my own niece and her good friends were participating in 'those exotic activities'. As far as I knew, my niece and her friends were good students-smart, creative and diligent in pursuing fine art as their majors in high school. I was disturbed by this incongruity and ...


Three Silences: Infection … Abjection … Art Education, Bob Sweeney Jan 2004

Three Silences: Infection … Abjection … Art Education, Bob Sweeney

Journal of Social Theory in Art Education

The students were waiting for the bus that would take them home after Drama Club, Intramurals, detention. Some students were sitting on the steps, as instructed by another teacher and myself who had either been assigned or volunteered for 'bus duty' that afternoon. The majority of the students were in various states of agitation, fueled by hormones that had just recently been switched into overdrive by developing pituitary glands. Buying sodas, 'athletic' drinks, and junk food from the vending machines, chasing each other around the bathrooms that separated the cafeteria from the exits, most of the students seemed like a ...


“Catching Sight Of The Permanent Possibility Of War:” Images Of Totality And Words Of Peace, Norm Friesen Jan 2004

“Catching Sight Of The Permanent Possibility Of War:” Images Of Totality And Words Of Peace, Norm Friesen

Journal of Social Theory in Art Education

In Totality and Infinity (1969), a landmark critique of the Western philosophical tradition, Emmanuel Levinas poses the provocative question: "Does not lucidity, the mind's openness on the true, consist in catching sight of the permanent possibility of war" (21)? Levinas asks, in other words, whether knowledge of the truth as truth has been "seen” in the western philosophical tradition? is in some fundamental way related to the war.


Editorial: Silence Under Erasure—The Silence Of Silence, Jan Jagodzinski, Bill Wightman Jan 2004

Editorial: Silence Under Erasure—The Silence Of Silence, Jan Jagodzinski, Bill Wightman

Journal of Social Theory in Art Education

Author Guagtiumi's cover design speaks eloquently to the theme of this year's journal: silence. The fractal spaces of a complex topological landscape with various intensities of lines that compress and depress throughout are cut and interpenetrated by blank spaces whose sinuous curves stake out a depthless territory that we know nothing about. The "spine" of the cover becomes an artificial divide where the two sides butt together, as if some giant fault tine had been intentionally created. Occasionally a translucent film grows over the force and intensity of these tines, both masking and holding them together to neutralize ...


Black Hawk Down And The Silences Of Ridley’S Scott’S Realism, Robert Nellis Jan 2004

Black Hawk Down And The Silences Of Ridley’S Scott’S Realism, Robert Nellis

Journal of Social Theory in Art Education

A telling moment occurs in the film Black Hawk Down (Bruckheimer & Scott, 2001) when the "reliable" Shawn Nelson is literally struck deaf by the gunfire of his partner. Nelson can no longer hear his fellow American soldiers, their gunfire, or the screams of his dying enemies. Prior to losing his hearing, Nelson puts in a mouth protector, explaining that on his last mission, he almost bit off his tongue. Thus, Nelson ensures that he will be able to speak of any evil he hears, but, alas, he becomes deal. Nelson's predicament somewhat parallels that of the audience of Ridley ...


Review: Postmodern Art Education In Practice. Gude, O. (Ed.). (N.D.). Spiral Art Education, Karen Keifer-Boyd, Patricia M. Amburgy, Wanda B. Knight Jan 2004

Review: Postmodern Art Education In Practice. Gude, O. (Ed.). (N.D.). Spiral Art Education, Karen Keifer-Boyd, Patricia M. Amburgy, Wanda B. Knight

Journal of Social Theory in Art Education

Book review of Spiral Art Education, Olivia Gude (Editor), University of Illinois, Chicago, 2003.


Table Of Contents Jan 2004

Table Of Contents

Journal of Social Theory in Art Education

Table of contents for The Journal of Social Theory in Art Education, 2004, Number Twenty-Four.


Documentary Rhetoric, Fact Or Fiction? University Students React To The Film, Bowling For Columbine, Mary Stokrocki Jan 2004

Documentary Rhetoric, Fact Or Fiction? University Students React To The Film, Bowling For Columbine, Mary Stokrocki

Journal of Social Theory in Art Education

In American schools, violence has evolved as one of our most riveting social problems. The FBI reported at least 28 cases of school shootings since 1982 (Diket & Mucha, 2002). Educators are concerned about the growing number of violent acts in schools across America and seek reasons and results. They insist that teachers pay attention to the pictures students create, discuss violence and related issues with them, and make time to talk about understanding a volatile world (Susi, 2001; Diket & Mucha, 2002). Freedman (1997) earlier advocated that teachers encourage students to examine the media. Ballengee-Morris and Stuhr (2001) advocate that teachers examine visual culture, notably the theme of violence, and its socio-cultural context. jagodginski (1997) points out baby-boomer nostalgia and baby-buster counter-nostalgia as the real problem. Parents avoid the issues of violence and obscene influences. They want to return to their safe childhood. Schools do the same, consider the theme too controversial ...


The Embodied Pedagogy Of War, Charles Garoian, Yvonne Gaudelius Jan 2004

The Embodied Pedagogy Of War, Charles Garoian, Yvonne Gaudelius

Journal of Social Theory in Art Education

In March of 2003 we sat huddled over the computer trying to make sense of the paper that we were trying to write on the obsolete body of art education for presentation at the National Art Education Association (NAEA) conference in Minneapolis. When we began the paper the war on Iraq had not yet begun but it was daily becoming more of a real possibility. The buzz about the impending war became a louder and louder as we lived and worked, not in an mythical ivory tower isolated from the world but in the midst of 24-7 media coverage of ...


The Journal Of Social Theory In Art Education Jan 2004

The Journal Of Social Theory In Art Education

Journal of Social Theory in Art Education

No abstract provided.


Schooled In Silence, Patricia M. Amburgy, Wanda B. Knight, Karen Keifer-Boyd Jan 2004

Schooled In Silence, Patricia M. Amburgy, Wanda B. Knight, Karen Keifer-Boyd

Journal of Social Theory in Art Education

What is not said, is often more powerful than what is spoken about diversity, difference, and identity in U.S. classrooms. Examples are everywhere: Although no students of color may be enrolled in a course at a prominent research university, members of the class do not believe there is such a thing as institutional racism. A handful of women are discussed in course textbooks, all authored by men, but no one thinks it odd that only men have written accounts of women's achievements that appear on the syllabus. Gay, lesbian, bisexual, and transgendered people do not speak for themselves ...


African Art: What And To Whom? Anxieties, Certainties, Mythologies, David Gall Jan 2004

African Art: What And To Whom? Anxieties, Certainties, Mythologies, David Gall

Journal of Social Theory in Art Education

It has taken nearly a whole century to publish two books on African art that recognize the continent as a complex cultural unit within which there is diversity, A History of Art in Africa (Blackmun Visona, M et al, 2001) and Africa, The Art of a Continent (Phillips, T. 1995). Why it taken so long far North and East Africa past and present to be included in texts labeled African art? Why were they not recognized as African? India, also a place of diversity of race and ethnicity, has not similarly treated. The assumptions underlying the norms a representation of ...


Piercing Gaze: Public Art In Schools, Laura Felleman Fattal Jan 2004

Piercing Gaze: Public Art In Schools, Laura Felleman Fattal

Journal of Social Theory in Art Education

A gaze is a silent facial gesture while a piercing gaze suggests a shrieking sound. Unpacking the word, silence, allows one to look at the difference between the verbalizations hailing empowerment and the actual functioning of reinstatements of purpose in learning, teaching and mentoring in a public school. Silence, in the following article, signals a discomfort, sometimes solitude and, at times, an abyss perhaps indicating the disparity between expectation and implementation. The depth of research necessary by the school community to reach consensus for names of dignitaries and the in-depth archival photographic research on the part of the professional artists ...


Playing It Safe In The Artroom, Donalyn Heise Jan 2004

Playing It Safe In The Artroom, Donalyn Heise

Journal of Social Theory in Art Education

As a university supervisor, I have the opportunity to observe preservice teachers as they fulfill their student teaching practicum. Part of my task is to assess their performance, including their competence in content; instructional strategies, classroom management and organization. Some of my student teachers deliver art programs that emphasize media, processes, elements and principles. Many also focus on historical and critical inquiry. Some student teachers have already developed effective classroom management and organizational strategies. But is this evidence of quality art education that will prepare students for life's challenges? Are we denying students the opportunity to experience the transformative ...


Anding—The Dynamic In Education, Katie Roberts Jan 2004

Anding—The Dynamic In Education, Katie Roberts

Journal of Social Theory in Art Education

The world exists in a dynamic that can be described as a web. The moment that you are born, you become part of this web by your every move through space, every encounter with people, and every interaction with objects. Never ending but changing direction, never moving up or down but always laterally, the web progresses and grows continuously. This metaphor also describes the singular existence of all of us by outlining the experiences that help form us. From the common details to the formative moments in life, our lives are a series of cumulative experiences. These experiences connect and ...


Imaged Voices—Envisioned Landscapes: Storylines Of Information-Age Girls And Young Women, Marjorie Manifold Jan 2004

Imaged Voices—Envisioned Landscapes: Storylines Of Information-Age Girls And Young Women, Marjorie Manifold

Journal of Social Theory in Art Education

In Information Age societies around the world, adolescents are storylining-that is, creating and sharing their own stories and images of who they are and how they would like to be in the world. The youth meet in real or cyber spaces to plan, write, and illustrate stories that incorporate either originally conceived characters or adapt characters from published sources. Insofar as these young people intimately identify with the characters of their stories, story lining may be understood as a kind of socio-aesthetic play. By projecting pieces of themselves into the fictive characters of the collaborative story, they are practicing, correcting ...


Questioning Fantasies Of Popular ‘Resistance:’ Democratice Populism And Radical Politics In Visual Cultural Studies, Jan Jagodzinski Jan 2004

Questioning Fantasies Of Popular ‘Resistance:’ Democratice Populism And Radical Politics In Visual Cultural Studies, Jan Jagodzinski

Journal of Social Theory in Art Education

This is the second part to a complementary essay that appeared in JSTAE (jagodzinski 2003). It was also written in 1998 and is being revisited some six years latter given that the cultural landscape in art education is slowly turning its sights towards visual cultural studies, a position JSTAE has been exploring for almost a quarter of a century if we take into account our earlier "Bulletin" publication, which began in 1980. The theme of silence arises, for me, a question of what is a radical politics at the tum of the century? It seems that the only game in ...