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Articles 1 - 30 of 48
Full-Text Articles in Education
Publishing Information
Journal of Social Theory in Art Education
Publishing information for The Journal of Social Theory in Art Education, 2005, Number Twenty-Five.
Table Of Contents
Journal of Social Theory in Art Education
Table of contents for The Journal of Social Theory in Art Education, 2005, Number Twenty-Five.
Editorial: The Paradoxes Of Un(Becoming), Jan Jagodzinski, Bill Wightman
Editorial: The Paradoxes Of Un(Becoming), Jan Jagodzinski, Bill Wightman
Journal of Social Theory in Art Education
Un(becoming) is one of those adjectival words in the Merriam Webster dictionary that holds the tension of its own contradiction. Its synonyms seem to summon an endless array of descriptive abjections: unsuitable, unflattering, unappealing, undesirable, unfitting, out of place, unfit, tasteless, malapropos, unseemly, indecorous, inappropriate, unsuitable. We need not go on to get the point. Becoming, on the other hand, appears entirely positive. It denotes well chosen, tasteful, presentable, welcoming, excellent, graceful, acceptable, agreeable, attractive, effective, and so on; in short, all that which is familiar, acceptable and beautiful. Un(becoming) is, therefore, purposefully presented as a portmanteau word containing the …
Images: An Unbecoming Child: A (Per)Verse Growth Chart, Kevin Tavin
Images: An Unbecoming Child: A (Per)Verse Growth Chart, Kevin Tavin
Journal of Social Theory in Art Education
Within silhouettes of male and female figures, cut out in the space between two walls, are chemically transferred images from (Spectral traces of) photos in my life-adulthood to childhood. These are representations of d(evolved) (dis)solutions to the crisis between my / self and other(s). The growth chart is reversed and perverse with the marking and masking of my maleness/femaleness. It is (the) unbecoming of me.
Stranger Within, Anniina Suominen
Stranger Within, Anniina Suominen
Journal of Social Theory in Art Education
I base my teaching philosophy on the continuous self-directed learning of an individual. My goal is to help my students to learn to problematize their perception, their ways of thinking, their understanding of themselves, and their satisfaction with achieved learning goals. I support my students in their journeys of becoming critical searchers and inquirers of knowledge, visuality, and perceived reality. Although it is apparent they have learned to question authority and pre-given role and behavior models, I watch them searching for shortcuts for the answers within the complex structure of too many potential solutions.
(Un)Becoming Working Class? Living Across The Lines, Ed Check
(Un)Becoming Working Class? Living Across The Lines, Ed Check
Journal of Social Theory in Art Education
I am writing this piece as a white self-identified gay male raised working class associate professor in art who is actively reconnecting with my past/roots, trying to better understand my sense of isolation in academe and my slowly seething anger directed at many of my academic colleagues. By working class I mean 2nd and 3rd generation Polish-American, devout Catholic, white privilege, contractor father, housewife mother, large family, in and out of poverty at times, racist with no real information. By academe I mean working for six years to achieve and be granted tenure at Texas Tech University in visual studies.
The Journal Of Social Theory In Art Education
The Journal Of Social Theory In Art Education
Journal of Social Theory in Art Education
No abstract provided.
(Un)Becoming Queer/(Un)Becoming Lgbtic, Kimberly Cosier, Laurel Lampela, Susan Marie De La Garnica, James Sanders, Deborah L. Smith-Shank, Mindi Rhodes, Jessie Whitehead
(Un)Becoming Queer/(Un)Becoming Lgbtic, Kimberly Cosier, Laurel Lampela, Susan Marie De La Garnica, James Sanders, Deborah L. Smith-Shank, Mindi Rhodes, Jessie Whitehead
Journal of Social Theory in Art Education
This article is one result of an ongoing dialogue among a number of members of the LGBTIC/Queer Caucus. The dialogue has taken place primarily through a torrent of e-mails, but also through a number of emotionally charged telephone calls. It began as a friendly, (perhaps naively) simple idea -to turn members' viewpoints about changing the name of our caucus, from "Lesbian, Gay, Bisexual and Transgendered Issues Caucus" to "Queer Issues Caucus" into an article. What began with good will and a fervent hope for understanding, at times turned into vitriol and contention -volleys of world views, personal identities, and philosophies. …
Toward Art-Making As Liberatory Pedagogy And Practice: Artists And Students In An Anti-Bullying School Reform Initiative, Sharon Verner Chappell
Toward Art-Making As Liberatory Pedagogy And Practice: Artists And Students In An Anti-Bullying School Reform Initiative, Sharon Verner Chappell
Journal of Social Theory in Art Education
I sit at my desk for the last thirty minutes before driving to school where I will teach a painting lesson on abstract art. I am an after school visual arts intervention teacher who travels among ten K-6 urban schools in the Bay Area of California. When I am not on campus, I am working at the district office coordinating visiting artist programs and developing integrated arts curriculum. Yet each day, I notice an increasing disconnect between my duties as a teacher and my own arts practice. My painting, collage, and drawing lessons look just like the ones in the …
Visual Culture And Teenage Girls: Unraveling “Cultural” Threads Tied To “Self” And “Other”, Carrie Markello
Visual Culture And Teenage Girls: Unraveling “Cultural” Threads Tied To “Self” And “Other”, Carrie Markello
Journal of Social Theory in Art Education
Visual culture is prevalent in almost every aspect of our lives. We take photos with our cell phones, read magazines brimming with full color images, visit art museums, download streaming video, watch MTV, and scan street signs to find our favorite fast food restaurant. One hundred years ago, except for visiting art museums and reading magazines, these activities were nonexistent. As the twentieth century progressed, visual culture has increasingly been disseminated through new technological developments. In the sixties, Marshall McLuhan forecasted the impact of media upon our changing world. "The medium or process, of our time-electronic technology-is reshaping and restructuring …
Images: Unbecoming War: Becoming Witness And Scribe, Deborah Smith-Shank
Images: Unbecoming War: Becoming Witness And Scribe, Deborah Smith-Shank
Journal of Social Theory in Art Education
My artwork, called Wargoddess: Shock&Awe, positions me as a Witness and a Scribe. I cut pictures of my family into small pieces and pasted these people I love without reservation around the goddess. I wrote and pasted words. I pasted the map of Iraq on her stomach and made Baghdad her belly button. As I worked, I wondered whose side god[dess] is on and why anyone could possibly think that s/he took sides.
Abu Ghraib: (Un)Becoming Photographs: How Can Art Educators Address Current Images From Visual Culture Perspectives?, Nancy Pauly
Abu Ghraib: (Un)Becoming Photographs: How Can Art Educators Address Current Images From Visual Culture Perspectives?, Nancy Pauly
Journal of Social Theory in Art Education
On Friday, May 7, 2004 the front page of The New York Times contained two photographs and a headline: "From Picture of Pride to Symbol of Abuse" (Dao, 2004, p.1). In the top photograph Lynndie R. England appears in 2003, smiling, standing in a relaxed family setting, and wearing a blue" Authentic USA" hooded sweatshirt with red and white lettering. Until early May that photo had been displayed in the Mineral County West Virginia Courthouse with other photographs of local soldiers stationed in Iraq.
Community Pedagogy In Idaho, Kathleen Keys
Community Pedagogy In Idaho, Kathleen Keys
Journal of Social Theory in Art Education
The following pages chronicle a diverse collage of recent un(becoming) and becoming events from arts policy realms, as well as issues, events and programming in the Idaho arts community. Throughout the narration and description, critical analyses of these actual events, and the articulated and sometimes hidden pedagogies of these situations are measured against the criteria of community pedagogy. Rather than examining un(becoming)/becoming as a simple binary, the complexity of evaluating these events as either or both is presented when appropriate. Strong motivation to recognize social change and justice efforts through exercised community pedagogy nonetheless leads the evaluation and analysiS. Local …
Identity Politics Of Disability: The Other And The Secret Self, Alice Wexler
Identity Politics Of Disability: The Other And The Secret Self, Alice Wexler
Journal of Social Theory in Art Education
Ambivalence with severe physical and mental abnormality runs deep in pedagogy, but it is only a reflection of an historical ambivalence in western culture. By analyzing institutionalized behaviors towards, and assumptions about, disability in art and education, I hope to speak to the theme of the journal, which is "(Un)becoming." For at least a century individuals with severe physical disabilities have been derided as freaks, while for two decades of youth counterculture, the same term denoted a rite of passage. Individuals who exhibit their disability professionally want to be called performers or entertainers, while the Mothers of Inventions' first album …
In The Realm Of The “Real”: Outsider Art And Its Paradoxes For Art Educators, Jan Jagodzinski
In The Realm Of The “Real”: Outsider Art And Its Paradoxes For Art Educators, Jan Jagodzinski
Journal of Social Theory in Art Education
In this essay I want to argue that un (becoming) is a word much like Freud's (1919) discussion of the word unheimlich (uncanny), which reveals a secretive and clandestine aspect of art that art educators must and should concern themselves with, since it identifies a "realm of the Real" whose abjection legitimates our very practice at its expense. It marks a return of the repressed. Un (becoming), like Freud's uncanny is visual art's non-reflected double as I attempt to show. This is the issue I wish to raise when it comes to the question of so-called "Outsider art," sometimes referred …
Visual Culture Explorations: Un/Becoming Art Educators, Wanda B. Knight, Karen Keifer-Boyd, Patricia M. Amburgy
Visual Culture Explorations: Un/Becoming Art Educators, Wanda B. Knight, Karen Keifer-Boyd, Patricia M. Amburgy
Journal of Social Theory in Art Education
What we consider to be obvious, true, or commonsense depends on the various assumptions we hold. Becoming aware of our assumptions is difficult at best. Despite our belief that we know what our assumptions are, we are hindered by the fact that we are using our own interpretive filters to become knowledgeable of our own filters. Described as a "cognitive catch-22,” it is the equivalent of our trying to see the back of our head while looking directly into a mirror (Brookfield & Preskill, 1999). Becoming critical requires that we find a mirror that critically reflects our thinking and reveals …
Un/Becoming Digital: The Ontology Of Technological Determinism And Its Implications For Art Education, Alison Colman
Un/Becoming Digital: The Ontology Of Technological Determinism And Its Implications For Art Education, Alison Colman
Journal of Social Theory in Art Education
Artists have been experimenting with analog and digital technologies since the 1960's; early examples include Billy Khiver's Experiments in Art and Technology (E.A.T.) and Nam June Paik (1966). While countless artists have since made highly innovative use of new media such as the computer, artificial intelligence (AD, biotech, the Internet and the World Wide Web, LED, motion capture, gesture tracking, CPS, open source, and robotics, artist/ theorists such as Penny (1995), Lovejoy (1997), Weibel (1996; 2001) and Wilson (2002) have cautioned against appropriating deterministic engineering models underlying such technologies.(l)These models, predominant in commercial industry, government and the military, embrace efficiency, …
“People Should Come To Work”: Un-Becoming Cartesian Subjects And Objects In Art Education, Sara Wilson Mckay
“People Should Come To Work”: Un-Becoming Cartesian Subjects And Objects In Art Education, Sara Wilson Mckay
Journal of Social Theory in Art Education
When asked about how he wants viewers to engage with his often confrontational and difficult work, performance artist William Pope. L responded, "people should come to work" (personal communication, February 3, 2003). Preparedness to engage, to work, is at the core of considering the connection of art education and democracy. All too often that connection is reduced to the idea of beauty being in the "eye of the beholder" and you can do whatever you want-flit's a free country!" Re-imagining the work of art education, I want to talk of rhizomes and cyborgs, perhaps at the risk of alienating readers …
Contents
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Specialists Definition
Mathematics Specialists Definition
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Specialists Task Force Report, Virginia Mathematics And Science Coalition Task Force
Mathematics Specialists Task Force Report, Virginia Mathematics And Science Coalition Task Force
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Teacher Specialists In Virginia: A History, L. D. Pitt
Mathematics Teacher Specialists In Virginia: A History, L. D. Pitt
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Specialists In Alexandria City Public Schools, S. Birnie
Mathematics Specialists In Alexandria City Public Schools, S. Birnie
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Specialists In Elementary Schools: "The Arlington Story", P. Robertson
Mathematics Specialists In Elementary Schools: "The Arlington Story", P. Robertson
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Executive Summary – Building The Case: Mathematics Specialists
Executive Summary – Building The Case: Mathematics Specialists
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Mathematics Specialists In Norfolk Public Schools, D. Walston
Mathematics Specialists In Norfolk Public Schools, D. Walston
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Leadership Progress In Stafford County Schools, V. Inge
Leadership Progress In Stafford County Schools, V. Inge
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Hopewell, Virginia: How Do You "Hook" Elementary Teachers Into Enjoying And Seeing The Beauty Of Mathematics?, Y. Smith-Jones
Hopewell, Virginia: How Do You "Hook" Elementary Teachers Into Enjoying And Seeing The Beauty Of Mathematics?, Y. Smith-Jones
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Active Facilitation: What Do Specialists Need To Know And How Might They Learn It?, D. Schifter, J. B. Lester
Active Facilitation: What Do Specialists Need To Know And How Might They Learn It?, D. Schifter, J. B. Lester
Journal of Mathematics and Science: Collaborative Explorations
Sustained, innovative professional development is now widely acknowledged as essential to the improvement of mathematics instruction in the nation’s schools. In recent years, this recognition has prompted the production of a variety of materials designed to support new teacher development programs. However, with the availability of such materials, serious concerns arise as to the kinds of knowledge required of professional development providers, often teachers who have been assigned Mathematics Specialist roles, and the means by which this knowledge is to be acquired. The authors of this paper address such questions in the context of one professional development seminar, Developing Mathematical …
Mathematics Professional Development That Focuses On Student Achievement: A Parallel Case Example, N. R. Iverson
Mathematics Professional Development That Focuses On Student Achievement: A Parallel Case Example, N. R. Iverson
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.