An Examination of Technology-Mediated Feminist Consciousness-raising in Art Education PROCEEDINGS
Alice Lai, SUNY-Empire State College, Center for Distance Learning, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA Publisher: AACE, Chesapeake, VA
As female enrollment in higher education continues to grow and information and visual technologies continue to advance, art educators need to carefully examine and implement pedagogy in technology-mediated learning environments in order to generate innovative ways to empower female students. To this end, I conducted an empirical study to explore the pedagogical rationale and strategies that would support raising gender consciousness through a technology-mediated learning environment. Using a feminist lens, I first examine gender issues in technological social and learning environments. I suggest that art educators carefully practice feminist pedagogy and feminist consciousness-raising (CR) in order to motivate students to examine gender issues in art. I then present a sampling of student online discussions to illustrate how the Interaction Analysis Model can be applied to foster a feminist CR space that privileges participation, dialogue, diverse personal narratives, multiple interpretations, experiential knowledge, and gender-centeredness.
Lai, A. (2010). An Examination of Technology-Mediated Feminist Consciousness-raising in Art Education. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3013-3020). Chesapeake, VA: AACE. Retrieved March 7, 2014 from http://www.editlib.org/p/33827.
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