Identity Politics and the Queering of Art Education: Inclusion and the Confessional Route to Salvation

Autor/in	Addison, Nicholas
Titel	Identity Politics and the Queering of Art Education: Inclusion and the Confessional Route to Salvation
Quelle	In: International Journal of Art & Design Education, 26 (2007) 1, S.10-20 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/j.1476-8070.2007.00505.x
Schlagwörter	Art Education; Homosexuality; Art Teachers; Mass Media; Social Attitudes; Social Theories; Secondary Schools; Design; Social Influences; Social Bias; Secondary School Curriculum; Sexual Orientation; Cultural Influences; Educational Environment + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Homosexualität; Art teacher; Kunsterzieher; Kunsterzieherin; Massenmedien; Social attidude; Soziale Einstellung; Gesellschaftstheorie; Sekundarschule; Sozialer Einfluss; Sexuelle Orientierung; Cultural influence; Kultureinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	In this article I discuss the relationship between theories of identity and making practices in secondary art and design. Of particular interest is the way students are invited to explore identities in relation to a sense of self and the extent to which this is informed by schools' concern to make diversity visible through multicultural celebration, thus framing and possibly limiting exploration. It is notable that non-heternormative sexual identities remain largely invisible in the official curriculum and I examine the disjunction between this absence and their hypervisibilty in the mass media and its culture of confession/exposure. I revisit Michel Foucault's discussion of the history of sexuality as a way to understand the development of confessional discourses in modern culture and to provide an alternative and ambivalent reading of the power relations implicit in work exploring identities by art and design students. Specifically, I look at the position of gay and lesbian students and teachers, and ask whether their sexuality can figure within the injunction "explore your identity". Given the heteronormative culture of schooling, I end by recommending that individuals should be wary of outing themselves in the name of self-expression but that art teachers could use strategies of distancing to engage students with issues of sexuality and join with others to counter homophobia by queering the curriculum. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10