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An Examination of Technology-Mediated Feminist Consciousness-raising in Art Education PROCEEDINGS

, SUNY-Empire State College, Center for Distance Learning, United States

AACE Award

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

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.

Citation

Lai, A. (2010). An Examination of Technology-Mediated Feminist Consciousness-raising in Art Education. In D. Gibson & B. Dodge (Eds.), Proceedings of SITE 2010--Society for Information Technology & Teacher Education International Conference (pp. 3013-3020). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2018 from .

Keywords

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