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The discursive formation of an art h...

Kundu, Rina.

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The discursive formation of an art history survey classroom.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The discursive formation of an art history survey classroom./
Author:	Kundu, Rina.
Description:	205 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1640.
Contained By:	Dissertation Abstracts International69-05A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313048
ISBN:	9780549628569

The discursive formation of an art history survey classroom.
Kundu, Rina.

The discursive formation of an art history survey classroom. - 205 p.

Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1640.

Thesis (Ph.D.)--The Ohio State University, 2008.

The Discursive Formation of an Art History Survey Classroom is a study taken of a survey class and how the discourses in which it is imbedded privilege ways in which the classroom constructs knowledge about art, culture, and difference. The concept of discourse as developed within poststructuralist theory has become central to my investigation as I search to develop a critical understanding of how art history teaching facilitates meaning making. Drawing on the work of Michel Foucault, discourse can be understood as a structure through which knowledge produces activity. Specifically, I seek to reveal the discursive practices that structure teaching and how such practices frame ways in which we participate in the world. By focusing on one art history course, in the midst of education reform, I examine the environment of the classroom, the discursive practices of art history, and how its educators stage signification and deploy relations of power through their choices and actions, and construct and embody values through their framings. My intention is to question the hierarchies of knowledge at work in the ways in which we see and understand art, culture, and difference in this environment, and how these understandings have relevance to wider cultural experiences. Findings included humanistic and counter-humanistic discourses that structured the classroom.

ISBN: 9780549628569Subjects--Topical Terms:

1018432
Education, Art.

The discursive formation of an art history survey classroom.
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245 1 4 $a The discursive formation of an art history survey classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1640.
500 $a Adviser: Vesta Daniel.
502 $a Thesis (Ph.D.)--The Ohio State University, 2008.
520 $a The Discursive Formation of an Art History Survey Classroom is a study taken of a survey class and how the discourses in which it is imbedded privilege ways in which the classroom constructs knowledge about art, culture, and difference. The concept of discourse as developed within poststructuralist theory has become central to my investigation as I search to develop a critical understanding of how art history teaching facilitates meaning making. Drawing on the work of Michel Foucault, discourse can be understood as a structure through which knowledge produces activity. Specifically, I seek to reveal the discursive practices that structure teaching and how such practices frame ways in which we participate in the world. By focusing on one art history course, in the midst of education reform, I examine the environment of the classroom, the discursive practices of art history, and how its educators stage signification and deploy relations of power through their choices and actions, and construct and embody values through their framings. My intention is to question the hierarchies of knowledge at work in the ways in which we see and understand art, culture, and difference in this environment, and how these understandings have relevance to wider cultural experiences. Findings included humanistic and counter-humanistic discourses that structured the classroom.
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