東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The discursive formation of an art h...

Kundu, Rina.

FindBook

Google Book

Amazon

博客來

The discursive formation of an art history survey classroom.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The discursive formation of an art history survey classroom./
作者:	Kundu, Rina.
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1640.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Art. -
電子資源:	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.
LDR:02244nam 2200277 4500 001 1401751
005 20111017130521.5
008 130515s2008 ||||||||||||||||| ||eng d
020 $a 9780549628569
035 $a (UMI)AAI3313048
035 $a AAI3313048
040 $a UMI $c UMI
100 1 $a Kundu, Rina. $3 1680907
245 1 4 $a The discursive formation of an art history survey classroom.
300 $a 205 p.
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.
590 $a School code: 0168.
650 4 $a Education, Art. $3 1018432
650 4 $a Art History. $3 635474
690 $a 0273
690 $a 0377
710 2 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 69-05A.
790 1 0 $a Daniel, Vesta, $e advisor
790 $a 0168
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3313048