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African images in the art classroom:...

Alden, Donna Sue.

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African images in the art classroom: An exploration of the reactions of African-American students toward African art.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	African images in the art classroom: An exploration of the reactions of African-American students toward African art./
作者:	Alden, Donna Sue.
面頁冊數:	129 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0853.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3085584

African images in the art classroom: An exploration of the reactions of African-American students toward African art.
Alden, Donna Sue.

African images in the art classroom: An exploration of the reactions of African-American students toward African art. - 129 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0853.

Thesis (Ph.D.)--University of Missouri - Kansas City, 2003.

This document is a comparative study of how African American students react to African art as opposed to African American art in one sixth-grade class. The theory of Social Reproduction formulated by Pierre Bourdieu and Jean-Claude Passeron supports the conclusion, based upon the data collected, that Social Reproduction is occurring in this situation. Exclusionary practices, which accounts for a great amount of pedagogical work in an educational system, instills in African American students the legitimacy of the dominant culture and the illegitimacy of their own.Subjects--Topical Terms:

626654
Education, Sociology of.

African images in the art classroom: An exploration of the reactions of African-American students toward African art.
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245 1 0 $a African images in the art classroom: An exploration of the reactions of African-American students toward African art.
300 $a 129 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 0853.
500 $a Adviser: Dianne Smith.
502 $a Thesis (Ph.D.)--University of Missouri - Kansas City, 2003.
520 $a This document is a comparative study of how African American students react to African art as opposed to African American art in one sixth-grade class. The theory of Social Reproduction formulated by Pierre Bourdieu and Jean-Claude Passeron supports the conclusion, based upon the data collected, that Social Reproduction is occurring in this situation. Exclusionary practices, which accounts for a great amount of pedagogical work in an educational system, instills in African American students the legitimacy of the dominant culture and the illegitimacy of their own.
520 $a Data indicates that many African American students either react negatively toward African art to display behaviors that the art teacher misinterprets as negative or considers inappropriate. Conversely, these same students do not display these attitudes or behaviors when exposed to African American art. Decisions regarding images used in the classroom often reflect a dominant cultural bias and in effect, art that is excluded sends a subtle message of an image hierarchy. African American students who are denied the emotional and cultural healing that studying images of African art could possibly provide do not acquire the cultural capital necessary to build a positive self image. Because African American students, through a long history of negativity toward Africa, are unable to resolve this area of conflict they are made to feel like they are “bad” students. Failure becomes a self-fulfilling prophecy and students are made responsible for their own failure. Those who control the image of “others” maintain their positions of power, especially if those images are purveyed as negative.
520 $a Although reproducing the existing power structure may not be a conscious motive of art teachers, many of their pedagogical practices replicate conditions necessary for creating a system of domination and oppression. Additional research to develop sound pedagogical practices are necessary to assist African American students in their struggle to discover a true and accurate historical connection to Africa and construct a more actualized self.
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