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Indian Art Education and Teacher Ide...

Sharma, Manisha.

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Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in A Postcolonial Globalization Context.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in A Postcolonial Globalization Context./
Author:	Sharma, Manisha.
Description:	287 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
Contained By:	Dissertation Abstracts International74-01A(E).
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3528987
ISBN:	9781267633071

Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in A Postcolonial Globalization Context.
Sharma, Manisha.

Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in A Postcolonial Globalization Context. - 287 p.

Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2012.

This dissertation examines the idea that the identity of Indian artist educators and consequently Indian art education is an assemblage of socio-cultural and ideological experience and influence, and of disciplinary transgressions into pedagogical borderlands. The primary source for the concept of assemblage as employed in this study is the writing of Deleuze and Guattari.

ISBN: 9781267633071Subjects--Topical Terms:

1018432
Education, Art.

Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in A Postcolonial Globalization Context.
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020 $a 9781267633071
035 $a (MiAaPQ)AAI3528987
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100 1 $a Sharma, Manisha. $3 2095585
245 1 0 $a Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in A Postcolonial Globalization Context.
300 $a 287 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-01(E), Section: A.
500 $a Adviser: Kevin Tavin.
502 $a Thesis (Ph.D.)--The Ohio State University, 2012.
520 $a This dissertation examines the idea that the identity of Indian artist educators and consequently Indian art education is an assemblage of socio-cultural and ideological experience and influence, and of disciplinary transgressions into pedagogical borderlands. The primary source for the concept of assemblage as employed in this study is the writing of Deleuze and Guattari.
520 $a I identify and analyze three assemblages of identity, namely: a) postcolonial self-consciousness, b) disciplinary organization, and c) social organization, to consider how art education might be approached 'other'wise in theory and practice. This analysis is based on narratives of learning, teaching and ideology that emerge in engaging composite voices of urban Indian art educators on their practice, with articulations of policy and curriculum voices.
520 $a I employ a conceptual framework of ontological hybridity that folds Indian Vedanta philosophy onto concepts of Deleuze and Guattari, such as assemblage, rhizome, and space. I do so in context of developments in curriculum and pedagogy in art education on disciplinary and social levels. I place my dissertation within the discourse of postcolonial globalization theory, exploring the concept of ambivalence in relation to identity. I employ a methodology located in the borderlands of narrative inquiry and grounded theory.</.
590 $a School code: 0168.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Philosophy of. $3 783746
690 $a 0273
690 $a 0998
710 2 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 74-01A(E).
790 $a 0168
791 $a Ph.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3528987