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Constructing Resistance - Negotiations of Femininity, Race and Age in Swedish Visual Arts Education
Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.ORCID-id: 0000-0003-1031-7098
2019 (engelsk)Inngår i: Nofa7 Abstracts, Stockholm, Sweden: Stockholm University, 2019, s. 67-67Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The following paper discusses two paradoxes in Swedish schools Visual Arts Education. The first one concerning that while a norm critical perspective more commonly is implemented in Swedish school settings by a growing number of teachers, many classrooms remain color mute. However, the active effort to keep the race issue silenced confirms its very importance (Castagno 2008). The second paradox concerning that even though gender equality is an important aspect of the Swedish National Curriculum, and my field studies was conducted in whatthe teachers and pupils commonly referred to as a feminist aware school, where girls where expected to have a strong voice and make resistance, gender equality still was overruled in the interaction between the male teacher in his forties and the female pupils. Based on ethnographic fieldwork at an urban upper secondary school with a national Visual Arts program, I video recorded a group of pupils working with an art film assignment. The theme for the task was “power and resistance”, and the pupils selected a non-white, feminine body in order to represent the position of the subordinate, the one, as the pupils put it, in need to learn how to resist oppression. My study show how femininity, race and age are enacted, for example by styling the casted pupil Vendela in a mixture of traditional female Asian clothing, and accessories to promote an East Asian look orienting her body as non-white. I examine how oppressed femininity is performed and encouraged to be negotiated and problematized in formal education, by teachers and pupils and how inequalities are both reproduced and challenged. But at the same time as the pupils perform these subject positions there issomething more going on; a hint of something unspoken that participants still assign significance. There seems to be aspects of the visualization of bodies that may not be articulated in words, but still is employed as a resource when pupils uses their own bodies and appearance to create an aesthetic utterance about subordination. Thus, I analyze how gender, race and age interact as discursive and aesthetic practices, in some young people's visual arts assignment. The theories of use are gender theory with an intersectional approach, critical race theory and the perspective of visual culture theory.

sted, utgiver, år, opplag, sider
Stockholm, Sweden: Stockholm University, 2019. s. 67-67
HSV kategori
Identifikatorer
URN: urn:nbn:se:su:diva-175361OAI: oai:DiVA.org:su-175361DiVA, id: diva2:1362807
Konferanse
NOFA7​, Nordic Conference on​ Teaching and Learning in Curriculum Subjects, Stockholm, Sweden, 13-15 May, 2019
Tilgjengelig fra: 2019-10-21 Laget: 2019-10-21 Sist oppdatert: 2019-10-22bibliografisk kontrollert

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