Problem Statement
As previously mentioned, Black women were described as the other by racist and sexist stereotypes to silence her voice. Despite the growing interest in feminism and Black feminism in higher education, limited research has focused on Black feminist practice in education in K-12 setting (Whitehead, 2008). Feminist’s studies in art education do not focus on the Black female art educators experience as the other in an educational institution and how might this influence her instruction to children. To better understand how race, sex, and gender affects Black women, more research is needed on the construction of the stereotypes she face as she walks down the hallway. In addition, what educational resources and materials are available to counter these images? I propose to do an in-depth study of K-12 Black female art educators in the State of New Jersey, to establish what happens to a her when she steps out the degrading stereotype role that threatens the hegemonic educational society and the existence of the patriarchal power system.
Gloria Ladson-Billings’ (2005) Beyond the Big House: African American
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There is no shortage of scholarly literature written about the pedagogical research in art education from White men and women. In addition, art educational instructional resources for the classroom focus primarily on Western Eurocentric artists leaving the Black experience invisible, especially about the Black woman. A number of studies written on teaching feminism and art primarily based from a White female point of view (Church, 2010; Garber, E. 1990; Amendt, 1998; Sandell, R. 1991; Zimmerman, 1990; Hicks, 1990; Collins, 1981). In order to bridge this gap, there is a need to better understand intersectionalities of race, sex and gender influences of feminist theory in the secondary school
To begin with, there are many events in United States history that have shaped our general understanding of women’s involvement in economics, politics, the debates of gender and sexuality, and so forth. Women for many centuries have not been seen as a significant part of history, however under thorough analyzation of certain events, there are many women and woman-based events responsible for the progressiveness we experience in our daily lives as men, women, children, and individuals altogether. Many of these events aid people today to reflect on the treatment of current individuals today and to raise awareness to significant issues that were not resolved or acknowledged in the past.
How does one embrace the message and soul of artwork when you can’t get passed the color of skin in the portraits? Two barrier breaking retrospective artists born with more than 2,899 miles between them have beat down the walls in the art world opening up endless opportunities for female artist today. Carrie Mae Weems and Lorna Simpson specialize in catching the viewer’s eye and penetrating their feelings towards issues of culture, politics, equality, and feminism. It is well established that these woman specialize in identifying problems in their artwork, both artists seem to struggle with not being able to avoid the ignorant eye of stereotyping because they use African American Models in their artwork. Carrie Mae Weems doesn’t see her artwork
The Author of this book (On our own terms: race, class, and gender in the lives of African American Women) Leith Mullings seeks to explore the modern and historical lives of African American women on the issues of race, class and gender. Mullings does this in a very analytical way using a collection of essays written and collected over a twenty five year period. The author’s systematic format best explains her point of view. The book explores issues such as family, work and health comparing and contrasting between white and black women as well as between men and women of both races.
Whitney Chadwick, Women, Art, and Society 3rd ed. (NY: Thames & Hudson world of art, 2002), 153-160.
Jackson, P. (1992). (in)Forming the Visual: (re)Presenting Women of African Descent. International Review of African American Art. 14 (3), 31-7.
After reading the “Introduction to Women’s Studies Concepts” power point the pieces from hooks, Hull and Smith, Kimmel, and Yap are important to feminist literature because they all talk about a different aspect of feminism. In Talking Back by Bell Hooks, the woman explains how it was not okay for her to speak or ask whatever she wanted. “In the world of the southern black community that I grew up in, “back talk” and “talking back” meant speaking as an equal to an authority figure” (1). In the past women were not allowed to just speak their mind it was ‘wrong’. This story demonstrates the black racism involved with feminism. People opened their ears to what the black men had to say, but they could easily block out what the black women had to say. The Politics of Black Women’s Studies by Hull and Smith also dealt with black racism taking place. The men were sexist and the white women were racist. Where did this leave place for the black women? In Men and Women’s Studies: Premises, Perils, and Promise by Kimmel sexism and racism. This short story talks about how women’s studies lea...
The foundation of the initiative is creating opportunities for women of color to advance their education and here in the United States young women of color face some of the same challenges as their male counterparts but they also face many which are different. In regards to education, colored females face higher levels of discipline than both their male and white counterparts. Although Michelle Obama has declared that “Black girls rock (Crenshaw 27)” and President Obama has founded an initiative for colored boys, the lack of political involvement in addressing the challenges faced by women has appeared to put the interests of colored boys above those of their female
The year was 1915, Carter G. Woodson had recently traveled from Washington D.C to celebrate the fiftieth anniversary of emancipation. This gave him and thousands of other African Americans the ability to appreciate displays highlighting the progress African Americans had made since the abolishment of slavery. This occasion inspired Woodson and four others to form the Association for the Study of Negro Life and History (now Association for the Study of African American Life and History or ASALH). This organization’s purpose was to recognize and promote the accomplishments and history of African Americans that often went unnoticed. In 1916, Woodson created The Journal of Negro History in hopes that it would familiarize people with the findings and achievements of African Americans. But Woodson wanted more; he wanted all people to celebrate and be aware of the great things African Americans had and were accomplishing. He wanted both whites and blacks to have strong, positive affiliations. Woodson decided the best way to accomplish these things was to create Negro Achievement Week.
For centuries African Americans have fought for equal rights, one of them being an opportunity for the chance to get an equal education. Many people believe that African Americans have an equal or better chance at getting an education than other students. This is not the case when in fact, it is actually harder for these three reasons: African American students tend to come from harsh, poverty stricken atmospheres. Shattered family lifestyles that make it difficult to pursue a higher education because they have not received the proper information. Secondly, just because African Americans are minorities does not mean that they receive a vast amount of government assistance or financial aid to pursue a higher education. Lastly, African American students do not receive the same treatment as other students when they attend predominantly white colleges and universities.
Although the institutionalization of the fields of Black and Women’s Studies were still years away, the aforementioned black women, along with many others, were essential to the development of the epistemological and theoretical concepts that would later become the foundation. We can clearly see gaps in the literature in the area of Black Women’s Studies, as the writers discuss these women from the standpoint of either the Africana or Feminist Tradition. Some make mention of the intersection of racial and gendered oppression, but only in passing
: In today’s society, the education system has been a prodigious concern. It has been a hot button issue on how the school system should be handled. There have been several racial inequalities in the schools and the students are the ones that are affected by it. In the New York Times newspaper, writer Motoko Rich has been following how the Federal system will be placed at schools. Rich’s article titled “New Federal Guidelines Aim to Rid Schools of Racial Inequality” talks about how the new Federal guidelines will aim to get rid of the racial inequalities that the schools and students face in everyday life. Rich’s view point on these new guidelines is that she is in favor of the Federal guidelines. She starts off by saying that racial minorities
After writing my newspaper article on the NAACP, I realized that the African American community needed a renewed sense of belonging, like all the other communities have in this day in age. This sense of being is better known as equality. Webster’s dictionary defines equality as having the same rights, social status and opportunities as others. The African American community has yet to reach a plateau were they are seen as equals. Equalities for African Americans are still a foreign subject, but hopefully will progress in the future.
The Guerrilla Girls have had their ups and downs, their message against discrimination has only widened and intensified: Both their support of equal representation of queer artists and artists of color, along with their focus on the flow on money through art channels have become key platforms in their fact-finding mission. In March 2012 alone, the Guerrilla Girls had two new projects hitting the streets and piercing minds, as they label themselves the conscious of the art world. (Guerrilla girls, inc, 2016) The message being sent by the Guerrilla Girls grew as not only did they’re updated museum guide stocked with the recent salaries, disproportions in pay, creating even more discussion about gender inequality in the art world. Within an interview
There is a long history of gender roles in society. The expectations of gender roles continually shift; however, there is not a time when women and men share the same equalities simultaneously. The idea of how men and women should act is instilled in us at a young age. I think it starts really young with girls and boys being told what they can be and when they see what they are expected to be, they abandon parts of them which society deems as undesirable. We don’t acknowledge how much pressure we put on men and women to conform to the ideas of gender roles but it is apparent in our media and in the history of our art. One of the most influential things about figurative art is that it has the ability to capture society’s concepts of how men and women are expected to be during that time period. One thing for certain about gender equality is that it has historically and predominantly been a women’s movement. This sculpture, entitled Portrait Bust of a Woman with a Scroll, stood out to me in particular. It is is made of pentelic marble and dates back to the early 5th century. The sculpture shows a woman with a restless face, clothed in a mantle and head piece while holding a scroll. This sculpture reflects the women’s intelligence and capabilities being overshadowed by her gender and
The right for women to be educated has been long sought after. The history of women education started the beginning of feminism. Education, over the last two hundred years, has changed women lives in America according to Barbara M. Solomon. In the early years of American history women were discouraged from getting a higher education it would be considered unnatural for women to be educated, and women were only taught domestic skills such as sewing, cooking and child-rearing. American women began to seek opportunities for further education, as well as equal rights. The history of women’s education has evolved through events that have shaped the culture of America today. To better understand the women’s education movement, it is important to know the background of its history.