Pub Date : 2020-04-26DOI: 10.1163/9789004420755_010
D. Clover, Seeing The Unseen, Through The, Feminist Museum Hack, D. Clover
I teach a course on culture and adult education and I begin by asking the students to name five male and then five female artists. Monet, Van Gogh, Dali, Picasso, Gauguin and more come easily for the former whilst eyes cast downward and silence meets the latter. Save gender, I set no parameters yet the students visualize ‘Europeans’, ‘famous’ and ‘painters’. Activities on ‘historical figures’ yield similar results. What is responsible for creating such limitations to our cultural, social, political, historical, and aesthetic world? The education system is one answer but another, and the focus of this chapter, is art galleries and museums (hereafter simply ‘museums’). Whether one frequents them or not, these ubiquitous cultural institutions have the power to produce, shape and “mobilise representations of the world past and present [telling us] what the world is, or should be” (Hall, 2013, p. 127). Feminist cultural theorists Carson and Pajaczkowska (2001) refer to representations as ‘the seen’, and they are powerful because sight more than anything else is “considered evidence, truth and factual” as it establishes “a particular relation to the reality in which a visual is considered” (p. 1). Therefore, what we see, and are shown, and the settings of seeing and showing such as the authoritative context of the museum, produce reality. Carson and Pajaczkowska also draw attention to the relationship between the ‘seen’ and the ‘unseen’, with the former acting as a façade “to an underlying and unseen system of meaning” that has implications ranging from aesthetics to identity (p. 1). Deconstructing the seen to unearth the unseen systems of meaning that perpetuate gender injustices has been a preoccupation of feminist cultural researchers for decades. As a feminist adult educator and researcher with one foot in museums and the other in gender justice and change, creating a pedagogical activity to operationalize pedagogically and investigate methodologically the unseen has been my aim. I have taken to heart Plantenga’s (2012) challenge to design “tools to analyse the underlying systems of power that institutionalise and manipulate identities in ways that justify oppression, discrimination and often violence” (p. 29). Manicom and Walters (2012, p. 4) too call for new “pedagogies of possibility ... grounded in pragmatic
我教一门关于文化和成人教育的课程，一开始我会让学生分别说出五个男艺术家和五个女艺术家的名字。莫奈、梵高、达利、毕加索、高更等人很容易与前者相遇，而后者则目光低垂，沉默不语。除了性别，我没有设定任何参数，但学生们想象的是“欧洲人”、“名人”和“画家”。关于“历史人物”的活动也产生了类似的结果。是什么给我们的文化、社会、政治、历史和审美世界造成了这样的限制?教育系统是一个答案，但这一章的重点是艺术画廊和博物馆(以下简称“博物馆”)。无论人们是否经常光顾它们，这些无处不在的文化机构都有能力产生、塑造和“动员过去和现在的世界的表征(告诉我们)世界是什么，或者应该是什么”(Hall, 2013, p. 127)。女权主义文化理论家Carson和Pajaczkowska(2001)将表征称为“被看到的”，它们是强大的，因为视觉比其他任何东西都更“被认为是证据、真理和事实”，因为它建立了“与现实的特殊关系，在现实中，视觉被考虑”(第1页)。因此，我们所看到的，被展示的，以及看到和展示的环境，如博物馆的权威背景，产生了现实。Carson和Pajaczkowska还关注了“可见”和“不可见”之间的关系，前者充当了“一个潜在的和不可见的意义系统”的表面，它具有从美学到身份的各种含义(第1页)。解构可见以揭示使性别不公正永久化的不可见的意义系统一直是女权主义文化研究者几十年来关注的问题。作为一名女权主义成人教育工作者和研究人员，一只脚踏在博物馆，另一只脚踏在性别正义和变革领域，创造一种教学活动，以教学方式进行操作，并从方法论上调查看不见的东西，这一直是我的目标。我牢记普兰滕加(2012)的挑战，即设计“工具来分析潜在的权力体系，这些权力体系以使压迫、歧视和暴力合理化的方式将身份制度化和操纵”(第29页)。Manicom和Walters (2012, p. 4)也呼吁新的“可能性教学法……以务实为基础
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Pub Date : 2020-04-26DOI: 10.1163/9789004420755_005
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Pub Date : 2020-04-26DOI: 10.1163/9789004420755_014
Jonathan Langdon, Melissa A. Jackson, Sophia Kitcher
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Pub Date : 2020-04-26DOI: 10.1163/9789004420755_017
G. Walsh
So much interest was generated by Sue Chamberlain's article on Merseyside Fire and Civil Defence Authority's community fire prevention prime (FI January 2002) that we invited DO Gary Walsh to explain the process behind the funding and planning of new community fire stations.
Sue Chamberlain关于默西塞德郡消防和民防局社区防火计划的文章(2002年1月FI)引起了人们极大的兴趣，我们邀请了Gary Walsh来解释新社区消防站的资金和规划背后的过程。
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Pub Date : 2020-04-26DOI: 10.1163/9789004420755_015
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Pub Date : 2020-04-26DOI: 10.1163/9789004420755_012
Erik Nylander, Lovisa Österlund, A. Fejes
The aim of this chapter is to introduce a methodological approach that can be used in order to analyze how the adult education research field is shaped through research practices, measurement stand ...
本章的目的是介绍一种方法论方法，可以用来分析成人教育研究领域是如何通过研究实践、测量立场……
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Pub Date : 2020-04-26DOI: 10.1163/9789004420755_016
S. Luraschi
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Pub Date : 2019-04-20DOI: 10.1163/9789004420755_003
Timothy Omara
Book file PDF easily for everyone and every device. You can download and read online Down To The River file PDF Book only if you are registered here. And also you can download or read online all Book PDF file that related with Down To The River book. Happy reading Down To The River Bookeveryone. Download file Free Book PDF Down To The River at Complete PDF Library. This Book have some digital formats such us :paperbook, ebook, kindle, epub, fb2 and another formats. Here is The Complete PDF Book Library. It's free to register here to get Book file PDF Down To The River.
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