An Evolving Feminist Leadership Model for Art Education

Thurber, Frances W.; Zimmerman, Enid

doi:10.2307/1321046

Cited by 10 publications

(23 citation statements)

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“…Empowerment of school students can be linked to empowerment issues associated with other groups. For example, Thurber and Zimmerman [7] use a framework featuring three aspects that may lead female art teachers to become empowered as leaders: knowledge of subject matter, building self-esteem and allowing choices. These allow for self-empowerment and can eventually lead to collaborations with others resulting in a 'community of caring professionals' [8] (p. 7).…”

Section: Jason's Teaching Episodementioning

confidence: 99%

Raising Pupils' Self‐Esteem through Leadership Activities in Art

Hickman

2006

Int J Art Design Ed

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This article is about the ways in which young people who have disengaged from learning in school can find a way back through leadership activities in art. It is based on a project which was funded by a small grant from the Wallenberg Foundation. The project explored the potential of an approach to developing positive leadership qualities in pupils who were not consistently committed to the school's learning purposes. This account describes and comments upon two pupils' guided attempts at peer teaching in art and its subsequent effect upon their selfesteem and attitude towards school. It was found that pupils who taught art to other pupils had an increased sense of self‐worth and were more positively affected towards learning. However, broader issues, such as the negative nature of some school systems and their role in de‐motivating pupils were highlighted.

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Section: Jason's Teaching Episodementioning

confidence: 99%

Raising Pupils' Self‐Esteem through Leadership Activities in Art

Hickman

2006

Int J Art Design Ed

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“…Collaboration is a foundational aspect of feminist pedagogy. This applies to teachers facilitating student-to-student learning and teachers reflecting and building on their own teaching practices (Gardner, Dean, & McKaig, 1989;Kazemek, 1989;Regan, & Brooks, 1995;Sykes, 1996;Thurber, & Zimmerman, 2002;Watson, 2008). Collaboration can be defined as, "The !…”

Section: !mentioning

confidence: 99%

“…To shift this paradigm, it is necessary for feminist teachers to use their voice to build relationships and create change. Collaboration allows for opportunities for group empowerment, using others' strengths to accomplish broader culture-changing goals (Thurber & Zimmerman, 2002). Far too often teachers are given "one-shot" workshops with the expectation of implementing a new teaching strategy that may not be relevant to their students or supported by other school leaders (Sykes, 1996).…”

Section: !mentioning

confidence: 99%

“…Far too often teachers are given "one-shot" workshops with the expectation of implementing a new teaching strategy that may not be relevant to their students or supported by other school leaders (Sykes, 1996). However, feminist teachers who see themselves as change agents and build trustworthy friendships where there is a commitment to exchange of instructional ideas to inform pedagogy make lasting impacts on their school communities (Thurber & Zimmerman, 2002).…”

Section: !mentioning

confidence: 99%

“…Finally, collaboration is defined as, the ability to work with a group, offering support to each other, and creating a synergistic environment for everyone (Regan & Brooks, 1995). This surfaces in student-to-student learning and where the teacher reflects and builds on these practices (Gardner, Dean, & McKaig, 1989;Kazemek, 1989;Regan & Brooks, 1995;Sykes, 1996;Thurber & Zimmerman, 2002;Watson, 2008). The teacher facilitates the learning so that students can interact cooperatively (Kazemek, 1989).…”

Section: Collaborationmentioning

confidence: 99%

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A Feminist Critical Discourse Analysis of the National Board for Professional Teaching Standards

Urbain

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This research is a feminist discourse analysis of the National Board for Professional Teaching Standards Five Core Propositions. The goal of this project is to shift the focus of educational discourse away from teachers' gender and look towards their teachers' teaching abilities as compared to the professional standards laid out in the NBPTS. It demonstrates that the national expectations placed on teachers are feminist and addresses and discredits current patriarchal discourse and policies in the field of education. This is accomplished through a close reading of the Five Core Propositions, drawing connections between the expectations in the document and the feminist values of care, diversity, and collaboration. The results uncover that the National Boards for Professional Teaching Standards espouse feminist values while discrediting patriarchal values. Because of this, the educational community must push policy makers and pundits to change their patriarchal expectations of teachers to align with the feminist values of the national standards.

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Developing Competent Teachers of Art in the Primary School

Gregorÿ

2019

The International Encyclopedia of Art and Design Education

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It has been claimed that competent teachers of art develop over time – through their own childhood experiences and knowledge gained while at school, together with their professional training (as pre‐service teachers) and their continuing professional development postqualification. This chapter carefully considers the evidence base for such assertions before turning attention to the ways in which specialist and nonspecialist primary school teachers actually teach art in their classrooms. The differences implied in studies about the teachers who led the subject in schools in the UK may provide a helpful framework but the main focus of the chapter is in the assumed links between training, support, and the learning opportunities made available to children in the classroom. The potential – and, where possible, the actual – impact of the teacher's attitude and beliefs will be acknowledged and considered before being used to set out the challenges for art educators at all levels of development.

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An Evolving Feminist Leadership Model for Art Education

Cited by 10 publications

References 0 publications

Raising Pupils' Self‐Esteem through Leadership Activities in Art

Raising Pupils' Self‐Esteem through Leadership Activities in Art

A Feminist Critical Discourse Analysis of the National Board for Professional Teaching Standards

Developing Competent Teachers of Art in the Primary School

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