UNESCO-NIE Centre for Arts Research in Education (CARE)

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Journal: 
Australian Art Education
Name(s) of Author/Editor(s): 
Julie Rosewarne Foster
Refereed: 
Yes
Volume No.: 
18
Issue No.: 
2
Page numbers of article: 
17-27
Year of publication: 
1995
Country of publication: 
Australia
Country of Research Data: 
Australia
Language: 
English
Abstract: 
This paper propose initial strategies for teachers and educators involved in the task of addressing gender equity in the visual arts curriculum. The notion that the masculine was the only sex represented within mainstream fine art criticism has prompted a revision of Australian art history. The position of feminism in regard to postmodernism has been established or denied by various theorists. Feminism may be situated within, as part of the postmodern moment, or remains separate, and in some cases stands as oppositional to postmodernism. A truly genderised perspective would mean that the sex - male or female of both the artist and the critic is taken into account. This also implies their relation to gender- values in the institutions and within the theories they applies. It is impossible to deconstruct this myth of gender neutrality in art if, at the same time male artists or critics do not develop a consciousness of their own gender.
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