Nineteenth International Conference on the Arts in Society

Abstract

Relying upon feminist and queer theory, this study explores feminist pedagogy in art education practices. More specifically, the research investigates how engaging with sexuality and gender in education relates to the uncovering of social structures, power dynamics, and normativity. This arts-based action research dives into the praxis of the course titled Sexuality and Art with university student participants from degree programs in art education, graphic design, applied visual arts, and industrial design. By integrating values from feminist pedagogy, such as ethics, agency, contextuality, and the interconnectedness of individuals, art education can create equitable environments that challenge dominant societal narratives. Functioning amid the tension between eager and hesitant students, stability-seekers, and disruptors. While the teacher maintains direction, permitting individuals their journeys. An equitable artistic sphere cannot be equated with pleasing every student; it entails accommodating diversity where possible. Through this study the varying responses of students shed light to the importance of delicate listening in educational settings, where intimate subjects are artistified.