Tag: Research

Foster, D. W (2003) ‘Defying the masculinist gaze” Gabriela Liffschitz’s “Recurio’s Humanos”’ In: Chasqui (32, 1) pp. 10-24.  

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‘Defying the masculinist gaze’ by David William Foster is not one of my main sources but it does raises some helpful points. The article talks about the masculine gaze which has been helpful for my research for my second chapter. Foster discuss the gaze and patriarchy. This lets onto to him discussing how women are seen as being available for men through their gaze. He raises a point that not all men see through a male gaze, but some women do. They do so out of obligation to the patriarchy, their unwitting participation in this obligation.  

(Foster, 2003; Stewart, G).  

Ziegler, M (2011) Institutions, Inequality and Development. Peter Lang AG. pp. 33-51.  

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Ziegler claims that “women are deprived of their basic freedoms” (Ziegler, 2011). Ziegler also raises a good point that people try to adhere to what is seen as the norm rather than challenge them. 

(Ziegler, 2011; Stewart, G).  

Schauman, S (2001) ‘Gender/Ethnicity/Landscape’. In: Women’s Studies Quarterly. pp. 261-274.  

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Whilst this articles looks about women and the landscape, it also discusses how the University of Washington has worked with female students to give an insight into the different views that people have of the landscape. The point of this was to allow women to explore their own experiences with the landscape. They found that own circumstances can form our own attitudes towards nature and the landscape. 

(Schauman, 2001; Stewart, G). 

Johnson, M (2012) ‘Landscape Studies: The future of the field’ In: Kluiving, S. J and E. B. Guttmann-Bond (ed.) Landscape Archaeology between Art and Science. Amsterdam: Amsterdam University Press, pp. 515-525.  

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Despite this work being nothing to do with my work, I found this one quote very useful for my Work as it can be used in my context, “Fieldwork ahas been argued by feminists to be gendered masculine and valued accordingly” (Gero quoted in Johnson).  

(Johnson, 2012; Stewart, G).  

LSE. Confronting Gender Inequality. London: Gender Institute. 

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This guide, despite being very long, does cover many topics. It takes some time to work through but does raise some useful and interesting points. This guide by LSE doesn’t just look at inequality in the arts but as a whole. Much of the guide isn’t directly applicable to my work but is useful in the wider discipline. 

The guide raises points that women have been the hardest hit by recessions, expectations and work-life balances. There is a gap in pay between men and women, this then causes a gap in pensions. Women are expected to do a high proportion of any caring. The report found that there were no barriers set in stone stopping women accessing anything however the problem comes from structural barriers. They believe that the gendered social norm which are ingrained in our societies are to blame for a lot of the inequality. “The under-representation of women and over-representation of men matters”. 

The guide also puts forward some recommendations to help the inequality. For example, from an economic point of view, there should be a change in macroeconomic policy. In politics, the reintroduction of minimum quotas for women should be implemented. Legally, there should be a better representation of women in employment and politics. In media and culture, an independent committee should keep a check on women’s participation in media productions. 

(LSE; Stewart, G).  

Cowen, T (1996) ‘Why women succeed, and fail, in the arts’ In: Journal of Cultural Economics (vol. 20) pp. 93-113.

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Tyler Cowen looks at the gender inequality in the arts. He raises points that the majority of achievements in the arts have been by men and that art has an economic factor to it. Women often receive lower returns as against men. Cowen puts forward four reasons for this inequality. The first being genetic. That men and women simply have different abilities because of their sex. The second is due to discrimination. Women are hampered by perceptions and beliefs about them, they don’t have the same opportunities as men do. The third option is the maternal side of things. Women are expected to do the majority of the child-rearing and caring responsibilities of the wider family. The last though is parity. Parity is where people disbelieve the inequality. These four reasons behind the inequality are quite simplistic but do raise valid reasons. Personally whilst men and women may have different abilities and visions based on their sex, I do not believe this make one inferior to the other, they are just different. Our whole experiences in our lives mould how we see and do things, so this would also come into play about what art someone produces. Discrimination is a valid point, as women are discriminated in all walks of life, and also the expectations placed on women to do the care work is valid. Parity shouldn’t really be a though but there are people who disbelieve the inequality because they either have the power or are not affected by it. 

Cowen goes on to discuss a brief history of women in art and how many were brought to note because they had artistic partners. He also discusses how discrimination amongst families played a role in influencing women. But when the opportunities arose, women took them. But as Cowen states, “discrimination and lack of training remain formidable obstacles” (Cowen, 1996). 

This articles by Tyler Cowen has been useful in my work as he gives a clear history and brings it up to present day. He found four main reasons for the inequality, whilst they are simplistic, they do form the basis for the inequality we see today. 

(Cowen, 1996; Stewart, G).  

Cencula, M (2020) Pushed, Shoved, and Spit on – What it’s like to be a female photographer at Fashion Week. At: https://www.cosmopolitan.com/style-beauty/fashion/a30706909/female-photographer-fashion-week/ (Accessed on 4th of February 2020).  

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In this article in Cosmopolitan, Megan Cencula talks about her experiences as a female photographer. This article is useful for my work as I can see people’s first hand experiences of inequality. 

“He stood up, towering over me, and shoved me with both hands backward into the riser wall. His face was red, dripping with sweat. “I’m the house photographer, you bitch” he said, spitting on my face”. Cencula said she didn’t want to tell anyone as she didn’t want to cause trouble as she was new. This is a regular occurrences, with many female photographers being shoved, shouted at, and treated appallingly. 

(Cencula, 2020; Stewart, G).  

Pearse, H, A. B. Snider & C. Taylor. ‘The lost Art of Pedagogy’, The Canadian Review of Art Education, vol. 38, pp. 5-16.  

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From a social perspective, pedagogy is a relationship between a teacher and a learner according to Pearse, Snider and Taylor. They see teaching as a ‘performance’. These authors look at art pedagogy and believe recently it has been based solidly on subject matter and not pedagogy. They believe that curriculums have caused teachings to forgot what ‘good teaching is’. They state that ‘pedagogy is a way of being’, so not every teacher would be capable of delivering an effective pedagogical programme. “Pedagogy is at its most powerful when the truly wise serve as teachers to the truly youthful” (Rudolph Arnheim, quoted in Pearse, Snider & Taylor). They believe there is something called ‘pedagogical tact’, which is knowing what is best for each child. 

(Pearse, Snider, Taylor; Stewart, G).  

Ylostalo, H & K. Brunila (2017) ‘Exploring the possibilities of gender equality pedagogy in an era of marketization’, Gender and Education, vol. 30, no. 7, pp. 917-933.  

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This source raises a point about gender equality in Scandinavian countries. They state that this model for education has great benefits and is being used across the world as a model. 

(Ylostalo & Brunila, 2017; Stewart, G).  

Nabbuye, H (2018) Gender-Sensitive Pedagogy: The bridge to girls’ quality education in Uganda. Washington: Brookings Global, pp. 1-19. 

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This work has been useful to me as it discusses the issues with implementing pedagogy. Nabbuye concentrates on education in Uganda. Girls education is different to that of boys. There is a high dropout rate for girls and thus they do not have the skills. The Ugandan Government decided to Try and help this by introducing a gender-sensitive pedagogy. They decided to train the teachers and implement it with the curriculum. They realised that by improving girls education, they can help improve gender inequality. They found over three years things did improve. Enrolment for girls increased to 99%. 

But issues did arise. The teachers failed to administer the new system consistently. Teacher bias came into play here, they have lower expectations of girls and did not feel responsible for bettering a girls empowerment. The findings conclude that a Gender-sensitive will be an important step in helping gender inequality.  

(Nabbuye, 2018; Stewart, G).