National Art Education Association Womens Caucus

Publications

Feminist Journals

 

Hypatia

Signs

Visual Culture & Gender

 

Websites that provide data for feminist research

 

Art+Feminism Edit-a-thons

School Demographics & Subject Offerings

NAEP

Census

School Shootings

Sexual Assault

Incarceration

Opioid Addiction

 

Journal Articles & Book Chapters on Feminist Art Education

 

Amburgy, P. M, Knight, W. B., & Keifer-Boyd, K. (2011). Joining forces: Collaborative resistance to privilege and patriarchal forms of leadership. In J. L. Martin (Ed.), Women as leaders in education: Succeeding despite inequity, discrimination, and other challenges, volume 1: Women as leaders in higher education (pp. 131-148). Westport, CT: Praeger.

Amburgy, P. M., Knight, W. B., & Keifer-Boyd, K. (2004). Schooled in silence. Journal of Social Theory in Art Education, 24, 81–101.

Bae-Dimitriadis, M. (2016). Corporeal pedagogy: Transforming café and refugee girls’ post-agency. Studies in Art Education, 57(4), 358-371.

Bae-Dimitriadis, M. (2015). Performing “planned authenticity”: Diasporic Korean girls’ self-photographic play. Studies in Art Education, 56(4), 327-340.

Collins, G. C. (1981). Feminist Approaches to Art Education. Journal of Aesthetic Education, 15(2). pp. 83-94.

Garber, E. (1990). Implications of feminist art criticism for art education. Studies in Art Education, 32(1), 17-26.

Garber, E. (1992). Feminism, aesthetics, and art education. Studies in Art Education, 33 (4), 210-225.

Garber, E. (2003). Teaching about gender issues in the art education classroom: Myra Sadker Day. Studies in Art Education, 45(1), 56-72.

Ivashkevich, O. (2013). Performing disidentifications: Girls “in trouble” experiment with digital narratives to remake self-representations. Studies in Art Education, 54(4), 321-334.

Jenkins, K. (in press). Vagina dialogues: Un/mediated, un/censored. In K. Keifer-Boyd, L. Hoeptner-Poling, S. Klein, W. Knight, & A. Pérez Miles (Eds.), Women’s Caucus Lobby Activism: Feminism + Art. (NAEA). Anticipated publication 2019.

Jenkins, K. (2018). Jumping the gun: Uncritical trans ally artivism post-HB2. Visual Culture & Gender, 13(1), 45-53.

Jenkins, K. (2018). Ontology of the Pee-Cock Gen2 3-in-1. In A. Pérez Miles & N. Kalin (Eds.), special issue, Speculative realism(s): Objects/matter/entanglements of art and design education. International Journal of Education Through Art, 14(1), 111-116.

Jenkins, K. C. (2017). Which way did he go, George?: A phenomenology of public bathroom use. In S. Travis, A. M. Kraehe, E. J. Hood, & T. Lewis (Eds.), Pedagogies in the flesh: Case studies on the embodiment of sociocultural differences in education (pp. 53-59). London, UK: Palgrave Macmillan.

Kay, L., & Arnold, A. (2014). Order out of chaos: An arts-based approach to counteract violence. Art Education, 67(4), 31-36.

Keifer-Boyd, K. (2018). Creativity, disability, diversity, and inclusion. In J. B. Crockett & S. M. Malley (Eds.), Handbook of arts education and special education: Policy, research, and practices (pp. 54-65). New York, NY: Routledge.

Keifer-Boyd, K., Bastos, F., Richardson, S., & Wexler, A. (2018). Disability justice: Rethinking “inclusion” in arts education research. Studies in Art Education, 59(3), 267-271.

Keifer-Boyd, K., & Liao, C. (2018). Feminism. In E. Navas, O. Gallagher, X. Burrough (Eds.), Keywords in remix studies (pp. 147-157). New York, NY: Routledge.

 

Keifer-Boyd, K., Knight, W. B., & Holt, A. (2017). Living Curricula: Teaching Conversations. In L. Day, J. Hare, S. Wiebe, P. Wright, K. Dark & J. J. Guiney Yallop (Eds.), Ways of Being in Teaching. [In K. Tobin & C. Ali-Kahn, editors of “Bold Visions in Educational Research,” book series founded by J. Kincheloe.] Rotterdam, Netherlands: Sense Publishers.

Keifer-Boyd, K. T., & Smith-Shank, D. L. (2017). Born digital: Visual Culture & Gender. Visual Arts Research, 43(1), 17-35.

Keifer-Boyd, K., Bailey, I., Blandy, D., Congdon, K. G., Degge, R., & Staples, J. (2016). A Feminist Conversation about June King McFee’s Critical-Raising Foundation for Culturally Responsive Education. Visual Arts Research, 42(2), 73-85.

Keifer-Boyd, K. T. (2016). FemTechNet distributed open collaborative course: Performing dialogue, exquisite engendering, and feminist mapping. In R. Shin (Ed.), Convergence of contemporary art, visual culture, and global civic engagement (278-296). Hershey, PA: IGI Global.

Keifer-Boyd, K. T. (2016). (New) media. In R. C. Hoogland (Ed.), Gender: Sources, Perspectives, and Methodologies (pp. 207-220). Farmington Hills, MI: Macmillan.

Keifer-Boyd, K., Ehrlich, C., Holt, A., Knight, W. B., Lin, Y-J., de Miles, A. P., & Sotomayor, L. (2016, May). Encounters with Linda Stein’s Holocaust Heroes: Fierce Females. In L. Stein (Ed.), Holocaust Heroes: Fierce Females—Tapestries and Sculpture by Linda Stein (pp. 65-69). Philadelphia, PA: Old City Publishing.

Keifer-Boyd, K., (2016). Book review: The Revelations of Asher: Toward Supreme Love in Self (An Endarkened, Feminist, New Literacies Event) by J. Staples (2016), published by Peter Lang. Review available at https://www.amazon.com/Revelations-Asher-Endarkened-Feminist-Literacies/dp/1433121999

Keifer-Boyd, K. (2014). Feminist perspectives. In K. Miraglia & C. Smilan (Eds.), Inquiry in Action: Paradigms, Methodologies and Perspectives in Art Education Research (pp. 193-203). Reston, VA: The National Art Education Association.

Keifer-Boyd, K., Knight, W. B., Knochel, A., Liao, C., Meier, M. E., Patton, R., Shin, R., & Sweeny, R. (2014). Moving mountains: Distributed leadership and cyberformance. In D. J. Hickey & J. Essid (Eds.), Identity and leadership in virtual communities: Establishing credibility and influence (pp. 107-120). IGI Global. Retrieved from http://www.igi-global.com/chapter/moving-mountains/97606

Keifer-Boyd, K. (2012). Feminist Web 2.0 pedagogy: Collaborations that sustain difference. In C. Bitzer, S. Collingwood, A. E. Quintana & C. J. Smith (Eds.), Feminist Cyberspaces: Pedagogies in Transition (pp. 251-272). Newcastle, UK: Cambridge Scholars.

Keifer-Boyd, K. (2011). Women, art in the 21st century. In M. Z. Stange, C. K. Oyster, J. G. Golson (Eds.), The Multimedia Encyclopedia of Women in Today’s World (pp. 89-93). Thousand Oaks, CA: Sage.

Keifer-Boyd, K. (2011). African women & ICTs: Investigating technology, gender and empowerment. [Book review.] Journal of International Women’s Studies, 12(1), 212-217.

Keifer-Boyd, K. (2010). Visual culture and gender constructions. The International Journal of Arts Education, 8(1) 1-44 (In English 1-24, & Chinese 25-44] ISSN 1728-175X

Keifer-Boyd, K. (2009). Identity as masquerade visual culture (Choi, Ok-Hee, Trans.). Journal of Research in Art & Education, 10(1), 133-158. [English & Korean]

Keifer-Boyd, K. (2007). Cyberfeminist activist art pedagogy (Park, Jeong Ae, Trans.). Journal of Research in Art & Education, 8(1), 29-89.  [KoSEA: English 29-59 & Korean, 61-89]

Keifer-Boyd, K. (2007). From content to form: Judy Chicago’s pedagogy with reflections by Judy Chicago. Studies in Art Education: A Journal of Issues and Research in Art Education, 48(2), 133-153.

Keifer-Boyd, K., Amburgy, P. M., & Knight, W. B. (2007). Unpacking privilege: Memory, culture, gender, race, and power in visual culture. Art Education: The Journal of the National Art Education Association, 60(3), 19-24.

Keifer-Boyd, K. (2006). Back in the early days: A gay man’s perspective on the changes from 1999–2004 in gay.com purposes and participation. In B. Hipfl & T. Hug (Eds.), Media communities (pp. 253-270). New York: Waxmann Münster.

Keifer-Boyd, K., & Smith-Shank, D. (2006). Speculative fiction’s contribution to contemporary understanding: The handmaid art tale. Studies in Art Education: A Journal of Issues and Research in Art Education, 47(2), 139-154.

Keifer-Boyd, K. (2003). A pedagogy to expose and critique gendered cultural stereotypes embedded in art interpretations. Studies in Art Education: A Journal of Issues and Research in Art Education, 44(4), 315–334.

Keifer-Boyd, K. (2003). Telling testimonies: What happened at school today? In L. Lampela & E. Check (Eds.), From our voices: Art educators and artists speak out about lesbian, gay, bisexual, and transgendered issues (pp. 3–20). Dubuque, IO: Kendall-Hunt.

Keifer-Boyd, K., & Kraft, L. M. (2003). Inclusion policy in practice. Art Education: The Journal of the National Art Education Association, 56(6), 46–53.

Keifer-Boyd, K., Fehr, D., Check, E., & Akins, F. (2002). Canceling the queers: Activism in art education conference planning. Journal of Social Theory in Art Education, 22, 124–143.

Keifer-Boyd, K. (1998). Transformative power, controversy, and critical thinking. In E. Sacca & E. Zimmerman (Eds.), Herstories, our stories, future stories: Women art educators IV (pp. 182–199). Quebec: Canadian Society for Education Through Art.

Keifer-Boyd, K. (1998). Power of women: A topos in medieval art and literature, [Book Review]. Journal of Social Theory in Art Education, 18, 83–86.

Keifer-Boyd, K. (1993). Woman-made space. In K. Congdon & E. Zimmerman (Eds.), Women art educators III. Reston, VA: National Art Education Association.

Keifer-Boyd, K.  (1992). Deep-seated culture: Understanding sitting. Journal of Social Theory in Art Education, 12, 73–99.

Klein, S. (1993). Breaking the mold with humor: Changing images of women in the comics. Art Education, 45(5) 60-65.

Knight, W. B., Keifer-Boyd, K., & Amburgy, P. M. (2004). Revealing power: A visual culture orientation to student-teacher relationships. [Commentary]. Studies in Art Education: A Journal of Issues and Research in Art Education, 45(3), 270–274.

Kwon, H. (2018). Dis/locating comfort women and statues: Reflections on colonialism and implications for global art education. The Journal of Cultural Research in Art Education, 35. 55-74.

Kwon, H. (2017). The paintings of Korean comfort woman Duk-kyung Kang: Postcolonial and decolonial aesthetics for colonized bodies. Feminist Studies, 43(3), 571-609.

McClure, M. (2014). s/m/othering Commentary. Studies in Art Education, 55(3), 253-257.

McClure, M. (2012). The Monster and LoverYGirl: Mapping complex relations in preschoolchildren’s digital video production. Studies in Art Education, 55(1), 18-34.

McClure, M. (2006). Thank heaven for little girls:  Girls’ drawings as representations of self. Visual Culture and Gender, 1, 63-78.  

Motter, J. L. (2011). Public pedagogy via PostSecret: A transitional space where private and public coincide. Art Education, 64(5), 43-48.

Pérez Miles, A., & Jenkins, K. (2017). (Re)Born Digital – Trans-affirming research, curriculum, and pedagogy: An interactive multimodal story using Twine. In A. Knochel & R. Patton (Eds.), Special Issue: Born Digital: (Im)Migrating to Digital Art Education. Visual Arts Research, 43(1), 43-49.

Smith-Shank, D. L. (1998). Sugar and Spice and Everything: Reflections on a feminist aesthetic. The Journal of Social Theory in Art Education, 18, 21-28.

Smith-Shank—Keifer-Boyd (2009). Wrinkles in visual culture: Hyphen-UnPress. Visual Arts Research, 35(1), 52-65.

Trauth, E., Keifer-Boyd, K., & Trauth, S. (2016). iDream: Addressing the gender imbalance in STEM through research-informed theatre for social change. The Journal of American Drama and Theatre, 28(2), 1-17. Retrieved from http://jadtjournal.org/2016/05/27/idream-addressing-the-gender-imbalance-in-stem-through-research-informed-theatre-for-social-change/

Wolfgang. C. N. (2017). Art, education and gender: The shaping of female ambition. Studies in Art Education, 58(3), 249-251.

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Books on Feminist Art Education

 

Bae, M. & Ivashkevich, O. (2012). Girls, cultural productions, and resistance. New York, NY: Peter Lang.

Beudert, L. & McClure, M. (2015). Curriculum Inquiry and Design for School and Community-Based Art Education. Reston, VA: NAEA Press.

Bolin, P., & Kantawala, A. (Eds.). (2017). Revitalizing history: Recognizing the struggles, lives, and achievements of African American and women art educators. Wilmington, DE: Vernon Press.

Broude, N. & Garrad, M. D. (2005). Reclaiming female agency: Feminist art history after postmodernism. Berkeley, CA: University of California Press.

Butler, C. & Mark, L. G. (2007). WACK! Art and the feminist revolution. Cambridge, MA: MIT Press.

Chicago, J. (2014). Institutional Time: A critique of Studio Art Education. New York, NY: Monacelli Press.

Collins, P. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge.

Collins, G., & Sandell, R. (1984). Women, art and education. Reston, VA: National Art Education Association.

Chicago, J. & Lucie-Smith, E. (1999). Women and Art: Contested Territory. New York, NY: Watson-Guptill.

Collins, G. & Sandell, R. (1996). Gender issues in art education: Content, contexts and strategies. Reston, VA: NAEA Press.

Curtis, A.S. (2005). Women, trauma & visual expression. Portland, ME: WTVE.

Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. Chicago, IL. University of Chicago Legal Foundations.

Deepwell, K. (2014). Feminist art manifestos: An anthology. London, UK: KT Press.

Farrington, L. (2005). Creating their own image: The history of African-American women artists. New York, NY: Oxford University Press.

Fehr, D., Fehr, K., & Keifer-Boyd, K. (Eds.). (2000). Real-world readings in art education: Things your professors never told you. New York: Falmer Press.

Gilligan, C. (1993). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.

Grauer, K., Irwin, R.L., & Zimmerman, E. (Eds.). (2003). Women art educators v: Conversations across time: Remembering, revisioning, reconsidering. Reston, VA: National Art Education Association.

Guerrilla Girls (1998). The Guerrilla girls bedroom companion to the history of western art. London, UK: Penguin Books.

hooks, bell. (1994). Teaching to transgress. New York, NY: Routledge.

Karras, M. & Elliott, M. (2011). The Woman’s building and feminist art education 1973-1991. CreateSpace Independent Publishing Platform.

Keating, A. (2013). Transformation now: Toward a post-oppositional politics of change. Urbana, IL: University of Illinois Press.

Kraehe, A. M., & Gaztambide-Fernandez, R., & Carpenter, ll, B.S. (Eds.). (2018). The Palgrave handbook of race and the arts in art education. Cham, Switzerland: Palgrave Macmillan.

Kraft, M., & Keifer-Boyd, K. (2013). Including difference: A communitarian approach to art education in the Least Restrictive Environment. Reston, VA: The National Art Education Association.

Klein, S. (2007). Art and Laughter. London, UK: I. B. Tauris Press.

Kraft, M. & Keifer-Boyd, K. (2013). Including difference: A communitarian approach to art education in the least restrictive environment. Reston, VA: National Art Education Association.

Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York, NY: Routledge.

Lippard, L.R. (1995). The pink glass swan: Selected feminist essays on art. New York, NY: The New Press.

Malhotra, S. & Rowe, A.C. (2013). Silence, feminism, power: Reflections at the edges of sound.Basingstoke, UK: Palgrave Macmillan.

Morage, C., & Anzaldúa, G. (2002). This bridge called my back: Writings by radical women of color (Expand and rev. 3rd ed.). Berkeley, CA: Third Woman Press.

Parker, R., & Pollock, G. (1981). Old mistresses: Women, art and ideology. New York, NY: Pantheon Books.

Reckitt, H. & Phelan, P. (2012). Art and feminism. London, UK: Phaidon Press.

Reilly, M. (2018).  Curatorial Activism: Towards an ethics of curating. London: Thames and Hudson.

Sacca, E. J. & Zimmerman, E. (Eds.). (1998). Women art educators IV: Herstories, ourstories, future stories. Boucherville, Quebec: Canadian Society for Education Through Art.

Stankiewicz, M.A. & Zimmerman, E. (Eds.) (1993). Women Art Educators II. Mary Rouse Memorial Fund at Indiana University and the NAEA Women’s Caucus.

Stankiewicz, M.A. & Zimmerman, E. (Eds.) (1985). Women Art Educators III. Mary Rouse

Memorial Fund at Indiana University and the NAEA Women’s Caucus.

Valenti, J. (2014). Full frontal feminism: A young woman’s guide to why feminism matters. Cambridge, MA: Da Capo Press.

Watson, D., Hagopian, J., & Au, W. (2017). Teaching for Black Lives.

Zimmerman, E. & Stankiewicz, M.A. (Eds.) (1982). Women Art Educators. Mary Rouse Memorial Fund at Indiana University and the NAEA Women’s Caucus.

 

EDITORIALS in Visual Culture & Gender at http://vcg.emitto.net/

Keifer-Boyd, K. (2018). Working to dismantle systems of oppression. Visual Culture & Gender, 13, 1-5.

Keifer-Boyd, K., & Smith- Shank, D. (2017). A year of resistance and resilience. Visual Culture & Gender, 12, 1-6.

Keifer-Boyd, K., & Smith- Shank, D. (2016). Bittersweet: Witnessing, performance, complexity. Visual Culture & Gender, 11, 1-7.

Smith-Shank, D., & Keifer-Boyd, K. (2015). Racial and gender violence>People seeking safety. Visual Culture & Gender, 10, 1-5.

Keifer-Boyd, K., & Smith- Shank, D. (2014). Veiling and looking, unveiling and hiding. Visual Culture & Gender, 9, 1-6.

Smith- Shank, D. & Keifer-Boyd, K. (2013). Habitus Detritus. Visual Culture & Gender, 8, 1-6.

Keifer-Boyd, K., & Smith- Shank, D. (2012). Feminist mapping. Visual Culture & Gender, 7, 1-5.

Smith- Shank, D. & Keifer-Boyd, K. (2011). Public pedagogy of visual culture and gender: Unsettling feminism(s). Visual Culture & Gender, 6, 1-5.

Keifer-Boyd, K., & Smith- Shank, D. (2010). Visual representation and performative text. Visual Culture & Gender, 5, 1-4.

Smith- Shank, D. & Keifer-Boyd, K. (2009). Visual culture tapestries and woven voices: Mothers and mothering and more. Visual Culture & Gender, 4, 1-6.

Keifer-Boyd, K., & Smith- Shank, D. (2008). Body and gender politics in visual culture. Visual Culture & Gender, 3, 1-6.

Smith- Shank, D. & Keifer-Boyd, K. (2007). Autoethnography and arts-based research. Visual Culture & Gender, 2, 1-5.

Keifer-Boyd, K., & Smith- Shank, D. (2006). From womb to Nurkan Valtrus. Visual Culture & Gender, 1, 1-3.

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