National Art Education Association Womens Caucus

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Collaboratively-Built Online Accessible Collective
Bibliography-Making Event

Saturday, April 27, 2019. 1-5 PM EST

zoom meeting

We held a 4-hour virtual event to build a collective bibliography together related to feminist art education. We entered 82 bibliographical data into 21 folders (e.g., Feminist Activism, Feminist Pedagogies) with 13 subfolders (e.g., Black Feminism, Feminist Theories) in Zotero, an app for user-generated group bibliographies. It was easy once the bibliographic data was entered to include the same publication in more than one folder. Also, searches within Zotero by author or keywords, for example, generates bibliographies. Beginning on page two is the bibliography from the entries that four participants in the workshop completed on April 27, 2019.

Zotero enables export of selected references as a formatted bibliography text file in recognized writing styles such as APA and MLA, or custom reference styles. By entering, keyword tagging, annotating, storing, and sharing bibliographies of valuable research by feminist scholars, artists, activists, and art educators, including NAEA WC members and non-members, first, the visibility and publicity of feminist work is increased, and second, researchers can easily access and utilize historical and contemporaneous resources.

Please visit and add your publications: https://www.zotero.org/groups/286382/naea_womens_caucus

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

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 2020.

Jenkins, K. (2018). Jumping the gun: Uncritical trans ally artivism post-HB2. Visual Culture & Gender, 13(1), 45-53.
https://vcg.emitto.net/index.php/vcg/article/view/116

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. 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. 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.

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.

[All available at https://vcg.emitto.net/]

Keifer-Boyd, K. (2019). Feminist research dismantles power structures and builds equitable platforms. Visual Culture & Gender, 14, 1-5.

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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