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Download Art, Education and Gender: The Shaping of Female Ambition by Gill Hopper PDF

By Gill Hopper

Why do women examine paintings and why do ladies turn into fundamental lecturers? This e-book examines and divulges the robust impression of the kinfolk, the college and the country in shaping lady id and developing notions of gender appropriateness. It additionally discusses the prestige of artwork in school and the placement of girls artists in society.

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The family and gender identity Although the family unit might be seen as a universal institution common to the structure of all societies, its traditional position, identified in the 1970s as ‘an enduring and permanent social group’ (Farmer, 1973: 2), is today severely challenged. For example, the proliferation of separations and divorces (42 per cent of marriages in England and Wales ended in divorce in 20121 and 49 per cent of these involved at least one child under the age of 162), as well as subsequent remarriages or multiple cohabitations, has created a family unit with an extended or extensive network of relationships that are often only tenuously ‘connected’.

Femininity and the body In her little known 1970s feminist study of typical masculine and feminine body posture, (Let’s Take Back Our Space, 1979 cited in Frieze magazine online Issue 150, October 2012), German photographer 34 Art, Education and Gender Marianne Wex documented male and female posture differences in a series of over two thousand street photographs mixed with images taken from newspapers and advertisements, which she categorised according to body language. The subjects’ use of space and everyday gestures to reinforce a gendered identity were examined alongside the history of gendered poses.

Consequently, because of its relative scarcity and enhanced value, investment in cultural capital is perceived as a route to high economic rewards (Bourdieu, 1997). In fact, Sarup (1983: 72) invites us to think of cultural capital as we would think of economic capital: ‘the cultural capital stored in schools acts as an effective filtering device outside the reproduction of a hierarchical society’ (Sarup, 1983: 72). Schools assume (or attempt to assume) the cultural capital of the middle classes as if children have had and continue to have equal access to it.

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