Titlebook: Art, Education and Gender; The Shaping of Femal Gill Hopper Book 2015 Gill Hopper 2015 History.Subjectivity.Gender.Art.Education.Teaching.P

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Book 2015Why do girls study art and why do girls become primary teachers? This book examines and reveals the powerful influence of the family, the school and the state in shaping female identity and constructing notions of gender appropriateness. It also discusses the status of art at school and the position of women artists in society.

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2524-6445 hool and the state in shaping female identity and constructing notions of gender appropriateness. It also discusses the status of art at school and the position of women artists in society.978-1-137-40857-0Series ISSN 2524-6445 Series E-ISSN 2524-6453

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Nicolas Bousquet,Pietro Bernardarak (both written and practical) that both non-BA (Ed) students and lecturers view BA (Ed) trainees as less academically able than single subject or PGCE students. I assumed that this view largely related to the BA (Ed) students’ choice of a vocational degree rather than a single subject non-vocationa

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Nicolas Bousquet,Pietro Bernardaranments) — together with the male dominance of artist role models at school, in the media (unless women artists are deemed newsworthy for alternative or additional reasons other than their work), in galleries and within mainstream art beyond school — has played and continues to play a significant rol

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https://doi.org/10.1007/978-3-030-74942-2eers and ambitions of girls, particularly those with a talent and interest in art. Within that broad scope, the intention was to examine different forms of socialisation (Clarricoates, 1980; Knowles and Lander, 2011; Paechter, 2001; Perry, 1999; Spender, 1980), education and habitus (Bourdieu 1962,