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Dissertation/Thesis Abstract

Indian Art Education and Teacher Identity as Deleuzo-Guattarian Assemblage: Narratives in A Postcolonial Globalization Context
by Sharma, Manisha, Ph.D., The Ohio State University, 2012, 286; 10631257
Abstract (Summary)

This dissertation examines the idea that the identity of Indian artist educators and consequently Indian art education is an assemblage of socio-cultural and ideological experience and influence, and of disciplinary transgressions into pedagogical borderlands. The primary source for the concept of assemblage as employed in this study is the writing of Deleuze and Guattari.

I identify and analyze three assemblages of identity, namely: a) postcolonial self-consciousness, b) disciplinary organization, and c) social organization, to consider how art education might be approached 'other'wise in theory and practice. This analysis is based on narratives of learning, teaching and ideology that emerge in engaging composite voices of urban Indian art educators on their practice, with articulations of policy and curriculum voices.

I employ a conceptual framework of ontological hybridity that folds Indian Vedanta philosophy onto concepts of Deleuze and Guattari, such as assemblage, rhizome, and space. I do so in context of developments in curriculum and pedagogy in art education on disciplinary and social levels. I place my dissertation within the discourse of postcolonial globalization theory, exploring the concept of ambivalence in relation to identity. I employ a methodology located in the borderlands of narrative inquiry and grounded theory.

Indexing (document details)
Advisor: Tavin, Kevin
Commitee: Ballengee-Morris, Christine, Smith-Shank, Deborah, Walker, Sydney
School: The Ohio State University
Department: Art Education
School Location: United States -- Ohio
Source: DAI-A 78/11(E), Dissertation Abstracts International
Subjects: Art education, Multicultural Education, Pedagogy, Teacher education, South Asian Studies, Education philosophy
Keywords: Art education, Assemblage, Deleuze and guattari, Hybridity, Teacher identity, Vedanta
Publication Number: 10631257
ISBN: 978-0-355-01528-7
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