This
gallery is a thought experiment. As I thought about all of the injustices our
students would face, there were too many to number. And so I thought about one
that many would face, and realized that in some way, every day, gender
discrimination or objectification would be a part of their lives, as long as
they live in modern America. The true purpose of the gallery is to think about
moving from a world in which most of the population will be objectified in some
way at some point of their lives to one in which those very subjects can reclaim
their voices and space to speak.
Although
males as well as females can experience gender discrimination, it is generally more
common for women to be the objects of a male-gendered gaze. Nowhere is this
more true than in the museum, where the curators and directors of the major
museums still tend to be white males, in spite of the demographic shift taking
place in the nation as a whole (Lufkin 2009). Because of this over representation in the museum community of higher level curators and
directors, projects which invoke feminist themes can be hard to come by. By
reclaiming curatorial power from the male gaze, we can interpret objects very
differently, adding new insights and understandings. For example, once we know
that a prehistoric Venus which has been understood as an object for the male
gaze or to promote fertility was carved by a woman, that same object can
suddenly be seen as a self-portrait or something that might show women as more
complex than their biological utility (Conkey 2003).
As
a feminist teacher, these lessons are ones that I feel are as important for
students as learning the parts of speech. Yet, structuring a curriculum that
will allow a teacher to do that and still not upset the current political
climate is a distinct challenge. Walking the walk, as Crabtree and Sapp (2003) express
it, is something one must do carefully and delicately. My hope is that the
objects explored in this gallery might demonstrate some of the nuances involved
in doing so.
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