The organizing questions of Belidson thesis are:
How do Pedro Almodóvar’s film representations of queer sexuality and gender inform contemporary art education theory and practice?
In what ways is the utilization of border epistemologies relevant for understanding
representations of genders and sexualities in Almodóvar’s films? How does it inform
art education practices? Also, this study fills a gap in the emerging critical literature
in art education because, as a study focusing on queer visual representation and border
epistemologies, it will consider intersections among these specific sites of knowledge,
and such studies are rare in the field.
The author adopts a/r/tography and queer theory as my major frameworks because
they allow for a transdisciplinary flow of spaces and places in which to engage in
dialogue with numerous areas, disciplines and fields of study. The thesis suggests that
queer discourses can assist visual culture education to embrace the study of visual
representation of social issues – specifically gender and sexuality – as an instrument of
critical pedagogy. Further, these discourses confuse and provoke entrenched notions
about art, representation, and common sense by continually changing concepts of
gender and sexuality, thus encouraging pedagogies of confrontation as opposed to
assimilation and uncritical reproduction.
Dias, B. (2006). Border epistemologies: Looking at Almod’s Queer Genders and their implications for Visual Culture Education. Unpublished doctoral dissertation, Vancouver, BC: The University of British Columbia
available in .PDF from http://m1.cust.educ.ubc.ca/Artography/nphd.php