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Feminist Authenticity: an Existentialist Conception

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Authenticity has been conceived of in several different ways with various meanings and implications. The existential conception has the advantage of tracking authenticity from the phenomenology of human beings and their lived, social experience. From Jean-Paul Sartre and Martin Heidegger’s criteria for existentialist authenticity, I develop the argument that authentic,…

Authenticity has been conceived of in several different ways with various meanings and implications. The existential conception has the advantage of tracking authenticity from the phenomenology of human beings and their lived, social experience. From Jean-Paul Sartre and Martin Heidegger’s criteria for existentialist authenticity, I develop the argument that authentic, feminist projects are necessarily one mode of being authentic within a patriarchal society. In defining a conception of authenticity out of Sartre and Heidegger’s terms, the question of what qualifies as an authentic feminist project arises as well as the question of what sort of content qualifies as authentic. While Simone De Beauvoir does not focus on authenticity in her ethics, she does give a basis for a value oriented, content relevant aspect of existentialism generally. Insofar as authenticity is an existentialist concept, feminist authenticity is one valuable and worthwhile project within a social patriarchy, as it promotes existence as freedom.
ContributorsScott, Siera Aubrey Lee (Author) / Huntington, Patricia (Thesis advisor) / Calhoun, Cheshire (Thesis advisor) / Reynolds, Steven (Committee member) / Arizona State University (Publisher)
Created2017
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The dualistic role of the community college ceramic artist-art teacher

Description
The role of an art educator is characteristically dualistic and paradoxical. Not only are most art educators trained as artists, but they also receive instruction on theories and practices used in art education. The purpose of the study was to examine how community college ceramic instructors identify themselves within their…

The role of an art educator is characteristically dualistic and paradoxical. Not only are most art educators trained as artists, but they also receive instruction on theories and practices used in art education. The purpose of the study was to examine how community college ceramic instructors identify themselves within their dual roles as teacher-artists. I studied if and how the teacher-artist places emphasis on one position over the other, or how they successfully synthesized these positions. I also investigated the phenomenon by considering the why, how and which role they accentuated, as well as it affects and influences on their creative and teaching activities. By using a feminist theory, the research uncovered information on how gender may or may not affect their careers, as well as their identities.
ContributorsKeele, Teresa (Author) / Young, Bernard (Thesis advisor) / Stokrocki, Mary (Committee member) / Watts, Jamie (Committee member) / Arizona State University (Publisher)
Created2018