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Which clippings match 'Deviant Status' keyword pg.1 of 1
16 JANUARY 2013

1937 Munich exhibition of Degenerate Art

"00:25:43 Wide view of the new House of German Art, a museum dedicated to Nazi–approved artwork, with long, white columns. 00:26:03 Across the street, INTs of the 1937 exhibition of Entartete Kunst ['Degenerate Art'] on the second floor of the Institute of Archaeology. Room 1 with 'Kruzifixus' [Crucified Christ] sculpture by Ludwig Gies (1921), formerly in Luebeck cathedral. 00:26:66 Room 3 with 'Maedchen mit blauem Haar' [Girl with Blue Hair] by Eugen Hoffmann. Wall text refers to a Kandinsky piece 'Zweierlei Rot' (1928) purchased for the National Gallery in Berlin for 2,000 marks as 'paid by taxes from the working German people.' 00:26:39 Wide view of the crowds in Room 3, including the mocking inscription by Georg Grosz, 'Nehmen Sie Dada ernst! Es lohnt sich.' [Take Dada seriously! It's worth it.] Male docent showing visitors Room 3 with 'Springendes Pferd' [Jumping Horse] by expressionist Heinrich Campendonk from the National Gallery and the small painting 'Um den Fisch' [Around the Fish] by Paul Klee. 00:27:13 Visitors moving through Room 3, looking at sculptures beneath an inscription in wavy lines, 'We act as if we were painters, poets, or whatever, but we...are just putting one giant swindle over on the world....' 00:27:24 Exhibit lobby with large head sculpture 'Der neue Mensch' [The New Man] by Otto Freundlich (1912), which was used for the cover of the exhibition guide. 00:27:37 EXTs, people coming out of the building, car and bicycle pass by on the street. Large sign over exhibition entrance: 'Ausstellung 'Entartete Kunst' Eintritt frei.' [Exhibition 'Degenerate Art' Free entrance.] INT, Room 4 with 'Der Strand' [The Beach] by Max Beckmann. 00:28:00 Profile view of two women looking at paintings by Ernst Kirchner and Oskar Kokoschka in Room 4 with 'Sitzender Mann' [Sitting Man] by Erich Heckel of the artists' group 'Die Bruecke' [The Bridge] and 'Die Mulattin' [The Mulatto Woman] by Emil Nolde behind them. Men view works in Room 4 and move through exhibit. 00:28:33 Room 5 with 'Bahnhof in Koenigstein' [Koenigstein station] by Ernst Kirchner, 'Blumen und Tieren' [Flowers and Animals] by Heinrich Campendonk (1926), 'Handstand' by Willi Baumeister, 'Im Kanu' [In the Canoe] by Jean Metzinger, 'Komposition' [Composition] by Piet Mondrian (1929), 'Stilleben' [Still Life] by Karl Schmitt–Rottluff (1932). 00:29:07 The inscription over the doorway from Room 6 to Room 7, 'Sie hatten vier Jahre Zeit.' [They had four years' time.] In Room 1, 'Christus und die Suenderin' [Christ and the Sinner] by Emil Nolde (1929). Visitors before the Dada wall in Room 3, pan to right."

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TAGS

1937 • degenerate art • deviant status • Emil Nolde • Entartete Kunst • Erich Heckel • Ernst Kirchner • Eugen Hoffmann • exhibitionExhibition of Degenerate Art • Georg Grosz • Heinrich Campendonk • House of German Art • Jean Metzinger • Julien Bryan • Karl Schmitt-Rottluff • Kruzifixus • Ludwig Gies • Max Beckmann • modern artMunichmuseumNazi Germany • Nazi-approved artwork • Oskar Kokoschka • Otto Freundlich • out-groups • Paul Klee • Piet MondrianUnited States Holocaust Memorial Museum • Wassily Kandinsky • white columns • Willi Baumeister

CONTRIBUTOR

Simon Perkins
14 JULY 2012

Student experiences of disability social networks, in and around higher education

"For many young people social networks such as Facebook are an essential part of their student experience. Other web–based, interactive services like Wikipedia and YouTube are also an important facet of everyday student life. New technologies have always been scrutinized for their capacity to support education and, as social technologies become more pervasive, universities are under increasing pressure to appropriate them for teaching and learning. However, the educational impact of applying these Web 2.0 technologies is uncertain.

Using a Foucauldian perspective, my qualitative study explores the networked experiences of disabled students to examine how dis/ability difference is ascribed and negotiated within social networks. Data comprises 34 internet–enabled interviews with 18 participants from three English universities. Interviews incorporate the internet to expand opportunities for discussion, observation and analysis. Mobile broadband, a remote desktop viewer and screen capture have been flexibly applied together to ensure an accessible interview situation and recognise students' preferences and circumstances. Data is analysed using discourse analysis, with an attention to context framed by activity theory.

Disabled students' networked experiences are found to be complex and diverse. For a proportion, the network shifts the boundaries of disability, creating non–disabled subjectivities. For these students, the network represents the opportunity to mobilise new ways of being, building social capital and mitigating impairment.

Other participants experience the network as punitive and disabling. Disability is socio–technically ascribed by the social networking site and the networked public. Each inducts norms that constitute disability as a visible, deviant and deficit identity. In the highly normative conditions of the network, where every action is open to scrutiny, impairment is subjected to an unequal gaze that produces disabled subjectivities. For some students with unseen impairments, a social experience of disability is inducted for the first time.

As a result, students deploy diverse strategies to retain control and resist deviant status. Self–surveillance, self–discipline and self–advocacy are evoked, each involving numerous social, cognitive and technological tactics for self–determination, including disconnection. I conclude that networks function both as Technologies of the Self and as Technologies of Power. For some disabled students, the network supports 'normal' status. For others, it must be resisted as a form of social domination.

Importantly, in each instance, the network propels students towards disciplinary techniques that mask diversity, rendering disability and the possibility of disability invisible. Consequently, disability is both produced and suppressed by the network."

(Sarah Lewthwaite, Slewth Press)

TAGS

2011 • accessible interviews • Activity Theoryboundaries • building social capital • capacity to support education • cognitive tacticscontrol • deficit identity • deviance • deviant • deviant statusdifference • dis/ability • dis/ability difference • disabilitydisability and social networks • disability as a visible • disability studies • disability studies researcher • disabled students • disabled subjectivities • disabling • disconnection • discourse analysisdiversity • education researcher • educational impact • everyday student lifeFacebook • Foucauldian perspective • higher educationidentityidentity constructionidentity performance • impairment • interactive services • internet-enabled interviews • invisiblelearning and teaching • LSRI • mediated environmentsMichel Foucaultmitigating impairment • mobile broadband • networked experiences • networked publicsnew technologiesnew ways of being • non-disabled subjectivities • normal status • normative conditions • open to scrutiny • PhDPhD thesis • produced by the network • punitive • qualitative study • remote desktop • Sarah Lewthwaite • screen capture • self-advocacy • self-discipline • self-surveillance • social experience of disability • social interactionsocial media researchersocial networking servicesocial networking sitessocial networkssocial norms • social tactics • social technologies • socio-technically ascribed • student circumstancesstudent experience • student experiences of disability • student preference • students • suppressed by the network • tactictactics • technological tactics • technologies of powerthesis • unequal gaze • University of Nottingham • unseen impairments • Web 2.0 technologies • web-basedWikipediayoung peopleYouTube

CONTRIBUTOR

Simon Perkins
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