A5046716782- Art Education and Development
- Gender, Feminism, and Media
- Critical Race Theory in Education
- Literacy, Media, and Education
- Race, History, and American Society
- Educator Training and Historical Pedagogy
- Gender Roles and Identity Studies
- Children's Rights and Participation
- Indigenous and Place-Based Education
- Asian Culture and Media Studies
- Educational Environments and Student Outcomes
- Posthumanist Ethics and Activism
- Digital Media and Visual Art
- Art, Politics, and Modernism
- Digital Storytelling and Education
- Neuroscience of respiration and sleep
- Service-Learning and Community Engagement
- Non-Invasive Vital Sign Monitoring
- Youth Education and Societal Dynamics
- Museums and Cultural Heritage
- Obstructive Sleep Apnea Research
- Critical and Liberation Pedagogy
- Cultural Industries and Urban Development
- Media, Gender, and Advertising
- Participatory Visual Research Methods
Pennsylvania State University
2020-2024
Sibel (United States)
2023
University at Buffalo, State University of New York
2015-2018
Buffalo State University
2014-2018
York University
2015-2016
Research Article| December 01 2011 Interrogating Girl Power: Girlhood, Popular Media, and Postfeminism Michelle S. Bae Search for other works by this author on: This Site Google Visual Arts (2011) 37 (2): 28–40. https://doi.org/10.5406/visuartsrese.37.2.0028 Cite Icon Share Facebook Twitter LinkedIn MailTo Permissions Citation Bae; . 1 January 2011; doi: Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Dropdown Menu...
Subscription RequiredScientific InvestigationsA new wearable diagnostic home sleep testing platform: comparison with available systems and benefits of multinight assessments Jessica Walter, MD, MSCE, Jong Yoon Lee, BS, Stefanida Blake, MS, Lakshmi Kalluri, MCA, Mark Cziraky, PharmD, Eric Stanek, Julie Miller, MPH, PMP, Brian J. Harty, MA, Lian Yu, Junbin Park, Michael Zhang, BA, Sarah Coughlin, Alexa Serao, Jungyup Alyssa Buban, Michelle Bae, Claire Edel, Omid Toloui, MBA, Stephanie M....
This article introduces a mobile Global Positioning System app created by refugee girls in the United States as social justice- and community-oriented media art project that provides visual oral countermapping stories reflect an anticolonial orientation their presentation of city Buffalo, New York. Through collaborative work with community educational setting I centered our projects on challenging settler colonial geographies presencing subaltern place. use land-based, critical race approach...
With an overview of the authors’ contributions, this introduction to special issue on girls from outer space provides a conceptual framework for bringing counter-narratives margins, where unheard voices and movements have emerged, developed, expanded as way talking back dominant girlhood discourse well society. Moving away both binary canonical lenses that center White middle-class girlhood, focuses lived experiences color who exist among socio-economically alienated spaces such immigrant,...
Contemporary discussions of globalisation (in general) and postcolonialism (more specifically) have largely remained wed to critiques the West, including around its outsized role in proliferation neoliberal economic logics. As Chen argues Asia as Method, these precluded other kinds about 'theories' – those that are generated between Asian countries peoples (recognising 'Asia' itself is a construction). In this essay, we look towards different kind conversation postcolonialism, one does not...
I explore a spontaneous community art event involving pre-teen and teen refugee girls their embodied experiences at local café located in Northeastern U.S. city. Their bodily encounters involved incipient actions—drifting, knitting, wrist-tying performances—in the creation of new space within café. Drawing on posthumanists’ materialists’ works, engage lived body as foci understanding, necessitating an understanding “liberating to” rather than from.” A central consideration thing-power...
US public parks are ideological sites where settler-colonial curriculum of territoriality is enacted through their organization and design. However, the rhetorics nature democracy that often frame them rarely problematized as White settler projects occupying colonized land. Drawing on scholarship decolonial, land-based education, this article critiques narratives urban parks’ undergirding curricula discusses a student-developed artistic intervention executed in local park. The ‘Lederer Park...
Abstract This article provides an overview of how land-based settler colonial critique can reorient art criticism and education to expand the scope practice critical considerations land politics social justice, particularly in terms repatriation Indigenous lands. In particular, perspectives help rethink place/land by offering decolonizing methods for critiquing Western works that address place. Art educators’ ability understand colonialism has been hindered Eurocentric criticism. seeks...
This article explores the digital self-photographic play of contemporary diasporic Korean teen girls living in a Midwest campus town United States. Drawing on postcolonial notions "hybridity," this highlights ways these engage ambivalent photo practices both identification and dis-identification with their seemingly "authentic" Koreanness,1 allowing them to reclaim desire as recognizable "Other" (Bhabha, 1994). Their liminal tactics stereotypic gesture offers way plan own articulations...
Place has long been noticed, made, developed, and narrativized in favor of settler majorities' economies hegemonies. Disregarding Indigenous presence land, the terror on land continues form dislocation dispossession Indigenous, Black, other minoritized communities color, along with racial segregation alienation. Drawing scholarship land-based decolonizing education, this article provides conceptual groundwork for a art education theory practice concerned place-based social justice equity....
Click to increase image sizeClick decrease size Additional informationNotes on contributorsMichelle S. Bae-DimitriadisMichelle Bae-Dimitriadis, Assistant Professor, Art Education; Women, Gender, and Sexuality Studies; Asian Studies, Pennsylvania State University in Park. Email: mxb1065@psu.eduInjeong Yoon-RamirezInjeong Yoon-Ramirez, Education, of Arkansas at Fayetteville. ijyoon@uark.edu
Drawing on scholarship about decolonization and anti-Asian racism, this article offers a decolonizing mode of thinking that intervenes in advances antiracist art inquiries praxis. Refusing nationalist fictitious Americanization focuses the successful stories Asian immigrants, new praxis challenges existing paradigm antiracism for immigrants heavily centers communities’ empowerment inclusion within multicultural discourse. By viewing racism as function settler colonialism, intervention helps...
In this special issue, we continue a dialogue on educating hope, radicalizing imagination, and politicizing possibility. The articles selected for both conceptual empirical,...