Thesis (Ph. D.)--Georgia State University, 2007. / Title from file title page. Philo A. Hutcheson, committee chair; Donna Breault, Susan Talburt, Benjamin Baez, Elaine Manglitz, committee members. Electronic text (214 p.) : digital, PDF file. Description based on contents viewed Mar. 26, 2008. Includes bibliographical references (p. 171-183).

Thesis (Ph.D.)--University of California, Los Angeles, 1996. / Chair: Val D. Rust. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 244-257).

No description available.

Thesis (Ph.D.)--Murdoch University, 2003. / Thesis submitted to the Division of Arts. Includes bibliographical references (leaves 210-224).

Thesis (Ph. D.)--University of Washington, 1984. / Vita. Bibliography: leaves [318]-347.

Thesis (Ph. D.)--Ohio State University. / Includes vita. Includes bibliographical references (leaves 125-129). Available online via OhioLINK's ETD Center.

This dissertation explores the conflicts, contradictions and paradoxes inherent in the lives of those women who, as artists and academics, seek to connect their personal and professional lives in their work. It explores how creativity and the pursuit of self-knowledge relate to the lives of female artists and academics. The dissertation arises from a study of my own experience as woman, writer and academic. / Inquiries into creativity and feminist, critical and cultural theory provide the framework for examining how the identity of the female artist is shaped within the patriarchal institution of academia, an institution originally created by, and for, men and still strongly influenced by this history. These inquiries allow a deeper understanding of the impact of this institution on the life and work of the female artist both within and beyond the academy. As a self-study, the distinctive voice of this dissertation is developed through autobiographical narratives, journals, letters and a development of personal metaphors, as well as through a dialogue with others. This is therefore a performative text in which narratives map a process of transformation that traces the artist's path from silence to voice. / This work has important implications for women in higher education as self-study is revealed to be an essential methodological instrument for the articulation of alternative, authentic perspectives of marginalized and under-represented women. Moreover, the acknowledgement of the academic/artist paradigm in teacher education opens the path for a re-viewing of the metaphors of self-denial, impersonation and masks that are part of the landscape of teacher knowledge.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.