VCG business card 2012

Visual Culture and Gender (VCG) is an international, freely accessed online journal available @ http://www.emitto.net/visualculturegender. The journal's purpose is to encourage and promote an understanding of how visual culture constructs gender in context with representations of race, age, sexuality, social units, (dis)ability, and social class and to promote international dialogue about visual culture and gender. VCG concerns the learning and teaching processes or practices used to expose culturally learned meanings and power relations that surround the creation, consumption, valuing, and dissemination of images, and involves issues of equity and social justice in the learning, teaching, and practice of art.

The sponsorship of VCG, Hyphen-UnPress (2008), is a signifier that honors our multiple un-press-ured and un-ironed selves. See editorial in Visual Culture & Gender, volume 3.

About the Founding Editors:
Karen Keifer-Boyd, Ph.D., is professor of art education and women's, gender, and sexuality studies at the Pennsylvania State University. She is past president of the National Art Education Association (NAEA) Women’s Caucus (2012-2014), NAEA Distinguished Fellow Class of 2013, and 2012 Fulbright Distinguished Chair in Gender Studies at Alpen-Adria-Universität Klagenfurt, Austria. She serves on the Art Education Research Institute Steering Committee; on the Council for Policy Studies; and as past coordinator of the Caucus on Social Theory. She is co-founder and co-editor of Visual Culture & Gender, and has served on 15 editorial and review boards. She has been honored with leadership and teaching awards, including two Fulbright Awards (2006 in Finland and 2012 in Austria) and the 2013 Edwin Ziegfeld Award. Her writings on feminist pedagogy, visual culture, inclusion, cyberart activism, transcultural dialogues, action research, social justice arts-based research, and identity are in more than 50 peer-reviewed research publications, and translated into several languages. She co-authored Including Difference: A Communitarian Approach to Art Education in the Least Restrictive Environment (NAEA, 2013); InCITE, InSIGHT, InSITE (NAEA, 2008); Engaging Visual Culture (Davis, 2007); co-edited Real-World Readings in Art Education: Things Your Professors Never Told You (Falmer, 2000); and served as editor of the Journal of Social Theory in Art Education and guest editor for Visual Arts Research. She is coordinator of the Judy Chicago Art Education Collection.
Deborah L. Smith-Shank received a Ph.D. from Indiana University in 1992, and served as Chair of the Department of Arts Administration, Education and Policy (formerly knows as Art Education) at The Ohio State University. She is also Emeritus Professor of Art at Northern Illinois University, where she served as Head of the Art Education program. Smith-Shank has taught K-12 art, as well as undergraduate and graduate students for more than 30 years. Her research is involved with artifacts of visual / material culture and social justice examined through semiotic and feminist lenses. She has published more than 100 articles and has presented her work internationally in venues including Australia, Northern Ireland, Finland, Portugal, Brazil, Chile, Canada, Croatia, Japan, Hungary, Slovenia, Turkey, Cyprus, The Netherlands, Belgium, and the United States. Smith-Shank and is co-editor and founder of the journal of Visual Culture & Gender, an international, freely accessed, multimedia juried journal (http://vcg.emitto.net/). She is a Fellow of the National Art Education Association and currently serves as elected Vice President of the International Society for Education Through Art (http://www.insea.org/), and Treasurer of the United States Policy for Council Studies in Art Education. She previously served the National Art Education Association as president of the Women’s Caucus from 1998-2000, and president of LGBTIQ from 2001-2003.

About the Associate Editor

Yen-Ju Lin, Ph.D., is a museum art educator, instructional technologist, researcher, and graphic designer. She worked at the Department of Education, Exhibition, and Information Services at the National Palace Museum (NPM), 2010-2011. Her work at the NPM involved curating new educational media for translating ancient museum artifacts into meaningful narratives for museum visitors. Her dissertation completed in 2016, Designing with Information and Communications Technologies (ICTs) for Event Potentials in an Art Museum Context, investigated engaging critical dialogue through the integration of ICTs in a series of educational activities with the Surveying Judy Chicago: Five Decades exhibition at Palmer Museum of Art in 2014.