Glitch Feminist Art Pedagogy Rebooting AI-generated Images and Transcultural/Transgenerational Experiences

Abstract

Glitch feminist art pedagogy, a focus of volume 19 of Visual Culture & Gender, is a teaching practice that facilitates art-making that exerts subjectivity in ways that crack systems of oppressive power. For example, in my teaching preservice art teachers, the assignment “E-MERGEnt>Self,” refers to a series of activities in which students question borders of where the self begins and ends (Figure 1). Their experiential inquiries are based on the premise that humans are not discreet entities but are entanglements of socio-cultural, geopolitical, and techno-biological processes, which mutually articulates subjectivity. LOCATING>Self as Teacher builds on E-MERGEnt>Self concepts and activities with emphasis on digital visual culture, bioethic narratives, and having agency, which is the ability to inquire, identify, critically examine, interpret, evaluate, and create. Agency requires a sense of self-worth, and abilities to resolve problems, “make decisions, be heard, set agendas, negotiate and face difficulties on one’s own,” and as a group or individually to make choices, and “then to transform these choices into desired actions and outcomes” (Macueve, Mandlate, Ginger, Gaster, & Macome, 2009, p. 22). Knowledge and agency (in)form subjectivity.