Post-Discussion Response
In this section of seminar, student presentations on critical theories spanned Feminist theory through Post-Structuralism. Many of these theories seek to give a voice to those voices often under or misrepresented by challenging the cannon and the glorified “masters.”
Our discussion on artistic “genius,” including the identities and conditions that enable their elevation to the cannon inspired me to think beyond art and art history. In addition to glorifying their “originality,” “creative innovation,” “tortured-ness” and isolation, the recognition of their artistic “genius” stands upon the hierarchical nature of binary oppositions as they relate to identity: these artistic “geniuses” represent identities with access to power: straight, white, cis-gender men, middle-elite class (bourgeoisie), European, with access to education and networks of economic exchange. These identities, and the projection of “innovation” onto their characters, have enabled them to be included in the cannon.
As discussed in seminar, post-structural theorist Michel Foucault questioned the construction of power. His line of inquiry includes: How does knowledge secure power? Mobilizing this question, I locate a line of tension in our conversation and discourse that seeks to include marginalized artists and voices into the narrative. How does knowledge secure power? The majority of the theorists included in D’Alleva’s text are straight, white, cis-gender men from “Western” nations, highly educated and well-connected. That they might argue for a reading of art and literature that emphasizes sub-altern voices and production while embodying the structures of power that have kept those voices and production in the margins is both ironic and contradictory. But it does not come as a surprise.
What forms of art are considered to be art? Feminist and sub-altern scholars have emphasized the ways in which women’s art has been historically deemed as “craft,” thereby “less-than.” The same questions applied to art history from sub-altern and Feminist theory are relevant in academia. Knowledge secures power as texts are presented as historical “truth.” How is knowledge secured? Who has access to education? What forms of knowledge are considered to be knowledge?