The Myth of The Genius-Artist and The Feminization of Teaching
An Analysis of Visual Arts Education
DOI:
https://doi.org/10.24215/24691488e129Keywords:
University, sexual division of labor, gender perspective, teacher education, visual artsAbstract
This article examines the sexual division of labor within the training of visual arts teachers at a university in Argentine Patagonia. Based on qualitative research and the analysis of 30 syllabi from mandatory courses in the Visual Arts Teacher Training Program (2015–2023), it explores how the curriculum and faculty composition reproduce or challenge gender inequalities in the artistic field. Findings reveal a strong feminization of pedagogical and art history areas—both in assigned readings and in faculty distribution—contrasted with production-oriented areas such as painting, sculpture, and drawing, where male presence remains dominant. This pattern is linked to the persistence of the artist-genius myth, which associates creativity with masculine values and relegates women to teaching and caregiving roles.Downloads
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