This document discusses gender-balanced approaches to teaching visual literacy in the Czech Republic. It provides conceptual background on post-structuralism, pedagogical constructivism, and visual literacy. It then describes a qualitative study with 10 art teacher interviews and the results/interpretation. The goal is to identify specific conditions and approaches to teaching visual literacy in a gender-balanced way. Resources are cited at the end.

1. A Gender-balanced Approaches
to Teaching Visual Literacy
in the Czech Republic
Zuzana Svatošová, Marie Fulková
© 2014, Zuzana Svatošová.

2. Conceptual background
• Post-structuralism
• Pedagogical constructivism
• Visual literacy

3. Post-structuralism
Lacan's three-dimensional model of subjectivity
REAL IMAGINARY SYMBOLIC
© 2020, Zuzana Svatošová.

4. Pedagogical constructivism
Reusser´s articulation of teaching and learning culture
The scheme was taken according to Janík (2013, p. 655).

5. Visual literacy
Collection of skills required for free dealing with visual
images/pictures/signs (Raney,1999) :
• Perceptive sensitivity
• Orientation in visual culture
• Openness
• Visual expressivity/convincingness
Educational goal of AE
© 2014, Zuzana Svatošová.

6. Study design
• qualitative research
• 10 interviews with teachers of Art Education
• grounded theory

7. Results and interpretation
Specific conditions Specific approaches
© 2014, Zuzana Svatošová. © 2015, Zuzana Svatošová.

8. Gender-balanced approaches
© 2020, Zuzana Svatošová.

9. Resources
• Fulka, J. (2002). Od interpelace k performativitu (feminismus a konstrukce rodové identity) [From
interpellation to performativity (feminism and construction of gender identity)]. In Proceedings of the
Faculty of Social Studies of the University in Brno. Social Studies. Vol. 7, pp. 29-50.
• Janík, T. (2013). Od reformy kurikula k produktivní kultuře vyučování a učení [From curriculum
reform to a productive culture of teaching and learning]. In Pedagogická orientace: vědecký časopis
České pedagogické společnosti. Vol. 23(5), pp. 634-663.
• Lacan, J. (2016). Imaginárno a symbolično [Imaginary and symbolic]. Prague: Academia.
• Raney, K. (1999). Visual Literacy and the Art Curriculum. In Journal Of Art And Design Education.
Vol. 18 (1), pp. 41-48.
• Reusser, K. (2006). Konstruktivismus – vom epistemologischen Leitbegriff zur Erneuerung der
didaktischen Kultur. In M. Baer, M. Fuchs, P. Füglister, K. Reusser, & H. Wyss (Eds.), Didaktik auf
psychologisher Grundlage. Von Hans Aeblis kognitionspsychologischer Didaktik zur modernen
Lehr- und Lernforschung Bern: H.E.P. Verlag AG, pp. 151–168.

10. Faculty of Education, Magdalény Rettigové 4, 116 39 Praha 1
The end