Putting Disability Studies to Work in Art Education

Penketh, C (2014) Putting Disability Studies to Work in Art Education. International Journal of Art & Design Education, 33 (3). pp. 291-300. ISSN 1476-8062

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Abstract

Putting disability studies to work in art education suggests a form of action or industry, a creative opportunity for something to be done, recognising the relationship between theory and practice. Drawing on discourse analysis, this article offers an initial theoretical discussion of some of the ways in which disability is revealed and created through discourses about art education in articles published over the last 30 years in iJADE. This article proposes that the lens of critical social pedagogies applied to work relating to gender, race and class should be extended to disability in order to promote critical engagement through art education rather than critical avoidance. Drawing on Elliot Eisner's six lessons in what can be learnt from the arts, the article concludes by recognising the importance of art education as a means of epistemic validation, where different ways of being in the world are valued. Art education and arts practice offer a means of valuing and expressing the 'dynamic difference of what it means to be human'. The article argues that the combination of disability studies and art education can, therefore, be a force to be reckoned with.

Item Type: Article
Additional Information and Comments: Post-print: "This is the peer reviewed version of the following article: [Penketh, C (2014) Putting disability studies to work in art education], which has been published in final form at [http://onlinelibrary.wiley.com/doi/10.1111/jade.12052/abstract]. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving."
Keywords: disability, disability arts, Eisner, art education, disability studies
Faculty / Department: Faculty of Education > Disability and Education
Depositing User: Susan Blagbrough
Date Deposited: 26 Feb 2016 15:59
Last Modified: 22 Dec 2016 01:15
URI: http://hira.hope.ac.uk/id/eprint/537

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