‘Children see before they speak’: An exploration of ableism in art education

Penketh, Claire (2017) ‘Children see before they speak’: An exploration of ableism in art education. Disability and Society, 32 (1). pp. 110-127. ISSN 0968-7599

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Abstract

According to Robert McRuer ‘cripping entails radically re-visioning, from committed anti-ableist positions, the taken-for-granted systems in which we are located’. Importantly this critique enables us to recognize sites of inequality in education and provides tools to create alternative ways of conceptualising pedagogy. Informed by such theoretical approaches to disability studies, this paper offers a Critical-crip Discourse Analysis (CcDA) of images and text representing art, craft and design education in England between 2005 and 2011. This analysis indicates that although art education is recognized as significant for all children, limited representations of disabled children and young people can result in their experiences becoming devalued. Descriptions of apparently inclusive educational practices naturalize, prioritise and reinforce so-called able-bodied/mindedness and fail to capture the benefits of diversity to educative practices in art. This analysis of discourses about art education is therefore an essential step in re-imagining an equitable and sustainable art education with true relevance for all.

Item Type:	Article
Additional Information and Comments:	This is an Author's Original Manuscript of an article submitted for consideration in Disability and Society [copyright Taylor & Francis]; Disability and Society is available online at "http://www.tandfonline.com/doi/full/10.1080/09687599.2016.1270819"
Faculty / Department:	Faculty of Education and Social Sciences > School of Social Sciences
Depositing User:	Claire Penketh
Date Deposited:	14 Dec 2016 09:40
Last Modified:	19 Feb 2021 15:48
URI:	https://hira.hope.ac.uk/id/eprint/1795

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