By Claire Penketh (auth.), Claire Penketh (eds.)
An awkward stumble upon bargains an interrogation of inclusive schooling by means of exploring the purpose at which dyspraxia and drawing from commentary meet inside of formal studying environments. Drawing on tales of person adventure, this publication seeks to advertise the interrogation of implicit academic practices. right here the complexity of observational drawing is tested no longer inside of a closed neighborhood of paintings schooling yet in the social and cultural area of different severe debates inside schooling, particularly these on the topic of inclusion. scholars don't event inclusion and exclusion within the summary yet via discipline-based and positioned practices. This publication goals to discover this complexity and disrupt techniques that would search to rationalise and compartmentalise academic adventure. an ungainly come upon displays a cross-disciplinary viewpoint and may be of curiosity to lecturers, execs and practitioners drawn to the character, function and price of artwork schooling in addition to people with a selected curiosity in dyspraxia. it is going to even be of specific relevance to these excited by listening to the voices of student event of inclusive and particular academic practices.
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Additional info for A Clumsy Encounter: Dyspraxia and Drawing
Craig, although ‘officially’ recognised as dyslexic, with an educational psychologists report as ‘evidence’, identifies himself as dyspraxic and dyscalculaic. ’ I was, at first, concerned that I would be unable to draw on his experiences since he lacked ‘professional authentication’ of being dyspraxic. ’ I wondered whether either narrative was valid and whether I should have included only those with ‘officially’ recognised dyspraxia, 25 CHAPTER 2 yet this would seem to run contrary to the political motivation of the inclusive nature of this work, the complexity and flexibility of labelling (Norwich, 2008) and the positioning of the research within the power/knowledge discourse (Foucault, 1980).
He goes on to describe school structures and organisations as ‘neither natural or normal’ places for effective learning to take place where systemic failure is rationalised as a failure of the individual (p. 484), suggesting also that ‘learning disabilities’ (more specifically a US term), created by inappropriate school structures, would not exist without the school context. ART EDUCATION AND EXCLUSIVE PRACTICE Art education will be explored more fully in Chapter 5, but it is useful to make the connections between some specific characteristics of art as a site for learning and the principles of inclusion that are being discussed here.
He says: Whereas one would not want to deny that some people have great ability in an area of study or practice, the concept ‘talent’ has all too often been conceived of as dichotomously distributed ability, something that one either has or does not have. Yet there is hardly a human ability I can name that is so distributed. 42 INCLUSION AND EDUCATION The overwhelming majority of man’s [sic] abilities are developed in different degrees. (p. 115) The concept of ability or talent in art defined here is particularly problematic in relation to this aspect of education which appears to mark art education out for special consideration.
A Clumsy Encounter: Dyspraxia and Drawing by Claire Penketh (auth.), Claire Penketh (eds.)