is a Postdoctoral Scholar of Art Education at the Pennsylvania State University. With a Ph.D. in Art Education from Florida State University, her research focuses primarily on individuals with invisible disabilities and how they develop and renegotiate their own disability identity. Using theories from critical disability studies, Alexandra continues to generate artwork that addresses issues of ableism in an effort to challenge the stigmatized notion of mental health disorders within a normative society. In her most recent work as a practicing artist, Alexandra's mixed-media sculptures combine wire, glass, fiber and ink to encapsulate her own disability experience as she explores the sociocultural factors that perpetuate performative ablebodiedness. With a background in teaching students with disabilities, she integrates disability awareness into her pedagogical practices, and aims to uncover the ways that arts-based research can support disability identity development within primary and secondary educational institutions.
Jeremy L. Johnson was born and raised in Wisconsin. He holds a BFA in Multimedia Design from the University of Wisconsin Stout as well as BA in K-12 Art Education from the University of Wisconsin Eau Claire. Johnson also holds a MS in Reading from the University of Wisconsin Eau Claire and a Ph.D. in Art Education from the University of Minnesota. He is currently pursuing a Masters in Illustration and is associate professor in art education at the University of Nebraska at Omaha. Johnson has taught at the elementary, middle, and secondary levels as a public arts educator. His current research focus is on providing safe spaces in which art can be taught to individuals who are blind or visually impaired in conjunction with creating museum and gallery experiences that adhere to the principles of Universal Design for Learning. Jeremy has an intense interest in promoting research-based best practices to ensure that art educators are prepared to deliver the best instruction to their students.
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