This article engages with art education and disability justice through a story narrated using comics. Lorena's Story is a short graphic narrative that explores the complexity of taking responsibility for (non)participation during a participatory animation workshop for children and young people with disabilities. The story inspires a reflective process that questions the model of empowerment present in participatory video literature, validates the diverse ways of being in the world with disabilities and inspires a different notion of empowerment. Within arts-based educational research methods, the comic story is a site of knowledge that aims to provide a sense of integrity, sincerity and authenticity. <p xml:lang="es">Este artículo se compromete a establecer una conversación entre el área de educación artística y el reclamo de justicia social de los estudios de discapacidad a través del arte del cómic. La historia de Lorena es una narrativa breve que expresa la complejidad de tomar responsabilidad de la (no)participación durante un taller participativo de animación para niños, niñas y jóvenes con discapacidad. La historia inspira un proceso reflexivo que cuestiona el modelo de empoderamiento presente en la literatura de video participativo, valida diversas formas de ser en el mundo con discapacidad, e inspira una nueva noción de empoderamiento. Dentro de los métodos de investigación educativa basada en las artes, la historia del cómic es un espacio de conocimiento que se propone generar integridad, sinceridad y autenticidad.
inclusivity and aesth/ethics in third participatory a/r/tographic spaces abstractIn this article, my a/r/tographic practice explores the complexity and uncertainty of educational situations in a third pedagogical space for inclusivity through the creation of a comic story. I draw, narrate and reflect on a situation during a participatory audio-visual project with nine young people (9-15 years old), where a learning proposal leads to different and unexpected results for three participants with learning disabilities. This experience invites me to reflect on the extent to which the creation of participatory audio-visual narratives in third pedagogical spaces can lead to inclusivity. To explore this issue, I first question the idea of third spaces of learning as places for democracy and transformation for inclusivity, free from power relationships. Furthermore, I propose complexity and acceptation of constraints as a path of unexpected transformation. Finally, I conclude by situating 'aesth/ethics' in a/rtography and propose the contiguity of image and text in comic narratives as an inclusive means to committing to living enquiry through with consent, capacity and confidentiality. a/r/tographic practice in contextBeing engaged in a/r/tography is about being committed to an ongoing inquiry through art-making and writing, not separate or descriptive of one another but rather working together to create new understandings. (Leggo et al. 2011: 240)
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