Art in Institutions: The Emergence of (Disabled) Outsiders

Wexler, Alice; Derby, John

doi:10.1080/00393541.2015.11518956

Cited by 18 publications

(10 citation statements)

References 6 publications

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“…13 The expression and communication of self through art, highlighted the equity involved in expressing the inner-world as discussed by Wexler and Derby. 46 Smeijsters, Kil 47 had found this increased sense of identity. It strengthened their sense of self 48 through art-making.…”

Section: Discussionmentioning

confidence: 94%

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Gentle

O’Brien

2020

Health Prom J of Aust

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Issues Addressed: Neurodivergent people have a strong history of raw creative expression in the arts, however they also have a history of being segregated from society. This segregation has obstructed pathways to building the connections that maintain both mental and physical health. This research sought to illuminate how group art-making impacts relationship formation with neurodivergent people in regional Australia. Method:The study included nine participants with intellectual disability and one with an acquired brain injury who regularly attend art-making workshops, along with eight of their chosen arts advocates. A single iterative case-study design was employed using participatory action research (PAR) methodology. Methods included: three participant think aloud (T/A) groups, nine researcher observations, and nine third-party interviews. The data were thematically analysed then triangulated using three different sources. Results: Making art in a group can form enriched relationships with (a) the artwork; (b) the self; (c) others; and (d) community. Facilitation supported how these relationships formed. The relationships increased agency, belonging and wellbeing. Conclusion:These connections mitigate the numerous effects of marginalisation.Art-making has the capacity to enrich the health and wellbeing of neurodivergent populations.So What?: Art-making groups can provide a space that interrupts the isolation and social exclusion experienced by neurodivergent people. Art workshops offer both an emancipatory space to create where sense of self and relationships with others are enhanced, and an opportunity to reach beyond the studio to connect with communities. These rich connections contribute to better health outcomes for neurodivergent people, thus enhance the wellbeing of their communities.

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Section: Discussionmentioning

confidence: 94%

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Gentle

O’Brien

2020

Health Prom J of Aust

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“…As has been described, there is a very conscious effort fully focused on the practice of social inclusion through arts, a task where cooperative learning, from a socio-constructivist perspective, values the person and his or her social interdependence, and promotes equality, the development of identity and the promotion of social and cultural hope. The Art Education and Human Development project engages with the perspective that Wexler & Derby (2015) proposed, in which they state that children with disabilities are capable of promoting their own symbolic and metaphorical universe and building their identity from their shared space and time. In view of all this, in order to emphasise these qualitative nuances, there is an intention on the part of those involved, both the FVF-RDT and the Communiars collective, to perpetuate the project.…”

Section: Conclusion About the Projectmentioning

confidence: 99%

“…Hence, special attention must be paid to them with the aim of recognising such identities in the artistic production and practices of such students. To that end, the artistic methodologies of art education must foster the recognition of the merits of artistic activity, encouraging students with disabilities to find their own symbols and metaphors, carriers of emotions, achievements and internal conflicts, instead of tackling it as a tool for diagnosis or normalisation (Wexler & Derby 2015). The development of an artistic action that strengthens such identity foundations will require a shift from the strategic and pedagogical multidisciplinary approach to a transdisciplinary approach (Derby 2012), favouring linking strategies between social sciences, humanities and art.…”

Section: Introductionmentioning

confidence: 99%

Art Education and Development Cooperation: A Project in Educational Centres for Children with Special Needs in India

Escaño¹,

Maeso-Broncano²,

Mañero³

2021

Int J Art Design Ed

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The purpose of this article is to examine Art Education and Human Development, a development cooperation project carried out during the period 2015-2018 in Ananthapuramu, India and implemented between the University of Seville, Spain and the Fundaci on Vicente Ferrer (Vicente Ferrer Foundation) -Rural Development Trust (FVF-RDT). Drawing on action research methods, the participants were children with disability and resident teachers, in accordance with the schools involved in the study. The aim of our work was to accomplish a set of art practices so as to develop empowerment and human values in order to offer an artistic and pedagogical training to the local teachers involved in the project. Broadly speaking, our results approach the notions of development cooperation and art education, understanding art education as a vehicle for emancipation and social transformation. Therefore, art education for development cooperation is comprehended as a process that encourages social inclusion, respect for diversity, education in values, cooperation and whole-person development. As a result, the experiences presented derive from a process of action research and favour the development of guidelines for possible good practices.

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“…In disability justice, inclusion means that disability is 'fully recognised as providing alternative values for living that do not simply reify reigning concepts of normalcy' (Mitchell and Snyder 2015: 5). Disability justice recognises disability fully as an alternative way of being and living (Mitchell and Snyder 2015: 5), challenging the premise that it is better to be ablebodied and able-minded than it is to be disabled (Wexler and Derby 2015). Wexler proposes to use the arts as a means to reimagining disability within a social space, including neurological and cognitive differences, so that 'student empowerment and equity might be established in the art room ' (2016: 33).…”

Section: Connecting Social Justice Art Education Disability Justice and Participatory Videomentioning

confidence: 99%

Engaging, validating, imagining: A comic-based approach to (non)participation and empowerment

Manrique

2020

International Journal of Education Through Art

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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.

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Art in Institutions: The Emergence of (Disabled) Outsiders

Cited by 18 publications

References 6 publications

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Forming relationships through group art‐making: An exploration with neurodivergent people living in regional Australia

Art Education and Development Cooperation: A Project in Educational Centres for Children with Special Needs in India

Engaging, validating, imagining: A comic-based approach to (non)participation and empowerment

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