‘The school of our dreams’: engaging with children’s experiences and hopes at a remote school in India

Art‐based research to explore children's lived experiences of dysgraphia

“…The first author (EK), a trained educator and art therapist, was able to use art therapy methods with some degree of experience and expertise within a research context. For example, the children were invited to make, share, discuss and interpret the artwork for themselves and in dialogue with others (Rangarajan et al, 2022). This involved close inspection of the art (focused looking), active listening (looking, listening and thinking) and discussion (prompting, sharing, comparing and debating views; Lundy et al, 2011).…”

“…Therefore, group conversations and interviews were essential in mitigating this potential (Hickey‐Moody, 2021). Furthermore, given this study's participatory nature where meaning can be co‐constructed between researcher and participants (Rangarajan et al, 2022; Warr et al, 2016), it would be appropriate to mention visible and specific features, such as art elements, when analysing the art with children (Betensky, 1995).…”

“…Within this study, ‘voice' is not confined to oracy or transcripts, as the study also presents imagery as an expression of views, in line with age‐appropriateness (UNESCO, 1989). This position assumes that children are also ‘co‐constructors of meaning’, especially when engaged in dialogue or interactions with others (Rangarajan et al, 2022, p. 4). Therefore, the research question asks: What are the lived experiences of dysgraphia as depicted by children with dysgraphia ?…”