Undergraduate creative arts students’ perceptions and attitudes toward disability: Advancing a critical disability studies informed curriculum

B. Pickard
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引用次数: 3

Abstract

This study reports on the unanticipated findings of a small-scale, evaluative research project. Further to a pilot iteration, a cohort of undergraduate art students engaged with an immersive, inclusive arts curriculum informed by critical disability studies. Students’ perceptions and attitudes about disability were recorded at the outset and conclusion of the pedagogical project, through a qualitative questionnaire. Thematic analysis was employed to surface patterns in the cohort’s responses at both points in their learning journey. While the findings evidenced the anticipated shift from individualized perspectives about disability to an increasingly social, interactional perspective, the full extent of the medicalized gaze and internalized ableism at the outset of the study was unanticipated. This realization has been influential in developing the pedagogical approach and the framing of the content taught, and has exemplified both the potential and the need to learn about disability, disablement and diversity through art education.
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本科创意艺术学生对残疾的看法和态度:推进关键残疾研究通知课程
本研究报告了一个小规模评估性研究项目的意外发现。在试点迭代的基础上,一批艺术本科生参与了一项沉浸式、包容性的艺术课程,该课程由批判性残疾研究提供信息。在教学项目开始和结束时,通过定性问卷记录了学生对残疾的看法和态度。采用主题分析来揭示队列在学习过程中的两个阶段的反应模式。虽然这些发现证明了从个性化的残疾视角向日益社会化、互动化的视角的预期转变,但在研究开始时,医学化的凝视和内化的能力主义的全面程度是出乎意料的。这一认识对发展教学方法和教学内容的框架产生了影响,并体现了通过艺术教育学习残疾、残疾和多样性的潜力和必要性。
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来源期刊
CiteScore
1.50
自引率
0.00%
发文量
9
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