In this article, I ask how an artwork handling mortality can address human belongingness to the rest of nature. I develop my argument from my video work, which I discuss through the concepts of ecosocialization and the "paradox of tragedy." The orientation of curiosity in artistic experiences may aid in generating a more welcoming relationship with the diverse affects of life's complexities and vulnerabilities. As a result of my artistic journey, I propose that art can help us abandon our aspirations of refuting human mortality and separating humans from the rest of nature and aid in recognizing all life's interdependencies vital for adopting the ecosocial life orientation.
{"title":"The Living Dying Body: Arriving at the Awareness of All Life’s Interdependencies through a Video Artwork","authors":"R. Foster","doi":"10.54916/rae.126189","DOIUrl":"https://doi.org/10.54916/rae.126189","url":null,"abstract":"In this article, I ask how an artwork handling mortality can address human belongingness to the rest of nature. I develop my argument from my video work, which I discuss through the concepts of ecosocialization and the \"paradox of tragedy.\" The orientation of curiosity in artistic experiences may aid in generating a more welcoming relationship with the diverse affects of life's complexities and vulnerabilities. As a result of my artistic journey, I propose that art can help us abandon our aspirations of refuting human mortality and separating humans from the rest of nature and aid in recognizing all life's interdependencies vital for adopting the ecosocial life orientation.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114995680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Curricular encounters with the work of artists invited to be part of an online and ongoing exhibition, Indigeneity & Disability Justice Art, for the 3rd International Conference on Disability Studies, Art, and Education is the focus of this essay. The authors introduce pedagogical art encounters with the art in the exhibition to engage teachers and learners in the complexity of multiple layers of personal experiences of disability situated within systemic colonialist structures that reinforce ableism and hierarchies of power.
{"title":"Pedagogical Encounters with the Indigeneity & Disability Justice Art Exhibition","authors":"Kelly M. Gross, Karen Keifer-Boyd","doi":"10.54916/rae.125085","DOIUrl":"https://doi.org/10.54916/rae.125085","url":null,"abstract":"Curricular encounters with the work of artists invited to be part of an online and ongoing exhibition, Indigeneity & Disability Justice Art, for the 3rd International Conference on Disability Studies, Art, and Education is the focus of this essay. The authors introduce pedagogical art encounters with the art in the exhibition to engage teachers and learners in the complexity of multiple layers of personal experiences of disability situated within systemic colonialist structures that reinforce ableism and hierarchies of power. ","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114008044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay draws on the visual translations produced by artist Sonny Bean in response to the 2022 report, Relaxed Performance: Exploring University-based Training Across Fashion, Theatre and Choir. Relaxed performance (RP) is a wide-reaching movement toward accessibility in arts that challenges normative comportment in performance contexts and has evolved into a contemporary cross-sector vital practice rooted in disability justice. Through a selection of illustrations, Bean transforms human-centric data about RPs into a vital ecosystem that extends to the more-than-human world, denoting the complex interconnectedness of RP production in a settler colonial state.
{"title":"Decolonizing Relaxed Performance: A Visual Translation of Vital Ecosystems","authors":"K. Collins, Chelsea Temple Jones, Carla M. Rice","doi":"10.54916/rae.125086","DOIUrl":"https://doi.org/10.54916/rae.125086","url":null,"abstract":"This essay draws on the visual translations produced by artist Sonny Bean in response to the 2022 report, Relaxed Performance: Exploring University-based Training Across Fashion, Theatre and Choir. Relaxed performance (RP) is a wide-reaching movement toward accessibility in arts that challenges normative comportment in performance contexts and has evolved into a contemporary cross-sector vital practice rooted in disability justice. Through a selection of illustrations, Bean transforms human-centric data about RPs into a vital ecosystem that extends to the more-than-human world, denoting the complex interconnectedness of RP production in a settler colonial state.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123235772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Utilizing a required training module on restraint and seclusion as an example for analysis, this article employs a Disability Critical Race Theory (DisCrit) lens to critique dominant classroom management practices that negatively and disproportionately affect disabled students, particularly disabled students of color. This article suggests that critical disability studies holds potential for informing counter-practice in the art classroom, connecting the radical politics of Disability Art with resistance to special education’s influence on art pedagogy. In suggesting disability studies as an alternative paradigm to inform art education, the article concludes by proposing art teachers can disrupt school-based cycles of harm.
{"title":"Disrupting Discipline: A DisCrit Critique of Behavior “Management” in the Art Room","authors":"Jenna Gabriel","doi":"10.54916/rae.125084","DOIUrl":"https://doi.org/10.54916/rae.125084","url":null,"abstract":"Utilizing a required training module on restraint and seclusion as an example for analysis, this article employs a Disability Critical Race Theory (DisCrit) lens to critique dominant classroom management practices that negatively and disproportionately affect disabled students, particularly disabled students of color. This article suggests that critical disability studies holds potential for informing counter-practice in the art classroom, connecting the radical politics of Disability Art with resistance to special education’s influence on art pedagogy. In suggesting disability studies as an alternative paradigm to inform art education, the article concludes by proposing art teachers can disrupt school-based cycles of harm.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125538773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
V. Freeman, Jamie Oshkabewisens, Joseph Clayton, Richard Fletcher
This multimedia article comprises an illustrated conversation about the context, creation, and impact of the play Birds Make Me Think About Freedom, between non-Indigenous historian and theater artist Victoria Freeman, Indigenous actor Jamie Oshkabewisens, Indigenous artist and survivor of Rideau Regional Centre in Ontario, Joe Clayton, and non-Indigenous art education professor Richard Fletcher, originally presented at the 3rd International Conference on Disability Studies, Arts & Education. This slightly revised version of the conversation about intellectual disability, de-institutionalization, and decolonial arts education through the lens of the concept and practice of survivance is accompanied by still images from the play along with other images from the Zoom conversation and details of important artworks used in the play.
{"title":"Staging Survivance: Intellectual Disability, De-institutionalization, and Decolonial Arts Education","authors":"V. Freeman, Jamie Oshkabewisens, Joseph Clayton, Richard Fletcher","doi":"10.54916/rae.125082","DOIUrl":"https://doi.org/10.54916/rae.125082","url":null,"abstract":"This multimedia article comprises an illustrated conversation about the context, creation, and impact of the play Birds Make Me Think About Freedom, between non-Indigenous historian and theater artist Victoria Freeman, Indigenous actor Jamie Oshkabewisens, Indigenous artist and survivor of Rideau Regional Centre in Ontario, Joe Clayton, and non-Indigenous art education professor Richard Fletcher, originally presented at the 3rd International Conference on Disability Studies, Arts & Education. This slightly revised version of the conversation about intellectual disability, de-institutionalization, and decolonial arts education through the lens of the concept and practice of survivance is accompanied by still images from the play along with other images from the Zoom conversation and details of important artworks used in the play.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115128147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Olivia von der Weid, Gislana Maria do Socorro Monte do Vale, Clarissa Cristina Oliveira Gonçalves, Rita de Cássia Guaraná Bello
This text is an ethnographic report of shared authorship between members of the Brazilian Movement of Blind and Low Vision Women and the anthropologist Olivia von der Weid. We interweave embodied narratives about the unique ways in which the experience of being a visually impaired woman is expressed in their bodies and lives. Understanding that the bonds and connection established in a circle with other women is a fundamental link in the composition of this collective, members of the movement share their marks and what they have inaugurated in themselves, their ways of re-existing after the destabilizations experienced in their training and employment trajectories. Bringing the body, gestures, and movement as motivating elements of exchange and production of knowledge, treating skin as a map of our experiences, we compose here a live image of an event, a corpogravure, with the embodied words of visually impaired women and what they reverberate.
{"title":"Corpogravure of a circle meeting: Poetics and Politics of blind women in Brazil","authors":"Olivia von der Weid, Gislana Maria do Socorro Monte do Vale, Clarissa Cristina Oliveira Gonçalves, Rita de Cássia Guaraná Bello","doi":"10.54916/rae.125087","DOIUrl":"https://doi.org/10.54916/rae.125087","url":null,"abstract":"This text is an ethnographic report of shared authorship between members of the Brazilian Movement of Blind and Low Vision Women and the anthropologist Olivia von der Weid. We interweave embodied narratives about the unique ways in which the experience of being a visually impaired woman is expressed in their bodies and lives. Understanding that the bonds and connection established in a circle with other women is a fundamental link in the composition of this collective, members of the movement share their marks and what they have inaugurated in themselves, their ways of re-existing after the destabilizations experienced in their training and employment trajectories. Bringing the body, gestures, and movement as motivating elements of exchange and production of knowledge, treating skin as a map of our experiences, we compose here a live image of an event, a corpogravure, with the embodied words of visually impaired women and what they reverberate.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115415666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This thematic issue of Research in Arts and Education derives from the presentations and keynote addresses of the 3rd International Disability Studies, Arts & Education Conference (DSAE). In light of the ongoing global pandemic, the conference was held online for the first time from October 7 to October 9, 2021. In preparation for the conference, we recognized how the pandemic had fore-fronted social justice in disability studies, art education, and society: the inequity of economic resources, the exploitation of the most vulnerable people, systemic racism, and the disproportionate effects of climate change on non-industrial countries. The intersection of racial, able-bodied, ethnic, sexual, cultural, gendered, environmental, and economic power disparities are interlocking oppressions that cannot be detached from colonial history. Decolonial work is foregrounded in the lived realities of marginalized people who diverge from neurotypical and dominant systems. Thus, these issues were threaded throughout the conference presentations.
{"title":"Disability Justice: Decentering Colonial Knowledge, Centering Decolonial Epistemologies","authors":"A. Allen, C. Penketh, Alice Wexler","doi":"10.54916/rae.125078","DOIUrl":"https://doi.org/10.54916/rae.125078","url":null,"abstract":"This thematic issue of Research in Arts and Education derives from the presentations and keynote addresses of the 3rd International Disability Studies, Arts & Education Conference (DSAE). In light of the ongoing global pandemic, the conference was held online for the first time from October 7 to October 9, 2021. In preparation for the conference, we recognized how the pandemic had fore-fronted social justice in disability studies, art education, and society: the inequity of economic resources, the exploitation of the most vulnerable people, systemic racism, and the disproportionate effects of climate change on non-industrial countries. The intersection of racial, able-bodied, ethnic, sexual, cultural, gendered, environmental, and economic power disparities are interlocking oppressions that cannot be detached from colonial history. Decolonial work is foregrounded in the lived realities of marginalized people who diverge from neurotypical and dominant systems. Thus, these issues were threaded throughout the conference presentations.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115999489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article introduces the work of five young disabled artists, creative workers, and scholars of color, who the authors invited to be on a panel titled Decentering Colonialism and Ableism in Artistic Practices at the 3rd International Conference on Disability Studies, Arts, and Education. In this article, we focus on three intersecting and interconnected themes that were discussed during the panel: crip time/wisdom, colonialism, and care. The artists work against colonial knowledge through lived experiences and desires that resist ableist, white, and normative structures. The power of artmaking materializes ideas through their bodies, writings, performances, and images through multiple media and technologies that elucidate the disabled bodymind conditions. The authors acknowledge how differently the pandemic allowed care to be offered for disabled, queer, Black, Indigenous, and people of color (BIPOC), particularly considering how black and brown people often provide the networks of care. We argue that the intersecting themes of crip time, colonialism, and care are significant for human ethical values and social justice.
{"title":"Decentering Colonialism and Ableism in Artistic Practices","authors":"Mira Kallio-Tavin, Alice Wexler","doi":"10.54916/rae.125081","DOIUrl":"https://doi.org/10.54916/rae.125081","url":null,"abstract":"This article introduces the work of five young disabled artists, creative workers, and scholars of color, who the authors invited to be on a panel titled Decentering Colonialism and Ableism in Artistic Practices at the 3rd International Conference on Disability Studies, Arts, and Education. In this article, we focus on three intersecting and interconnected themes that were discussed during the panel: crip time/wisdom, colonialism, and care. The artists work against colonial knowledge through lived experiences and desires that resist ableist, white, and normative structures. The power of artmaking materializes ideas through their bodies, writings, performances, and images through multiple media and technologies that elucidate the disabled bodymind conditions. The authors acknowledge how differently the pandemic allowed care to be offered for disabled, queer, Black, Indigenous, and people of color (BIPOC), particularly considering how black and brown people often provide the networks of care. We argue that the intersecting themes of crip time, colonialism, and care are significant for human ethical values and social justice.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114281489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara M. Acevedo M. Acevedo, Hailee M. Yoshizaki, Paulina Abustan, Holly Pearson
Academic spaces in the United States remain exclusive and toxic for those who embody multiple marginalized identities. There is hope, however, as subversive practices and resistance to systemic oppression and hostility continue to infiltrate academia through the work of socially engaged scholar-activists. In this paper, we—four sick, disabled, and Deaf women and non-binary educators of color—come together to discuss our paths to understanding ourselves and our places within academia. Through the methodology of activist ethnography, we explore the diverse and complex ways we embrace Disability Justice in our teaching, research, scholarship, and activism. Collectively and through interwoven storytelling, we disrupt and challenge ableism, racism, settler colonialism, cis-hetero-sexism, classism, and other intersecting forms of oppression within academia by (re)centering and amplifying our lived experiences and disabled, Deaf, and chronically ill epistemologies. Simultaneously, through a Disability Justice praxis, we work to imagine and create educational spaces that build and support radical love, accessible kinship, and healing.
{"title":"Disability Justice Praxis: Sick, Disabled, Deaf Women and Non-Binary Educators of Color Holding Each Other in Radical Love and Accessible Kinship","authors":"Sara M. Acevedo M. Acevedo, Hailee M. Yoshizaki, Paulina Abustan, Holly Pearson","doi":"10.54916/rae.125083","DOIUrl":"https://doi.org/10.54916/rae.125083","url":null,"abstract":"Academic spaces in the United States remain exclusive and toxic for those who embody multiple marginalized identities. There is hope, however, as subversive practices and resistance to systemic oppression and hostility continue to infiltrate academia through the work of socially engaged scholar-activists. In this paper, we—four sick, disabled, and Deaf women and non-binary educators of color—come together to discuss our paths to understanding ourselves and our places within academia. Through the methodology of activist ethnography, we explore the diverse and complex ways we embrace Disability Justice in our teaching, research, scholarship, and activism. Collectively and through interwoven storytelling, we disrupt and challenge ableism, racism, settler colonialism, cis-hetero-sexism, classism, and other intersecting forms of oppression within academia by (re)centering and amplifying our lived experiences and disabled, Deaf, and chronically ill epistemologies. Simultaneously, through a Disability Justice praxis, we work to imagine and create educational spaces that build and support radical love, accessible kinship, and healing.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"29 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123587554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This book review considers Petra Kuppers’s (2022) most recent book, Eco Soma: Pain and Joy in Speculative Performance Encounters. In this accessible text, Kuppers describes a method, eco soma, for ethical, relational being with the world, each other, and ourselves. Like dance, water, and bodies, the eco soma method is unfixed and calls for audience engagement, grounded in somatics, performance art, and disability culture. Working to take eco soma and this book’s arrangement to heart and practice, this review considers lineages and provides glimpses of the encounters described within, which are woven with experiences and myriad theoretical tentacles. It concludes by echoing Kuppers’s call for un/bounding disciplines.
{"title":"Book Review: Eco Soma: Pain and Joy in Speculative Performance Encounters, Petra Kuppers","authors":"Erin J. Hoppe","doi":"10.54916/rae.125088","DOIUrl":"https://doi.org/10.54916/rae.125088","url":null,"abstract":"This book review considers Petra Kuppers’s (2022) most recent book, Eco Soma: Pain and Joy in Speculative Performance Encounters. In this accessible text, Kuppers describes a method, eco soma, for ethical, relational being with the world, each other, and ourselves. Like dance, water, and bodies, the eco soma method is unfixed and calls for audience engagement, grounded in somatics, performance art, and disability culture. Working to take eco soma and this book’s arrangement to heart and practice, this review considers lineages and provides glimpses of the encounters described within, which are woven with experiences and myriad theoretical tentacles. It concludes by echoing Kuppers’s call for un/bounding disciplines.","PeriodicalId":101879,"journal":{"name":"Research in Arts and Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125340311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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