By Claire Penketh (auth.), Claire Penketh (eds.)
An awkward come upon bargains an interrogation of inclusive schooling through exploring the purpose at which dyspraxia and drawing from commentary meet inside formal studying environments. Drawing on tales of person adventure, this e-book seeks to advertise the interrogation of implicit academic practices. the following the complexity of observational drawing is tested now not inside of a closed group of artwork schooling yet in the social and cultural area of different serious debates inside of schooling, particularly these relating to inclusion. students don't event inclusion and exclusion within the summary yet via discipline-based and positioned practices. This ebook goals to discover this complexity and disrupt ways that may search to rationalise and compartmentalise academic event. an awkward come across displays a cross-disciplinary point of view and may be of curiosity to teachers, pros and practitioners drawn to the character, position and price of artwork schooling in addition to people with a specific curiosity in dyspraxia. it is going to even be of specific relevance to these all for listening to the voices of scholar event of inclusive and specific academic practices.
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Extra info for A Clumsy Encounter: Dyspraxia and Drawing
I have been able to draw on pieces of documentary evidence in addition to verbal testimony. This has related to drawings and sketchbook material offered to me during my conversations with participants which, in some cases, included grading information and teachers’ comments. It also included, in the case of two of the participants, old school reports. These additions to the personal narratives allowed for the reflection of an ‘official discourse’ which added a further dimension to the stories. These reports, as reifications of teacher and school-based discourses, provided additional public, reductive accounts as data to be written into participants stories embodying a language of normalisation in grading information and descriptions of pupil performance that could be drawn on in a consideration of the breach between ‘real’ and ‘ideal’.
My own reactions and preconceptions are interesting on reflection. It now seems curious to me that I had worried about an adolescent’s ability to recount his experiences, and I am conscious that this speaks more of my own preconceptions and understanding than the ability of young adults to make sense of their experiences. Matthew spoke easily and confidently. My experience however, was different to earlier interviews with adult participants. There was a distinct power imbalance and my attempt at naturalistic conversation felt inappropriate, particularly in the earlier interviews.
The identification of the ‘abnormal’ is a necessary aspect of those systems designed to identify those who are ‘more able’ or academically elite (McHoul and Grace, 1993:72). Foucault argues that social organisations, such as the compulsory education sector, demand the identification of the ‘normal’ and the ‘abnormal’ (Foucault, 1991). The identification of special educational needs and the expanding discourse surroundding this field appears to be built around the rights of the individual to an appropriate education, yet there is a social dimension to the need to identify and separate different types of learners, since such practices comprise the ways in which hierarchical structures are required to function.
A Clumsy Encounter: Dyspraxia and Drawing by Claire Penketh (auth.), Claire Penketh (eds.)