By Claire Penketh (auth.), Claire Penketh (eds.)
An ungainly come upon bargains an interrogation of inclusive schooling through exploring the purpose at which dyspraxia and drawing from remark meet inside formal studying environments. Drawing on tales of person event, this booklet seeks to advertise the interrogation of implicit academic practices. the following the complexity of observational drawing is tested no longer inside a closed group of paintings schooling yet in the social and cultural area of alternative severe debates inside schooling, particularly these regarding inclusion. scholars don't event inclusion and exclusion within the summary yet via discipline-based and located practices. This ebook goals to discover this complexity and disrupt methods that may search to rationalise and compartmentalise academic event. an ungainly come across displays a cross-disciplinary viewpoint and should be of curiosity to teachers, pros and practitioners attracted to the character, position and price of paintings schooling in addition to people with a specific curiosity in dyspraxia. it is going to even be of specific relevance to these all in favour of listening to the voices of scholar adventure of inclusive and particular academic practices.
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Extra info for A Clumsy Encounter: Dyspraxia and Drawing
Much of the discussion still emphasises provision for the individual as the location of tensions between integration and separation and how the individual might best be accommodated within the education systems. It is rarely the curriculum and the cultural relevance of subjects that is questioned in relation to potentially exclusive practices in education. Dudley-Marling (2004) attempts to shift the locus of deficit and offers a useful discussion in this respect, suggesting an alternative conception of how learning might be considered.
Art, as a school subject, is derived from and informed by fine art, design and craft, each located differently within social and cultural practices and all, to some extent, varying in the levels of participation desired and encouraged by different societal demands. For example, some elements of art, influenced by 18th century fine art practices, are necessarily based on elitist principles, with work produced by the few for the enjoyment or moral and religious redemption of the many. Craft and design are suitably different, drawing on the role of the artisan, with work produced having a utilitarian as well as aesthetic role.
Much of the discussion around inclusion has been located around practical strategies for including children in mainstream schooling, yet the complication relates to the production of a concept of inclusive education and the ways in which we ‘explicate the discourses of inclusion’ (Graham and Slee, 2008:279). The challenges are therefore philosophical and conceptual as well as practical. INDIVIDUALISATION, NORMALISATION AND THE CREATION OF THE ABNORMAL Inclusion and education are inextricably linked, and these combined terms provide a complex site for negotiation between the individual and the social body.