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

2021 ◽  
Vol 20 (2) ◽  
pp. 141-161 ◽  
Author(s):  
Beth Pickard
Keyword(s):  
Disability Studies ◽  
Small Scale ◽  
Creative Arts ◽  
Art Students ◽  
Critical Disability Studies ◽  
Perceptions And Attitudes ◽  
Learning Journey ◽  
Arts Curriculum ◽  
Surface Patterns ◽  
Evaluative Research

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.

Recent Work in Critical Disability Studies

Paragraph ◽  
2018 ◽  
Vol 41 (2) ◽  
pp. 233-244
Author(s):  
Hannah Thompson
Keyword(s):  
Recent Work ◽  
Disability Studies ◽  
Critical Disability Studies

scholarly journals Historical Epistemology as Disability Studies Methodology: From the Models Framework to Foucault’s Archaeology of Cure

2015 ◽  
pp. 108-134 ◽  
Author(s):  
Aimi Hamraie
Keyword(s):  
Disability Studies ◽  
Biomedical Knowledge ◽  
Historical Epistemology ◽  
Critical Disability Studies ◽  
Medical Authority ◽  
Disability History ◽  
Models Of Disability ◽  
The Social ◽  
History Of ◽  
Construction Of Disability

In this article, I argue for historical epistemology as a methodology for critical disability studies (DS) by examining Foucault’s archaeology of cure in History of Madness. Although the moral, medical, and social models of disability frame disability history as an advancement upon moral and medical authority and a replacement of it by sociopolitical knowledge, I argue that the more comprehensive frame in which these models circulate—the “models framework”—requires the more nuanced approach that historical epistemology offers. In particular, the models framework requires greater use of epistemology as an analytical tool for understanding the historical construction of disability. Thus, I turn to Foucault’s History of Madness in order to both excavate one particular archaeological strand in the text—the archaeology of cure—and to demonstrate how this narrative disrupts some of the key assumptions of the models framework, challenging DS to consider the epistemological force of non-medical fields of knowledge for framing disability and procedures for its cure and elimination. I conclude by arguing that DS must develop historical epistemological methodologies that are sensitive to the complex overlays of moral, medical, and social knowledge, as well as attend to the social construction of scientific and biomedical knowledge itself.

scholarly journals Toward a Crip-of-Color Critique: Thinking with Minich's 'Enabling Whom?'

Lateral ◽  
2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Jina B Kim
Keyword(s):  
Disability Studies ◽  
Critical Disability Studies ◽  
Academic Labor

Response to Julie Avril Minich, "Enabling Whom? Critical Disability Studies Now," published in Lateral 5.1. Kim elaborates upon a crip-of-color critique, which has possibilities to both criticize structures that inherently devalue humans and to take action to work toward justice. Kim’s final call is to identify and act against the inequalities and harm of academic labor, urging readers to take seriously a “politics of refusal” that might help academics of color survive through alternative collectivities.

Educational Podcasts at University Campus Suffolk

2011 ◽  
pp. 187-208 ◽  
Author(s):  
Tim Goodchild ◽  
Sam Chenery-Morris
Keyword(s):  
Case Studies ◽  
Ad Hoc ◽  
Developmental Process ◽  
Learning Experience ◽  
Small Scale ◽  
University Campus ◽  
Health And Social Care ◽  
Wide Range ◽  
History Of ◽  
Evaluative Research

This chapter will explore the introduction and development of podcasts at University Campus Suffolk (UCS). The podcasts discussed in this chapter have all been developed in relation to pre-registration health and social care courses within the Faculty of Health at UCS. UCS is a relatively new university, and has a wide range of professional courses including nursing, midwifery, radiography, operating department practice and social work. The chapter will begin with a discussion of where podcasts sit in the paradigm of mobile learning and then a brief history of podcasting. The introduction of podcasts at UCS has been ad-hoc and mostly in response to ideas for developing the wider student learning experience. This ad-hoc approach has led to the development of a model for their educational use. Three case studies will be outlined, followed by presentation of the model. These case studies will show how podcasts came to be utilised, and the progression of our thoughts and experiences which have informed their current and future development at UCS. Small scale evaluations throughout the developmental period, and informal student feedback have helped inform the progression of podcasting at UCS. These evaluations have driven the increased use of podcasts at UCS, with students enjoying the experience of using podcasts, and also the ability to digest the podcasts at a time of their choosing. However, it should be noted that because of the nature of the developmental process, full scale evaluative research is only now being undertaken.

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