A Clumsy Encounter: Dyspraxia and Drawing
A Clumsy Encounter offers an interrogation of inclusive education by exploring the point at which dyspraxia and drawing from observation meet within formal learning environments. Drawing on stories of individual experience, this book seeks to promote the interrogation of implicit educational practices. Here the complexity of observational drawing is examined not within a closed community of art education but within the social and cultural domain of other critical debates within education, specifically those related to inclusion. Pupils do not experience inclusion and exclusion in the abstract but through discipline-based and situated practices. This book aims to explore this complexity and disrupt approaches that might seek to rationalise and compartmentalise educational experience. A Clumsy Encounter reflects a cross-disciplinary perspective and will be of interest to academics, professionals and practitioners interested in the nature, role and value of art education as well as those with a particular interest in dyspraxia. It will also be of particular relevance to those concerned with hearing the voices of pupil experience of inclusive and exclusive educational practices.
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CHAPTER 2 IMAGINING A METHODOLOGY
CHAPTER 3 INCLUSION AND EDUCATION
CHAPTER 4 CREATING THE DYSPRAXIC IDEAL
CHAPTER 5 DRAWING FROM OBSERVATION
CHAPTER 6 MATTHEW
CHAPTER 7 CRAIG
CHAPTER 8 ALEX
CHAPTER 9 ELAINE
CHAPTER 10 A CLUMSY ENCOUNTER
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ability acknowledged activity Alex Alex’s appears approach argued art and design art education art practice art production artist aspects assessment Atkinson Bourdieu breach central centre Chapter child Claire cockerel concepts connection context coordination difficulties Craig cultural curriculum defined definition described design education Developmental Coordination Disorder developmental dyspraxia disability discourse discussion Dixon and Addy dominant drawing from observation drawing practice dyscalculia dyslexia dyslexic dyspraxia dyspraxic ideal Elaine Elaine’s emphasis engagement epistemological example experiences of drawing explored focus Foucault GCSE handwriting hegemonic identified inclusion individual individualisation interview Jean Ayres Key Stage lack learner literature Matthew narrative National Curriculum nature norm normalisation objects observational drawing offers participants particular types pedagogic pedagogy perceived perception perspective physical potential prioritise problematic pupils range recognised reference reflect relation relevance result role sense significant skills social specific story suggests teacher teaching technical technical drawing understanding visual