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Inclusion and Art Education: ‘Welcome to the Big Room, Everything's Alright’
Author(s) -
Penketh Claire
Publication year - 2017
Publication title -
international journal of art and design education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.312
H-Index - 25
eISSN - 1476-8070
pISSN - 1476-8062
DOI - 10.1111/jade.12084
Subject(s) - inclusion (mineral) , space (punctuation) , normative , aesthetics , visual arts education , sociology , affect (linguistics) , visual arts , art , pedagogy , epistemology , gender studies , the arts , philosophy , linguistics , communication
This article offers an exploration of the art room as part of a broader project to consider the ways in which normative practices in art and design education can include and exclude students. The art classroom is explored here as a ‘disrupted space’ and one that can promote movement between the structures and boundaries that affect our ways of being in, and experiencing, the world. The art room offers a space for colonising otherness, as well as an ‘alternative’ or risky physical space, a refuge, or one with the potential to disrupt the dominant educational landscape.