By Claire Penketh (auth.), Claire Penketh (eds.)
An awkward stumble upon bargains an interrogation of inclusive schooling via exploring the purpose at which dyspraxia and drawing from remark meet inside of formal studying environments. Drawing on tales of person adventure, this booklet seeks to advertise the interrogation of implicit academic practices. right here the complexity of observational drawing is tested no longer inside a closed group of artwork schooling yet in the social and cultural area of different serious debates inside of schooling, particularly these on the topic of inclusion. students don't event inclusion and exclusion within the summary yet via discipline-based and positioned practices. This booklet goals to discover this complexity and disrupt techniques that would search to rationalise and compartmentalise academic event. an ungainly stumble upon displays a cross-disciplinary standpoint and should be of curiosity to teachers, pros and practitioners drawn to the character, function and price of paintings schooling in addition to people with a specific curiosity in dyspraxia. it's going to even be of specific relevance to these curious about listening to the voices of student adventure of inclusive and particular academic practices.
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Extra resources for A Clumsy Encounter: Dyspraxia and Drawing
As such the literature search has been much more of a recursive process than Bell (1999) suggests, informed by the reading, but also the ‘thinking writing’ that has developed my analysis (Adams and St. Pierre, 2005). For example, an early decision to disregard clinical research because of the sociological nature of this work has been dramatically revised, since it is the emphasis on the medical model 30 IMAGINING A METHODOLOGY of dyspraxia that provides a substantial aspect of the discussion and it needs to be presented and referred to.
The writing, research and analysis processes of qualitative research are inextricably linked and I acknowledge the contribution that writing can make as part of the research process as well as a means of generating this representation (Wolcott, 2001; Penketh, 2008). Qualitative research, in interpreting the world, has the capacity to be a creative and imaginative practice. The particular focus on alternative approaches in the writing of autoethnography, for example, reflect both the dilemmas and opportunities open to those in pursuit of this form of enquiry (Denzin and Lincoln, 2005, Holman Jones, 2005, Richardson and St Pierre, 2005, Maclure, 2006).
The focus on the artist as celebrity (Bourdieu, 1993) can be described as contributing to the elite principle of the talented individual, with the focus closely aligned to concepts of authenticity and quality in the work produced. Eisner (1972) suggests that there is something particular in the way we discern ability in art, suggesting that this ‘concept of talent has caused mischief ’ in art education. He says: Whereas one would not want to deny that some people have great ability in an area of study or practice, the concept ‘talent’ has all too often been conceived of as dichotomously distributed ability, something that one either has or does not have.
A Clumsy Encounter: Dyspraxia and Drawing by Claire Penketh (auth.), Claire Penketh (eds.)