By Claire Penketh (auth.), Claire Penketh (eds.)
An ungainly come across deals an interrogation of inclusive schooling via exploring the purpose at which dyspraxia and drawing from commentary meet inside formal studying environments. Drawing on tales of person event, this booklet seeks to advertise the interrogation of implicit academic practices. right here the complexity of observational drawing is tested no longer inside of a closed neighborhood of paintings schooling yet in the social and cultural area of different serious debates inside of schooling, particularly these regarding inclusion. scholars don't event inclusion and exclusion within the summary yet via discipline-based and located practices. This e-book 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 lecturers, 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 concerned about listening to the voices of student event of inclusive and particular academic practices.
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Additional info for A Clumsy Encounter: Dyspraxia and Drawing
I am conscious that for me the data collection, analysis and writing acts owe as much to what can be imagined as they do to empirical forms of visual, oral and text-based evidence. This may be a point for debate, in view of the traditional epistemological perspective that equates knowing with a highly empirical and scientific truth seeking. In a climate of methodological conservatism, it is not necessarily an advantage to acknowledge the connections between the art of the imagined and educational research, yet I would argue that the connections and mental leaps that need to occur in narrative analysis owe much to what can be imagined.
Slee and Allan (2001:178) discuss the extension of schooling as a ‘significant force for disablement’ via these mechanisms for observation. They suggest: Schools are cartographic police. Exclusion proceeds through deep structural and broad cultural mechanisms to invigilate a shifting spectrum of diversity. Generally speaking, the boundaries in this sub-map are sharpest along the lines of disability, race, gender, class, sexuality, bilingualism, ethnicity, and geographic position. The personal attributes of the ‘other’, individuals or particular groups in society, are offered to bridge the gaps that are generated by educational practices which generate and reinforce hegemonic values.
This is exemplified by Bentham’s panopticon prison design, where the observer, situated in a central observation tower, is surrounded by individual cells allowing for the observation and subsequent self-regulation of the subject (Foucault, 1991:200). The interchange between the observer and the observed is significant, as are particular ways of seeing. The presumption that there is a ‘shared’ or universal view ignores the positioning of the observer and the role that hegemonic ways of seeing have within discourses of power such as child health and education, as the ‘normalising’ lens becomes the ‘normalised’ lens.