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 individualised perspectives about disability to an increasingly social, interactional perspective, the full extent of the medicalised gaze and internalised ableism at the outset of the study was unanticipated. This realisation 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.
Original languageEnglish
JournalArt, Design and Communication in Higher Education
Publication statusAccepted/In press - 15 Mar 2021

    Research areas

  • inclusive arts, pedagogy, disability, higher education, participatory arts, anti-oppressive education, consciousness raising

ID: 3750886