By Claire Penketh (auth.), Claire Penketh (eds.)
An ungainly stumble upon deals an interrogation of inclusive schooling by means of exploring the purpose at which dyspraxia and drawing from remark meet inside of formal studying environments. Drawing on tales of person adventure, this ebook 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 artwork schooling yet in the social and cultural area of alternative severe debates inside schooling, particularly these with regards to inclusion. scholars don't adventure inclusion and exclusion within the summary yet via discipline-based and positioned practices. This publication goals to discover this complexity and disrupt techniques that would search to rationalise and compartmentalise academic event. an awkward come across displays a cross-disciplinary viewpoint and may be of curiosity to teachers, pros and practitioners drawn to the character, position and price of artwork schooling in addition to people with a specific curiosity in dyspraxia. it is going to even be of specific relevance to these all in favour of listening to the voices of scholar adventure of inclusive and unique academic practices.
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Additional resources for A Clumsy Encounter: Dyspraxia and Drawing
Smaller narratives are analysed but each case study as a whole can be read as a narrative of experience for each participant. The separation of participants and the bringing together of other sources, drawings and school reports, for example, mark the data representations as case studies, referring not to the methods of analysis but to the ‘choice of what is to be studied’ (Stake, 2005:443) and the way that this is grouped for focussed attention. A case study is an organisational structure, grouping information together and separating it out as distinctive and separate in order to optimize what can be found in individual rather than generalised experience.
However, discussions of inclusive approaches in education often centre on debates regarding spatialisation (Armstrong, 2003) and the dilemmas regarding the physical re-integration of pupils into mainstream education (Ainscow, Booth and Dyson, 2006). This relates to the ability of all pupils to be able to participate effectively in their learning, specifically in mainstream education, with a focus on what Booth (1996) describes as ‘participation in the culture and curricula of education’. Concepts of inclusion, although with significant origins in social equity, have become almost synonymous with discussions about the ways in which ‘special’ education is provided and the dilemmas that exist in offering the most effective means of educating a physically, socially and culturally diverse student population.
Who will be included and in what? What types of ‘technologies’ exclude and how? Who decides on the rationale for inclusion and who has the power, the will, or the knowledge to include are significant points for consideration in this work. Foucault discusses the role that the ‘political economy of the body’ has within complex social functions such as education where the individual can be shaped or moulded and where particular types of control, he argues, can be exerted over ‘the body’: … power relations have an immediate hold upon it; they invest it, mark it, train it, torture it, force it to carry out tasks, to perform ceremonies, to emit signs.